Observation Portfolio Classroom of Special Education

Observation Portfolio – Special Education Classroom
Introduction
This observation portfolio paper presents a summary of my experience and knowledge gained from analyzing four observation sessions in a special education classroom setting. Observation 1 and 2 was conducted in the morning, observation 3 of 4 took place during lunch break, and observation 4 of 4 was conducted in the afternoon. Each of the four observation sessions is discussed below.
Observation 1 of 4
Observation Summary
The class consisted of nine students; eight students were male and one was female. During my observation, I walked and looked around as the students started each morning with snacks, milk, and orange juice for breakfast followed by typing lessons, mathematics lessons, group calendar practice, and personal information binders. Before starting the mathematics lesson, the students played a game as a way to facilitate smooth transition from one activity to another. Personal information binders included practicing name, age, phone number, address, birthday and identifying days of the week, specifically today and yesterday.
Majority of the students had difficulties in social interaction, attention, and communication and displayed repetitive and unusual behaviors. Also, four of the students avoided eye contact with the host teacher. Overall, the class was very quiet because the students had poor social skills and rarely talked to each other.
The host teacher used visual aids depicting plates, cups, and cooking utensils to teach the student's vocabulary signs and written cues such as police officer, earthquake, and security to teach vocabulary in emergencies reading comprehension. Visual aids and written cues helped the students communicate, learn and develop self-control.
The host teacher demonstrates strong communication skills when teaching students. In order for a teacher to be successful, they must express themselves verbally and nonverbally in a clear, concise, and intriguing manner. Research studies show that successful teachers communicate clearly and directly and have good listening skills. They also respond calmly to student’s behaviors that can disrupt the lesson. For example, during the lesson, one of the students was Facebooking instead of filling in the blank questions in the document. The host teacher walked slowly towards the student and asked to see her progress. The student claimed she was confused, but after the host teacher had explained what the assignment is all about, the student started to fill in the blank questions in the document.
The behavioral strategy that I observed the host teacher using on most occasions was positive reinforcement (Hallahan, Kauffman, & Pullen, 2018). That is strengthening a behavior by providing a consequence an individual finds rewarding, thus making it more likely that the individual will engage in the behavior again. The teacher used praises and token to reward students who displayed appropriate behaviors. Also, the teacher avoided situations where unwanted behaviors is likely to occur.
How my Experience Correlates with Autism Spectrum Disorder and Intellectual Disabilities
Seven of the students I observed had significant limitations in attention, social cognition, and communication which are the behavioral characteristics associated with intellectual disability. According to Hallahan et al. (2018), intellectual disability refers to a “disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills” .It is also known as mental retardation.
Learning considerations for students with intellectual disabilities often include reinforcement and systematic instruction. Systematic instruction refers to the teaching method that is repeatable and learnable through step by step procedure (Hallahan et al., 2018). Any teacher who wishes to use this method should always have a plan. The plan should incorporate student special needs, ability and interests, subject matter to be taught, and instructional materials to be used. Reinforcement involves the use of either token or verbal praise following a desired behavior. I observed the host teacher using praises such as “good reading” to reinforce desired behaviors in students. A student who can associate praises with good reading is likely to develop good reading skills in the future.
Four of the nine students that I observed exhibited repetitive/ unusual behaviors and language deficits (echolalia) which are symptoms of autism spectrum disorders (ASD). ASD is a spectrum disorder because it affects people in different ways. I also noticed one of the students had Dandy-Walker Malformation. Echolalia can be defined as “the parroting repetition of words or phrases either immediately or after they are heard or later” (Hallahan et al., 2018). Dandy-Walker Malformation (DWM) refers to human brain malfunction that occurs during embryo development.
According to Hallahan et al. (2018), education strategies for students with ASD should include the following: 1) direct instruction skills, 2) behavior management, and 3) instruction in a natural setting. Students with ASD display random and unusual behaviors such as hitting and screaming, especially in a new and stimulating environment. Teachers are therefore encouraged to use a combination of functional behavioral assessment (FBA) and positive behavioral intervention and support (PBIS) to reduce or eliminate inappropriate behaviors. The host teacher used pictures to initiate and maintain functional communication especially when teaching vocabulary signs.
Critical Review
After this observation session, I engaged the host teacher. From our interaction, I learned about Vygotsky’s zone of proximal development (ZPD) and scaffolded instruction. The ZPD is defined as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peer” (Shabani, Khatib, & Ebadi, 2010). The host teacher emphasized that learning tasks should be within a student’s ZPD. She also emphasized that learning occurs only when a student can complete a task without the help of a teacher. In scaffolded instruction, the teacher provides instruction to the students when they are first learning tasks and then gradually reduce it so that the students can do the tasks independently (Hallahan et al., 2018).
Observation 2 of 4
Observation Summary
This observation was conducted at a special education writing class. The class consisted of 10 students; 4 were female and 6 males. I noticed one student had a walker rollator. The classroom was spacious and organized. So, the students moved freely around the classroom.
I was quite interested in how to teach a writing class in a special education classroom setting. So, my observation focused on the host teacher’s method of teaching, the class activity, teacher-students' interaction, and teacher's assessment. Each of these four aspects is summarized below.
First, during this lesson, the teacher reviewed the essay assignment of To Kill a Mockingbird. In order to achieve this goal, the teacher used the communicative approach and task-based learning method. In communicative approach, the teacher emphasizes on reading skills and learning is student-centered. In task-based approach, learning occurs after successful completion of tasks that resemble real life problems. These were clearly seen when the host teacher asked each student to review their first draft on To Kill a Mockingbird. This essay draft was based on task-based learning method as the teacher had taught the student how to use the center title, write paragraphs, introduction, body, and conclusion. The teacher also wanted the students to put their name, English 1, teacher's name, and date on the top of the left corner of the paper.
Second, the host teacher used different strategies in this class and it was related to the classroom activities. First, the students read probes on the computer with guidance from the host teacher. The teacher used the MAZE probe to monitor students' reading progress. Second, the teacher had the students analyze their own essay writing and correct the errors they had made. Third and last, the teacher asked the students to go to the library after the computer lab class and work on the final draft essay.
Third, the teacher-students’ interaction was very good. The students did not display any deficits in communication, attention, self-control, or memory but had various physical limitations. The host teacher was not really strict and did not punish the students who failed to submit their first essay draft. She was also very helpful and tried to explain to the students the importance of the MAZE probe. She also encouraged the students to ask questions and seek clarifications. This explains why the students were really enthusiastic to ask questions during her lessons. The teacher also promoted good citizenship, which included sharing, caring, and respect.
Fourth and Lastly, the host teacher applied formal and non formal assessment techniques in her teaching process (Hallahan et al., 2018). A formal classroom assessments involves tests and quizzes that students undertake after completing a learning activity or task. Informal classroom assessments are made spontaneously while teaching. First, the host teacher checked that the students had made necessary corrections on their first essay draft. Thereafter, she asked the students to work on their final essay paper after the computer lab lesson. Secondly, the host teacher used the MAZE probe to assess students reading comprehension. Lastly, she asked her students’ questions as a way to gauge if they understood what was being taught.
How my Experience Correlates with Physical Disabilities
The students that I observed had physical disabilities. In fact, one of the students had a walker rollator. According to Hallahan et al. (2018) students “with physical disabilities are those whose physical limitations interfere with school attendance or learning”. Such students require special equipment, services, or training. Research shows that most of the students with physical disabilities acquired the defects after birth.
It is difficult to make any generalizations about the academic abilities of students with physical disabilities because their conditions vary in nature and severity. That was the case in this observation. Apart from the students’ physical limitations, they did not exhibit any unusual behaviors. So, the host teacher used a task-based teaching method because none of the students had significant deficits in language, memory, attention or self-regulation. Task-based learning is an approach to teaching where learning takes place through the completion of meaningful tasks that resemble real life problems such as reviewing a book or a film.
Critical Review
In this observation, I noticed that the teacher was really determined to monitor each student's progress from one step to another. That is why the students wrote essay papers about Scout’s Coming-of-Age Journey throughout To Kill a Mockingbird.
There are two things that the host teacher could have done differently. First, is calling on the three students who rarely asked questions. Second, is collecting written assignments from the students at the beginning of the lesson.
The organization of the classroom of the host teacher is one that fosters cooperative learning. This type of learning enables students to learn a variety of skills compared to individualized learning. Technology was also part of the host teacher method of instruction. The students read probes on the computer and type all the written assignments.
In my conversation with the host teacher, I learned that block scheduling allows for a more in-depth coverage of subject matter hence students gain deeper understanding of concepts. It also allows students to practice their new skills and knowledge. A block schedule refers to system of scheduling used in most high schools, in which each student has fewer lesson per day because the class periods are longer than 50 minutes (Holley & Park, 2017).
Observation 3 of 4
Observation Summary
This observation was conducted at a special education classroom setting during lunch break. The class consisted of seven students; five males and two females. During my observation, I stood and watched the students prepared and baked cookies. I also observed the students read the restaurant menu with prices for appetizers, entrees, drinks, and desserts. I noticed one of the students had speech and language impairment, two attended regular classes for math and English, five participate in regular gym classes, and four had several run-ins with the police.
The behavioral strategies that I observed the host teacher using included the following: 1) avoiding situations where the unwanted behavior is likely to occur, 2) ignoring inappropriate behaviors. However, if the student was endangering himself or others or destroying property, the host teacher intervened calmly, 3) not mentioning the unwanted behavior. The teacher stayed calm and redirect the students to a more appropriate activity, and 4) the host teacher rewarded students following a desired behavior (positive reinforcement). It is used to increase the frequency and duration of expected behaviors. Positive reinforcement is vital because students respond well to external factors such as tokens. Overall, praising students creates a positive environment and encourage students.
How my Experience Correlates with Specific Learning Disability
According to Hallahan et al. (2018), specific learning disability refers to:
“A disorder in one or more of the basic psychological processes involved in understanding or in using a language, spoken or written which disorder may manifest itself in an imperfect ability to listen, think speak, read, write, spell, or do mathematical calculations” (p.110).
Learning considerations for students with specific learning disability often include reinforcement and systematic instruction. Systematic instruction refers to the teaching method that is repeatable and learnable through step by step procedure (Hallahan et al., 2018). Any teacher who wishes to use this method should always have a plan. The plan should incorporate student special needs, ability and interests, subject matter to be taught, and instructional materials to be used. Reinforcement involves the use of either token or verbal praise following a desired behavior. I observed the host teacher using praises such as “good reading” to reinforce desired behaviors in students. A student who can associate praises with good reading is likely to develop good reading skills in the future.
Critical Review
After observing the host teacher in this classroom, I noted many factors that I want to incorporate into my future teaching practice. First, I realized how important it is to have classroom rules. So, if a student misbehaves all I have to do as a teacher is to tell the student they are breaking a certain rule and then make them correct their negative behavior. Second, I notice that the teacher’s attitude affects a student learning experience. As a teacher, I will strive to have a positive attitude at all times. Third and lastly, I also saw how important it is to reward students of desired behaviors. If the whole class works as a team in transitioning from one subject to the next effectively, then they should all earn tokens such as the extra time at recess and some kind of a party. In my teaching practice, I will ensure I post a daily schedule at the front of the classroom so that students will not ask what they will be doing next over and over again. Another great idea I observed in the classroom was a job chart or bulletin board. By assigning students with certain jobs that they need to perform each day such as taking attendance or feeding the class fish, the students will gain a sense of responsibility as well as class position. I look forward to starting my own classroom and incorporating these strategies into my daily routine.
Observation 4 of 4
Observation Summary
This observation session took place in the afternoon. The class consisted of 11 students; 6 students were female and the remaining 5 were male. The students started each afternoon with 5-A-Day Math Review then countdown for bell ringer, calm app, and finally activity. During my observation, it was evident that the teacher managed time efficiently. The calm app and activity sessions lasted for 10 and 30 minutes, respectively. Furthermore, the class activity focused on what the students had learned.
The host teacher used visual learning approach to teach the following vocabulary sings: 1) inequality, 2) inverse, 3) variable, 4) parenthesis, 5) exponent, 6) multiplication, 7) division, 8) addition, 9) subtraction, and 10) compound inequalities. Technology was an essential part of the host teacher’s method of instruction. She used a white board to show the students the proper steps for solving math problems. The white board is advantageous because it allows the host teacher to address different learning styles. Howard Gardner’s theory of multiple intelligences states that there are eight types of intelligences. Namely, 1) logical-mathematical intelligence: enables individuals to use and appreciate abstract relations, 2) verbal-linguistic intelligence: allows students communicate and make sense of the world with language 3) interpersonal intelligence: focuses on a person’s understanding of self, 4) body- kinesthetic intelligence : allows students to use parts of their bodies to make creations or solve dilemmas, 5) music intelligence: allows for the creation, communication, and understanding of meanings through sound, 6) visual-spatial intelligence: allows people to perceive and transform visual and spatial information and to be able to re-create visual images 7) intrapersonal intelligence, and 8) naturalistic intelligence: involves a connection with the environment. I noticed that the mathematics special teacher understood all these types of intelligence. That why she used the white board
Also, the host teacher has made mindfulness interventions part of the classroom transition routine. Mindfulness is an intervention based on meditation techniques that teach students how to still the mind, live in the present moment, and reduce automatic responding. It is also called a relaxation response. In this classroom, the host teacher used a calm app to help students overcome math anxiety. I noticed that the calm app helped students improve their focus, emotional awareness and self-regulation, and increased their sense of calmness and happiness.
How my Experience Correlates with Dyscalculia
Dyscalculia refers to difficulty in learning mathematics (Hallahan et al., 2018). In my observation, I noticed that all of the students had difficulties applying simple math skills in real life.
Critical Review
During my conversation with the host teacher, I learned that the major component of her instruction involved critical and creative thinking. A core belief of her classroom was that students should see the "bigger picture" of mathematics. The host teacher also explained that she strives to create a classroom environment that fosters creativity, cooperation, comfortability, respect, and limited tension. The atmosphere of the classroom is not stressful or tense yet still has a high level of efficiency and expectation for the students
Conclusion
The goals of my host teacher align closely to the goals of the host teachers of my peers. Similarly their host teachers strive for their students to develop an understanding and perform problems on their own. Comparably, their host teachers also place a major emphasis on content in the curriculum. As their host teacher may be seen focusing on solving inequalities in an Algebra class, or solving derivatives in a calculus class, my host teacher has similar goals for the progression of her students. The role of their host teacher is to teach the students the material and assess them through practice problems and assist when needed. My host teacher plays a similar role, but unlike the host teachers of my peers, has a co-teacher for her Algebra 2 class. This makes planning lessons and assessing student learning easier for her, and allows her to ensure that time is efficiently accounted for during class. The host teachers of my peers have occasional problems keeping their students on task, which did not occur during my observation hours. I believe that the host teachers of my peers solely perform lectures, due to the simplicity of lecturing and the convenience of planning such compared to an intricate and engaging class-activity. The primary teaching method of our host teachers is the same, which is lecturing. However, the host teachers of my peers do not provide their students with engaging on-task activities, like how my host teacher uses the interactive online game.
The classroom management implemented by their host teachers is that upon entering class, students sit down and complete a do-now. They then go over the homework and do the lesson and practice problems. The students are assigned the homework before the bell rings, while the classroom itself is arranged in row-style seating. My host teacher performs all of the same tasks, but makes sure to implement entertaining activities to assess her student’s learning. Also, my host teacher does not arrange the classroom seating in rows, but in small groups of typically three to four students. This allows the interpersonal intelligence of students to grow, thus cultivating a warm and friendly atmosphere. The host teachers of my peers give the same assessments that my host teacher gives: homework, quizzes and tests. There were no surprises according to my peers, while I was surprised on the other hand. I was surprised to see the level of technology in the classroom, from the smartboard to the usage of an intricate online game. My high school math class never used a smart board or interactive online assessment. The assurances of my peers is that it will all work out in the end. I agree, and hope to continue to expand my knowledge about educating children in order to one day provide my students with the best education possible in order to allow them to reach their full potential and pursue their passions.
References
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2018). Exceptional Learners: An Introduction to Special Education (14th ed.). New York, NY: Pearson.
Holley, D., & Park, S. (2017). LESSONS LEARNED AROUND THE BLOCK: AN ANALYSIS OF RESEARCH ON THE IMPACT OF BLOCK SCHEDULING ON SCIENCE TEACHING AND LEARNING. Retrieved from https://www.isres.org/books/chapters/Education_Research_Highlights_in_Mathematics_Science_and_Technology_2017_15_21-12-2017.pdf
Shabani, K., Khatib, M., & Ebadi, S. (2010, December). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081990.pdf