The Classroom Community and Being Kind

The inclusive environment is new to Jahn this year. This means that students are used to seeing their peers leave the classroom for chunks of a time. Some use words like resource, pull out, and special education. Some don't. All know that some students need more help and they get pulled out. Now all of a sudden students who disappeared during math or reading time are back in the room! Now there's a second teacher who teaches lessons! Now work is differentiated!

These changes are wonderful BUT we have to keep in mind that this change can be confusing or uncomfortable for students. Without getting into specifics, teachers have been telling me about language and complaints that they have overheard. Generally, the students are not meaning to be well... mean. They're confused by this new environment and don't have the language or background knowledge to understand the change. Below is a list of my favorite ways to do this:

1. The Bandaid Activity. 

I got this from Paula Kluth's awesome blog http://differentiationdaily.com/ years ago. I just saw that she put it back up on her blog and with good reason. The Bandaid Activity was created by a kindergarten teacher but it's perfect for all grades. I used it as a first week ice breaker activity in a fifth grade co-taught classroom for years and years. This year, I did the activity in a sixth grade homeroom and one of the seventh grade teachers did it with her homeroom. Go to this blog to get the scoop on the lesson. Essentially, it's a really interactive and visual way to explain differentiation to students. 

2. Repeat after me: "Fair is what you need."

Students are aware that some peers learn skills really quickly and some peers take more time. We need to be honest about differentiation and student needs. That doesn't mean calling out students and divulging confidential IEP information. It does mean telling students that we all learn differently. Johnny needs glasses to see. If he is the only student who struggles with seeing the board, is it unfair to give him glasses so that he can see the board? Of course not! Johnny needs glasses to see the board. Ms. Snider needs to put scheduled meetings into her phone or she won't remember to show up. Seth needs time to clean out his binder each week. Rachel needs a calculator when solving eighth grade math problems. Fair is what you need. We all need different things. 

Use your language to promote kindness, community, and shared ownership.

"It looks like ____________ is talking. Support your classmate by turning your head towards him and listening while he talks."

"What can you do to help your classmate solve this problem?

"I want you two to take two minutes to figure this out together before asking for my help."

"Check in with a classmate before you check in with me?

"Who in your class can help you with this?"


3. Lessons and Activities on being kind:






Comments

Post a Comment

Popular posts from this blog

Accommodation and Modification Checklist

Image
Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to...
Read more

Co-Teaching Spotlight: Parallel Instruction

Image
I'm continuing with Julia's Rocking Co-Teaching Series . Click here to read more about team teaching. Okay, onto the next model! Model: Parallel Instruction Definition: "Teachers break the class into two heterogeneous groups and each instructs half of the class" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Groups facing away from one another and teachers facing one another to limit distractions and noise Two teachers teach the same content in the same way OR  Two teachers teach the same content in a different way ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski )  Notice how the two teachers are facing each other and the groups of students are facing away from one another. Both teachers are teaching the same content in the same way. Notice in this video the quick transition from full class to parallel instruction. The teachers are teaching the same content in a different ...
Read more

Support #5: Modified Rubrics

Image
Happy Monday! Here in the Chicago Public Schools, we have ten days left with students. That means ten more supports that can be used in the inclusive classroom. Let's kick it! A great way to grade modified projects, presentations, essays, or any multiple step activity is to use a rubric. I am a big fan of the modified rubric. You are able to incorporate IEP goals (including Independent Functioning goals) into the classroom lesson and unit plans. The picture on the left is an unmodified rubric provided for a seventh grade essay. The one on the right is modified and incorporates modifications and goals that are in the student's IEP. I set up modified rubrics so that a 70% corresponds with the IEP goal or the student's individual unit objectives. If a student meets expectations, they will earn a C. Students that go above and beyond the expectation can earn a B or an A. Students who do not meet the expectations can earn a D or F. Here is an example of a stud...
Read more