Individual Differences among Learners

  Individual Differences among Learners

Week Three

                As teachers, we are faced with challenges that may hinder us or make us stronger educators. This week, we had an opportunity to read articles in relation to individual differences among learners. I read the following articles, Improving the Way We Think about Students with Emotional and/or Behavioral Disorders by Kelley S. Regan; Social and Emotional Development of Gifted Children: Straight Talk by Tracy L. Cross; and Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference by Hani Morgan. I chose those articles because I felt these topics served as great resources to use within my classroom. My school is very diverse. Families come from different economic and cultural backgrounds. I have nineteen students, two of which have IEP’s and four that are in observation in order to receive services. This school year has had its challenges but with an exceptional co teacher, school administration, and parents’ support and partnerships, we were able to move forward to provide a more positive, safe, and fun classroom environment.

               Have you ever come into your classroom in the morning, and that one child will run up to you grabbing your legs trying to hug you all the while your purse in one hand and coffee in the other, inside you are screaming “Why did you have to come to school today?”.  But you are able to find the words to say, “Good Morning! I am so happy to see you!” I trust that many teachers have had those same mornings. It’s ironic to think that although it is a new day, something, one little line, during the course of the day will create an episode. In the article, Improving the Way We Think about Students with Emotional and or Behavioral Disorders, Regan describes four ‘considerations’ reflection, relationships, roles, and resources, that will help to improve how teachers may manage their own mental thinking when working with students with emotional and or behavioral disorders (EBD) to have effective classroom management. As Regan (2013) stated, “when struggling to manage the behaviors of a particular student or class, reflecting on our own perceptions and skills is necessary” (p. 61). More importantly, watch your ego! As teachers, we feel that if we can’t manage one student how we will manage the rest. No one can control another individual’s behavior. However we as teachers can attempt to manage student behaviors. (Reagan, 2013, p. 61). Power is being tested and to save face our voice tone may rise and adverse reciprocal dialogue with the student will take place with an audience (the class). I found that it is not the best route to take with a student. Have them sit by themselves until they calm down, after then talk to him calmly and ask questions so that they may come up with solutions to fix the problem. The article also suggested observing the student to see what interactions may cause disruptive behavior. Students may also be acting out due to issues at home. It is best to provide individual behavior plans, collaborate with other teachers, and talk to parents to helps manage behavior. But most importantly, to move forward a relationship must be established with the student so that they know you are there for them. Students with EBD should be given step by step instructions of how the day will go, and rehearse routines within the classroom to set them up for success. Give them constant feedback during lessons and transitions, doing so will increase their self-confidence and provides a clear sense of achievement.

           In the article, Social and Emotional Development of Gifted Children: Straight Talk by Tracy L. Cross, it discusses the topic of gifted students. Who are gifted students, why do we put so much emphasis on them, and are we supplying them with suitable resources to grow. At the age of three, my daughter was able to plug up her DVD player to the television. Watching her attach the three color coded cords in the back of the player to the three color prongs in front of the television correctly, amazed me, does this mean my child is gifted? No. According to Cross (2013), gifted or talented students are identified on the basis of their achievement in a specific domain. (p. 87). Educators have an important job to influence students and help them discover and develop their potential through engaging conversations that are thoughtful and require critical thinking. The attempt to get to know students through meaningful interactions helps to establish a trusting relationship.

In the preschool class, there is a student, she is Hungarian. She does not speak much at all but was informed that at home she speaks fluently in her native tongue. Her parents just moved to Philadelphia and wish for their children to be immersed in the culture and be taught the language. When she is comfortable, she speaks just a few words. Through non-verbal cues, she is able to answer questions by simply pointing or demonstrating a task. She will be transitioned into my class in August and I am wondering what methods that I could do that will make her more comfortable to speak and that she is grasping and retaining the information that is being taught. In, Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference by Hani Morgan, it discusses possible conflicts that could arise while culturally diverse students are learning and collaborating with others. I always found it best in the beginning of the school year to send out a getting to know you packet in which students are able to talk about family activities, traditions, language, and foods in their household. Also it gives them an opportunity to present their assignment in front of the class so that members of the class can get to know their classmate and their family. It allows the opportunity to build community, respect, and tolerance in the classroom.

Teachers wear many hats. It is up to us to use each one efficiently and effectively to create safe, healthy learning environments for our students and their families.

References:
Cross, T. (2013). Social and Emotional Development of Gifted Children: Straight Talk. Educational    Psycology, 87-88.

Morgan, H. (2013). Improving Schooling for Cultural Minorities: The Right Teaching Styles Can Make a Big Difference. Educational Psycology, 93-95.

Regan, K. (2013). Improving the Way We Think about Students with Emotional and/or Behavioral Disorders. Educational Psycology, 60-65.