Christine Kelly EDU 280 Field Journal # 3 April 19, 2012 Themes: Teaching and Learning Subthemes: c.

) Interview a teacher about why s/he teaches, what she gets from it, and most enjoys about it. Find a list of class rules and procedures from at least two teachers and compare them. b.) How are special needs dealt with in this school, by teachers, administrators, and students? What are the social or psychological consequences of those dealings? Description On Monday April 16, 2012, I interviewed my PDE, Mr. Blower. When asked, Why do you teach? Mr. Blower replied, because it looked like a lot of fun and because I had great Spanish teachers in middle and high school. I was also really good at Spanish. Next I asked, What do you get from teaching? He answered, I get to go to a job I like every day, I enjoy it. The third question I asked was, What do you enjoy most about teaching? Mr. Blower replied, definitely the kids, Im different than other foreign language teachers in that Im more interested in teaching than I am in the Spanish Culture. The next question I asked was, What do you think about the changes to New York State education (Race to the Top, Interims, etc.)? Mr. Blower responded by saying that It is ridiculous. I think we are over-testing these kids and there are so many hoops that teachers have to go through to become certified, it doesnt seem like it would be worth the $40,000 salary. I think these standards are making more people disinterested in becoming teachers. The fifth question I asked Mr. Blower was, Have you noticed a change in the students since theyve begun to be tested more? He replied, Not really, but I have noticed the difference and change in students over the last 20 years. Next I asked, What do you do to work together with guidance counselors? Mr. Blower said, The only time I have really had to work with a guidance counselor was when a student had some sort of issue. The seventh and final question I asked was, Do you feel that students have an abundance of opportunities to show their individuality? Mr. Blower replied, Yes, definitelymany teachers try to use a project-based curriculum to allow students to show their creativity. Mr. Blowers classroom rules are 1.) Arrive to class on time 2.) Be prepared 3.) Raise your hand to talk 4.) Do not throw things (except the Koosh ball) 5.) Keep the desks clean 6.) Do not do other work in this class 7.) No copying and 8.) Do not lean back in the chairs. Mr. Blower doesnt hang these rules up in his classroom because he doesnt feel that students need to be constantly reminded of what the rules are. These classroom rules are available on Mr. Bowers website and he goes over these with the students on the first day of class. Mr. Desorbo is the middle school science teacher and the rules of his classroom are hung on a big poster on the wall in big, colorful writing. The rules are 1.) Be honest. 2.) Respect everyone in the classroom. 3.) Only handle class property with permission. 4.) Be prepared!! 5.) Participate. 6.) Arrive to class on time. 7.) Use equipment properly and carefully. 8.) Stay focused on science. 9.) Have a positive attitude. 10.) Speak up.

While observing at NCCS I have been aware of that fact that special needs students were integrated within most regular classrooms, but this week I paid special attention to these students who were being dealt with. In second period high school English class, Ms. Elithorpe told me that this class was an integrated class where the students with special needs and the students who were considered capable, but lazy were combined. I noticed that there were two aides in the classroom along with Ms. Elithorpe. Ms. Elithorpe treats these students the same as she treats her other students, although there are less students in this class so these students get more of her one-on-one attention. When I say that she treats them the same I mean that she gives them the same instructions and deadlines and expects them to use their own initiative to get their work done. She reprimands these students in the same manner that she reprimands students in her other classes. The aides offer extra help to the students with special needs by giving them even more elaborate instructions and by keeping them motivated throughout the class period. I noticed that some of the students were very helpful to the students with special needs by asking them if they needed help or if they needed to borrow their books, but I also noticed that some students showed annoyance towards the aides elaborating the instructions for these students. The students who were showing annoyance then asked Ms. Elithorpe if they were allowed to listen to their iPods so that they could focus, and since this is something she believes in they were allowed to do so. Third period in Middle School Spanish there is one student with special needs. This student has an aide come with him to class and she sits right next to him in class. Mr. Blower treats this student exactly the same as his other students in that he has the same expectations and throws him the koosh ball and asks him how he is in the beginning of class and calls on him for the answer throughout the class. Other students communicate with this student and didnt seem to react to him in a different manner. Fourth period I observed a Middle School Gym class that is a mixture of both seventh and eighth graders. There are four male students who have special needs in this class and there are two aides. In this class, the students with special needs seem to be isolated from other students in the class. The class is covering badminton right now and these four students have their own court and their own rules. While Ms. Lynch, the gym teacher, is teaching the other students the rules and techniques of the game these students play for fun. She told me that their reactions to the birdie are getting quicker and quicker every class and that they are doing really well. The only time that these students interact with the other students during the class is when they are warming up or cooling down. At these times I saw the other students basically just doing their own thing and not really acknowledging their peers who happen to have special needs. Analysis While analyzing and considering the answers that Mr. Blower provided to me I found them to be very helpful and valuable. His reasons for teaching and his actual teaching practices make it relevant that he is in his job for the right reason, the love of working with his students. Mr. Blowers thoughts on the changes occurring in New York States standards for education have made me completely aware of these changes and of the fact that these changes will most likely continue to occur throughout time. When Mr. Blower spoke of the opportunities that students have to show their individuality I was

reminded of our class trip to CV-TECH, especially my visit to the Digital Arts program. The teacher of that class also told me that in order to spark the individuality in students they have their students do a lot of projects. In this class these students also form a lot of independence and self-motivation because of the freedom and certain guidelines they are given with their projects. This connection relates to Piagets theory of concrete thinking versus formal thinking. Students who are of concrete thinking and of formal thinking will both be able to establish their unique individuality through projects and hands-on activities while simultaneously allowing them to learn in their own way. When comparing the class rules of Mr. Blower and Mr. Desorbo it became evident to me that Mr. Desorbo used more general rules such as be honest and respect everyone in the classroom, while Mr. Blower went into the specifics of these categories with such rules as raise your hand to talk and no copying. An obvious difference between these two sets of rules is that Mr. Desorbo has more rules than Mr. Blower and Mr. Desorbo also displays these rules on the wall in the front of the classroom. When I was thinking of the situations created for the students with special needs within NCCS I was considering the fact that the aides add extra support and guidance for these students. After reading over my notes, I realized that in this manner Piaget and Vygotskys constructivist approach to learn could be applied to this type of learning. Piaget and Vygotsky believed that children must form their own understanding of the world in which they live, and I think that this might be especially challenging for students with special needs. In order for children to be successful with their knowledge constructions, adults have to provide structure and support. I think that the aides in NCCS who spend the school day with the students with special needs are providing the support and structure that these students need to be able to form their own understanding of the world in which they live. Another theory that I found applicable to my observations at NCCS is also one created by Vygotsky. This theory says that social interaction plays a fundamental role in the process of cognitive development. This leads me to consider that the special needs students who are associating with their peers (like the interactions I saw in Ms. Elithorpes and Mr. Blowers classes) may cognitively develop faster or better than special needs students who are often ignored or unacknowledged by their peers. I think that Piagets concrete thinking versus formal thinking could also be seen in Ms. Lynchs fourth period gym class. I think that the special needs students were considered to more concrete thinkers and therefore werent taught the rules or tactics of badminton. All they were expected to do was hit the birdie, which I thought was pretty disappointing. The other students in the class were a mixture of 7th and 8th graders and they were being taught at a more formal manner in that they were expected to learn serving patterns and techniques that involve moving your opponent around the court. Implications From making the connection between NCCS and CV-TECH to realizing how theories can be applied, this field journal helped me to understand that throughout my future career in education, theory will be colliding with the practice constantly. Therefore, being able to understand how these theories apply to the observations Im making right now in my fieldwork is very critical. After hearing Mr. Blowers reasons for teaching, I am more confident about going into the field of teaching. I know that I am not

being persuaded by the benefits and salary, but instead I have a true interest in teaching students and forming relationships with them. I will now be able to keep an open mind to the changes that New York State will continue to make to the education program. Even though I may not agree with some of the regulations being placed on both students and teachers in New York State, I will do my best to make sure that my students understand what is expected of them and to make sure that they are comfortable with whatever test taking they will have to do. I will not push my stress related to teacher evaluations onto my students. I will be able to do this by teaching to my best ability, and if I do my job than my evaluation will be likely to reflect this, with or without the standardized test scores. In my classroom I think that I will take Mr. Blowers example and not display the school rules largely and in view of my students. I think that I will go over it with them on the first day of school and if anything have it posted in a smaller scale and not right in front of their faces where they have to be constantly reminded of discipline. Knowing that children need support and structure from adults to enhance their learning will definitely affect the way that I teach. I will provide this support by forming relationships with each of my students and by getting to know them and their learning style. I will provide structure by creating a classroom routine such as a bell ringer at the start of every class. I will also encourage the individuality and independence of my students by having the students display their creativity in things such as projects, independent journals, and creative writing assignments.