Nicole has an opinion about inclusion

           I am now teaching in my special education placement and I absolutely love it! The students are wonderful and I am learning so much from my cooperating teacher. My special education placement is as an inclusion teacher.    However, the inclusion is for two different classrooms. My cooperating teacher and I are in the classrooms for reading and math. We spend half the morning in one class for reading then spend the other half  of the morning in the second class for reading. The afternoon is split in the same manner, but in the afternoon we are the inclusion teachers for  math. This is the school’s set up for inclusion, so all the inclusion classrooms are set up so that the special education teacher is switching between two classrooms.

          Personally, I do not like this set up. I believe that the special education teacher should be assigned to one classroom. I feel this way because with this structure we do not see how our inclusion students are doing in other academic areas:   writing, social studies, science, and any other lessons the general education teacher teaches when we are not there. I also do not like this “roving structure” because one of our students is autistic and there are times when this student needs our support and we are not available.   We are in the  other classroom.

          I feel that the inclusion students would truly benefit by having the special education teacher in the class all day every day.    I have noticed that by having the special education teachers switch between classrooms, the students are not always getting the extra support that is necessary.  There are aides in these two classrooms, however, I feel that it is important for the special education teacher to be there as well. I feel that in order to know how the student is progressing, overall, we need to be there and observe them in all areas, not just reading and math. I personally believe that the inclusion students are not getting the most out of an inclusion setting or the support it provides when the special education teacher is switching between classrooms.

          Have you taught in or observed in an inclusion class? How are the inclusion classrooms that you have seen set up? Do you feel that the special education teacher should only be assigned to one classroom or do you think that switching between multiple classrooms is a good inclusion structure?

Suzanne and Governor Christie

Recently, I heard on the news that Governor Christie vetoed a bill that would create a task force that would begin a study of possible legislation that would mandate full-day Kindergarten. It was intended that this task force would gather data, which would include opinions of parents and elementary school teachers with regard to kindergarten programs. The task force was to conclude  its study by providing a report on their findings and make recommendations to Governor  Christie. In New Jersey,20% of the 650 school districts do not offer full day Kindergarten.

        Research indicates that children who attend full day kindergarten programs perform better than students in half-day programs. NJEA supported this particular piece of legislation and mentioned the research that indicates that "money spent on high quality early childhood learning has long-term academic, economic, and social benefits ." NJEA also mentioned that research further indicates that full day Kindergarten also contributes to increased school readiness. Even though there is a great deal of research available that indicates that full-day kindergarten is worthwhile, the Governor still vetoed the bill  that would create a task force to study this issue.    

        What are your views on full-day kindergarten?    Should children this young  be asked to perform in a full day Kindergarten at such a young age, especially with education changing?  Do you applaud the governor's position? I look forward to reading your comments

Suzanne Struck

  

A student teacher is concerned about meaningful homework

In my first student teaching field placement, (I am in a split placement, the second half being special education) my cooperating teacher wanted the students to have a rather significant amount of homework each night. With many objectives to be covered each day, time spent to go over homework almost never occurred. I know from my own memories as an elementary school student that homework is especially dreaded if it seems pointless. For the children in my student teaching class, the homework that they were assigned each night, I am sad to say, did seem a bit pointless. It was never collected, never looked over, or never even acknowledged. When I took over instruction and began assigning the homework myself, I thought it was important to check it the next day in order to make sure the students understood the previous day’s objectives. However, when walking around to check homework, I was shocked to see that only 5 of 22 students completed the assignment! I talked to them and asked them if they were confused about the instructions. I was told that they did not even attempt the homework, because they were used to being assigned large amounts and then never having it assessed.   

            Perhaps I am being too optimistic in believing that in a real life classroom every assignment should truly be meaningful and count for something. I wish that homework were something that the students realized was given for the purpose of reinforcing skills and being of benefit to them.  

            I would like to pose the following questions to all of you: What type of homework routine have you been observing in your student teaching classroom?    Does your cooperating teacher assign homework every day? Are you in charge of assigning the homework now that you have taken over instruction? It is collected? Does it count as a grade, or is homework something that is not even considered? I await your responses! Thank you.

Amelia and assessment questions

           In a recent professional development meeting that I attended, the group I was with discussed many things about grading.  There were many aspects about assessment that were discussed at that meeting much of which we have learned in our education classes here at Caldwell College.   I believe that as teachers, it is our job to assess each individual student in order to promote growth, motivation, self-reflection, positive environment, and, more importantly, to help us to adjust teaching so as to enhance student performance.  I further believe that assessment helps students know where they may need improvement and, at the same time, assessment helps teachers know where the gray areas are in their teaching.  And finally, I believe that students should be graded based on knowledge of the content as well as on their performance. 

           

            One of the primary teachers who was in attendance at this meeting voiced her concern about the present report cards.    She was lamenting the fact that social development was not part of the assessment criteria and any refer to it was being taken out of the school report cards.  She felt  that not only should students be responsible for and graded on their performance in class, but also for their attitude towards  peers.  She argued that a person could be smart and at the same time be totally unable to get along with one’s peers.

              I want to know your thoughts about assessment.  First of all, do you agree with my statements in paragraph #1?    Why do you think we assess students?    In your estimation, why SHOULD we assess students and how should we assess them?   Should we be grading social development, as the primary teacher at my meeting suggested?  Should social development then be included as one of the criteria to be assessed on report cards?  If you feel we should assess social development then should this assessment also be  incorporated on report cards at the upper grade levels?  Why or why not?    Look forward to receiving your input.   (You may just wish to address just a small portion of this prompt).       

Questions about charter schools

          At the Charter School where I am student teaching, it is mandatory for all teachers to take part in the after school tutoring program. Teachers in this school have a daily schedule starting at 7:30 and ending at 4:30. The teachers have their own grade level students whom they are required to tutor every day. They have different content areas that they address after school on each day of the week.   These teachers are not paid extra for staying after school and tutoring, it is considered to be part of their job. It is part of this charter school’s curriculum. I am very surprised about many things that  I see at this particular charter school because it is run quite differently than are the public schools in which I have observed.   Many assignments here are mandatory for teachers.  

                What are your feelings about having mandatory after school tutoring on a daily basis?   What do you think about requiring teachers to participate in this after school tutoring without being given additional payment?    I look forward to hearing your comments.  

Christine M. asks where the math support has gone!!

This is an issue that has really been bothering me. Maybe it is drawing my attention because I have always struggled in math. 

In my classroom I am noticing how quickly the math curriculum is being covered.   The math units fly by so quickly and students are being left behind to kind of “figure it out” on their own or to learn it from their parents at home. It's amazing to me how quickly the math chapters are covered and how much time we spend each day on math.   The problem I see is that there isn't that much support for the struggling math students. I understand that because of this year’s snow we have had fewer school day and many teachers have been playing catch up, but I am concerned that I am seeing so many students in my class falling through the cracks when it comes to math. Based on how much emphasis is being put on the  math portion of our required state testing, one would think that there would be more support for students who are struggling with math in every single district throughout the state.   BUT, I do not see extra support in place for these struggling students.    My cooperating teacher has her hands full with 24 students so I see how kids are slipping through the cracks, but there has to be a way to help these students who are “lost.”   I am wondering why a student has to have an IEP in order to receive support in math.    

Are you observing the same problem in your classrooms?    What in your your estimation, is the answer?     

Nicole has a question about our readiness for PARCC

Yet another assessment test that has the teacher’s room buzzing. I am sure that everyone has heard about the Partnership for Assessment of Readiness for College and Careers, or better known by its acronym, PARCC. This test has been put together as a comprehensive exam to see if NJ schools are effectively using the Common Core State Standards. This exam is going to be implemented in NJ for the 2014-2015 school year.  However, this year the state of NJ is having an experimental test so the teachers are ready for the upcoming year.

Over the last two weeks, I have heard the 2^nd- 5^th grade teachers talking about the PARCC exams. This topic is all the buzz and has the teachers completely stressed out. The fact of the matter is everyone thinks that this test is too advanced for 4^th graders. Although the teachers believe that the material being testing is too enriched for their students, the main reason they are stressed is because it is administered on the computer. Therefore, not only do the teachers need to prepare their students for the exam material its self, they also need to prepare them to use a computer as well.

Although most students have a computer at home in my district, I know this is not true to every district in NJ. Even if students have a computer at home they still are not using it to write papers or take tests on them by 4^th grade. What are your views on this test? Do you think it will be a difficult exam to assess? Also, what if a student is struggling with the computer but knows the content, how will that affect the student/teacher/schools overall “grade”? In all, do you think this is going to be an effective way to see if NJ schools are effectively using the Common Core State Standards?