Professional Documents
Culture Documents
Professor Harvey
EDUC2301
December 28, 2014
3. How or when did you know special education was the right area for you?
In middle school, I became interested in the field of special education, but by high school, I was
convinced that it was the field for me.
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4. What are some resources or programs you use to teach your class?
I taught middle school (6th-8th graders) from 1984-2002. To keep my students in line with what the
general ed. students were doing, I always used the same curriculum as the general ed. classes. I had to
use lower levels with many of the students, but I tried to teach the same types of concepts the other
teachers were teaching. That way, when there was a particular theme the general ed. classes were
teaching for the week or month, my students were involved and participated in that themes activities as
well. I also had the students do daily sponge activities where they had to correct a sentence/sentences
written incorrectly (misspelled words, incorrect grammar, etc.) and work a few math problems that we
had studied previously. On Fridays, the students did timed math drills, spelling tests, and a quiz over
concepts learned for the week.
7. When had you decided that you were actually making a difference in these childrens lives?
After approximately my first five to six years of teaching, students would come back to see me and tell me
that I helped motivate them to stay in school. I tried to show each and every student that I cared about
him/her and that he/she was super smart! I have students today that I have not seen in 25 years who
come up to me and tell me things I said or did (things that I do not even remember) that made an impact
on their lives. That is what teaching is all aboutit is saying and doing things out of love and concern
for the child without wanting the glory.
8. What do you wish you had known before you started teaching?
I wish I had received more training in working with students that have behavioral issues. I felt prepared
to teach students with intellectual disabilities and learning disabilities. I did not, though, have a box of
tools or techniques to use for students who were aggressive or oppositional. I really struggled in that
area and had to seek out much training in that area.
9. If you had one piece of advice for an entry year teacher, what would it be?
My advice for a new teacher is to not take students inappropriate behaviors personally. They are not
acting out because of something the teacher is doing (usually); they are most likely acting out because of
things going on at home. Teachers have no idea of all of the junk their students have to deal with
outside of schoolhunger, parents divorce, poor living conditions, abuse, to name a few. If teachers can
just take time to stop and talk to their students about their students lives outside of school, they might
find out a wealth of information that would give them more insight into the students behaviors. Just do
not take it personally!
My only complaint about the ARD process is when ARD committees do not include ALL members in
making decisions, especially general ed. teachers and parents. Sometimes the special educators are the
ones making the decisions without even realize that is what is happening. I work really hard in ARD
meetings to talk in a parent-friendly manner (without so many acronyms) and to ask for parent input
throughout the entire ARD meeting. I think educators forget that parents do not have the background in
what IEP, ARD, FAPE, LRE, and STAAR all stand for and mean. We sometimes throw those acronyms
around without explanation. Also, school today is all about Least Restrictive Environment, so students
are staying in their general ed. classes much more than they did when I was teaching. General ed.
teachers have much knowledge about their content area. We need to listen to their input during the ARD
meetings.
13. What would you say are the biggest changes you have seen in your years of experiences in
working with children and their families?
Parents sometimes feel inadequate in helping their child because the difficulty of the school work is
sometimes beyond their own level. What students are learning at each grade level now is probably at
least two years ahead of what their parents were learning at that same grade level! If teachers will stay
in contact with parents and keep them informed of how their child is doing, including calling or e-mailing
them when their child has done something good, parents will work with the schools and become their
partner. Parents need the schools help in knowing what to do with their child at home. Having
parent/teacher conference, making phone calls, sending e-mails, etc., will go a long way in keeping good
rapport between school staff and parents!
14. How do you support the families of the children you work with?
Back then when I was teaching and even now in my role as the Assistant Director, I call parents and/or
meet with parents when I hear they have a concern. I do not wait until an ARD meeting where there are
so many educators there staring at the parent! I will give parents ideas/techniques that I have used or
have seen used and will write those down for them. Making that personal connection lets families know
that I care about them and their child.
15. How do you feel the administrators have supported you over the years? Or not?
I was very fortunate. First, I had only one administrator the entire 18 years I taught special education!
Second, my principal ALWAYS had my back even when I was in the wrong. He would totally support me
in front of parents or other staff. Afterwards, he may call me in privately and talk to me about an issue,
but I always knew that he would back me up to the best of his ability (as long as I did not do anything
illegaland I didnt!). I also supported him in front of parents and other staff. It is very important that
the administrator is respected even if you do not necessarily like that person. A teacher loses credibility
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and respect himself/herself if she gossips about her administrator or co-workers in front of others. That
causes hard feelings and lack of cooperation among the staff. Having a great administrator is a blessing.
He/She can make or break a teachers spirit.