Observation December 4, 2015

Friday was a no school day for students and paraprofessionals so I decided to book
my time for observation hours at Butler Middle School. I started by observing in a
6th grade Language Arts classroom. Both teachers had headsets with two large
viewing screens placed in two areas of the double wide classroom. The special
education teacher was co-teaching with the general education teacher to start the
class. As the class continued it seemed to lend itself to the 1 Teach 1 Assist model.
The next hour I went to an area of the school dedicated to a new program called
Quest. Questioning, understanding, exploring, self-advocacy, and teamwork.
Students and teachers work in an open area where they are free to move and
choose what they want to work on for that day. The special education teacher
explained to me how the program is a lottery draw, but there are a designated
amount of special students and ELL students guaranteed to the program. The
special education teacher explained how she will seek out her students and
sometimes students will come to her. She also commented that she is able to help
students that fall in the gap and are not able to qualify for special education
services. Next I was in an 8th US History class where it was a 1 Teach 1 Assist
model. Then I was in an 8th grade Math class with the 1 Teach 1 Assist model where
the general education math teacher led the discussion. After the lesson was started
both special education teacher and general education teacher circulated the
classroom to assist students. Later in the day I was able to see the same two
teachers switch roles. The special education teacher led the lecture/discussion.
Then both teachers circulated the classroom to assist students. I thought this was
great to experience the flipping of roles in action. After the first math class I
observed a math intervention with small group instruction. The last hour of the day I
saw math and reading intervention groups in the same classroom. Both groups
going on at the same time. It was amazing to see what teachers can do with such
little space. Throughout the day, I witnessed the successes and struggles. Students
understanding and students melting down. I know when I am in the special
education teaching role, I will remember what I have seen and experienced not only
today but from the many days of working in schools. And because of my
experiences and background in special education studies, I will be equipped to
adapt. Seeing how other special education teachers experience setbacks of student
behaviors will allow me not to get down in the future if I should have a day or two
where things are not going well. I will not dwell, but instead understand that its
going to be part of the experience of teaching. Ill just keep pushing through on
those rough days, knowing that I am making a difference in the lives of my students
even if I feel like its two steps forward one step back.
Observation November 20, 2015
I arrived at Steffen Middle School before eleven oclock and the special education
teacher I was to meet up with had been dealing with a student situation, so he was
not able to meet with me until later after the situation was deescalated. Instead I
was ushered to observe a self-contained math/ reading intervention classroom. Dry
erase boards, markers, and laminated flashcards were utilized. I really liked how the
math lesson was broken down with flashcards after using the dry erase board first. I

can see using this method at the middle school level in the regular classroom, too.
After 5 minutes of viewing, they switched to reading an article and working on
fluency and tone.
Next I visited a 6th grade English classroom. The special education teacher had two
separate reading groups. One she worked with and the other worked independently.
Students sat around the table with the teacher and took turns inferring ideas about
the book, Holes. The special education teacher scaffolded the discussion, used
charts on over-sized laminated paper, talking stick was utilized to control chaos of
responses, and students supported each other. Eventually the teacher did not need
the talking stick and withdrew it from the table. One student chose to sit on an
exercise ball and was reminded by the teacher to use it appropriately. Students
were partnered and given a topic such as character, plot, or theme and needed to
list out the changes. The majority of the hour was dedicated to one group while the
last five minutes was time for group two to check in and report their progress. I will
definitely create a reading lesson after what I viewed during this class time. I like
how the special education teacher modeled the reading strategy of text-to-self to
relate to the characters in the story. In addition, she scaffolded questions to help
student self-monitor their comprehension of the characters.
In my observation of a 7th grade science class, students with special needs were
well prepared. The teachers teaching style was amazing. She started the class with
a quick write followed by 2 minutes of pair and share. She paused at 30 seconds.
Since more students were quiet by this time, she stated this was the time to add in
more information not put down on paper. After the 30 seconds, students shared
their answers with the entire class. The science teacher referenced the word wall.
She started a short video, paused it during the important times, and referenced the
word wall again and again. Students responded well. Students with special
education needs volunteered too. After the video, the science teacher passes out an
article, students paired and shared again, and teacher model pictures to connect
the new information to build on prior mold and fungi knowledge. This was a very
productive class period and well thought out lesson. Students (special education
included) were well supported, challenged, and engaged in the classroom activities.
I will definitely look back to this format if I will be supporting a science class in the
future.
Observation November 10, 2015
Since there was an early release day at my high school, I chose to observe at
Greendale Middle School. I was observing in an individualized learning classroom for
ELL and math/reading interventions. Students were working on math and reading
skills at their appropriate levels. The special education teacher was bouncing
around to each of the four students to have them begin their learning programs. A
language interpreter/ paraprofessional was guiding one student while another
paraprofessional was assisting students with math factors. I was able to see how the
special education needed to support one of her students in the choir class. She and
I went to the classroom so she could tape down a box around the students chair to
realize his personal space and stay within those boundaries. The student with
special needs was integrated within his peers for preparation of the holiday concert

in a month. I observed both students with special needs in the classroom

participating within their peers by responding during group questions, following
lyrics, and action directions.
The next area of special education services I witnessed was team teaching.
Students were assisted by special education teacher in an inclusive setting. All
students had use of personal computers. It was a 1 Teach 1 Assist method of
teaching as the general education science teacher lead the class discussion as the
special education teacher bounced around the classroom to support and guide
students individual needs. I like how both teacher eventually jointly circulated the
classroom. Eventually the special education teacher was leading the classroom
during the 5 minute mini presentations that students were conducting at the end of
the class period. I enjoy the idea of team teaching. I find it to be of great benefit for
students to have two teachers in a classroom assisting in all aspects of learning. It
develops great communication and relationships for staff, students, and parents
because of the stronger base of support in the curriculum areas.