Sharaai's blog

At my last visit, I decided to focus on one specific student. Since I have a small class, focusing on one student would not very difficult.

This day, I chose to focus on Carson. He is a very quite student, whim rarely speaks out unless spoken to. The first thing I noticed was his different repetitive actions. These actions vary between students with autism and I always like to see what different students do. Their motions really reflect upon them. For instance, Carson is very quiet and timid. When he is sitting at his desk, he tends to rub his hands together or shake his foot. Sometimes he alternates between the two and he switches often. He also plays with a writing utensil. When Ms. Morrow was doing her morning coverage of the news, every time she would ask a question, his movement would pause. As soon as he would recite the answer, he woiuld go back to his preferred movement. Carson often just mumbles the answer to himself. One of the things he’s working on is communicating and using his voice. Most times, he has the answer, he just needs to be conscious of how he says it. Ms. Morrow often has to remind him to open up his mouth and talk clearly. When she understands his answer, he nods at her and goes back to his movement.

In thinking about my placement, I feel like I have a very idealistic environment where my teacher doesn’t label her students bad apples and doesn’t necessarily have the pressure of placing her students on specific tracks according to large classroom. Because she only has 8 students in her classroom, she is able to work with them on a more individual basis. Even with this, she sometimes has a hard time getting all of her students to be productive when she needs them to be.  Since it is special education, she also has the privilege of being able to evaluate each student individually, since concepts like the IEP require it.

If she were forced to label her students in some way,  I believe that she would not be able to. She genuinely believes that each of her students is capable of achieving what is put in front of them though their progress is not as accelerated as students in a regular classroom, when progress is made, students are often proud of themselves.  For example, one student, who’s verbal skills are not up to par is always constantly perfecting the way he announces his words. If he does not get it in the first few tries, he will keep trying until he gets it and my teacher will wait, listen and assist until he gets it down.

Praxis visit, day 2, 2.12.13; only my second day of observation at the school. A Tuesday morning, at 8 AM. On a normal day, they do a combination of math and reading packets and Ms. Morrow works with students individually when they most need it, some students need more one on one help than others. This day, they had to prepare for their special education standardized tests.

First Day;

My first visit to my placement was a simple meet and greet with the teacher that I could have possibly been doing it with. Before arriving, I knew that I would be placed in a special education classroom with high school aged students. The school, Charming High, is a school that I had heard a lot about precious to my visit. Many of my peers had worked at it before and I knew that Bryn Mawr has a strong connection with it.

To get to Charming High, I rode the el into the city and got off in a brand new area. Not knowing what the school looked like, I followed directions given to me. As I walked through the neighborhood, the first thing I noticed was a huge vacant building, with a chain link fence filled with dead shrubbery, and boarded up windows. It was really a sight to see. On the walk to the school, I noticed a number of schools o n the way, and multiple housing complexes. Once I turned the corner toward Charming High, the first thing I noticed was a large stone building, a factory looking smoke stack and a small wall filled with colorful murals. I couldn’t help but notice the contrast between the two. Unfortunately, the school’s architecture reminded me of a prison. Grey walls, generic windows and stone walls.

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“Money is the measure of all things, and profit the primary goal. For the oppressors, what is worthwhile is to have more – always more – even at the cost of the oppressed having less or having nothing. For them,  to be is to have and to be the class of the “haves”.

When reading through Freire, I couldn’t help but agree with so many of the ideas he was presenting. I found myself underlining like mad and sharing some awesome quotes with my roommate as soon as I would come across them. He’s got a lot of amazing ideas with many possibilities within them but these possibilities are something I want to attempt to unpack some more, whether it be as a class or on an individual basis. When it comes to these types of readings (so much going on at the same time with so much possibility), I feel like I lose myself in the ideas rather than finding anything concrete.  With Freire,  unpacking brings up more interpretations and possibilities. For this reason, I find Freire so helpful and insightful in so many areas which also leads to my sense of confusion.  

6th Visit; 1st grade inclusive classroom; 5 students with autism, all high functioning. Worked directly with two of them today.

Before entering the classroom, I always arrive during recess.I join Mrs. T, talk with her and observe the students.

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Help Mrs. T plan a lesson; putting words like forest, tree, rivers, sister, brother, mother, kind into categories like "mother nature", "family", "actions" to begin a lesson plan on Native Americans

-Observed Mrs. T read the book "Brother Eagle, Sister Sky" to the students; she had them to a picture tour (looking thorugh at the pictures and sharing their observations)

-Completed an "I Know (K), What I Want to Know (W), & What I Learned (L)" chart.

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Switched to do sensory wok with Mary; assisted her in using the blue ball and trampoline.

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Observed Mrs. T do reading activities with Mary

Mrs. T asks "Is your brain ready?" to see if the sensory work was enough for Mary to continue with her academic work. Mrs. T does reading from a large book. Ask Mary to sound out the letter. Points to each one with the end of a pencil.

The Perry House Couch: Sittin' Down to Take a Stand ; our tumblr!

I ended up writing my memo on the various changes of the program, mostly on what could have happened if we ended up in FDC and how our class ended up adjusting and working out with the Cannery. And I like this image cause it shows how the paths have no end, which is how I feel like our journey with this course will be for a long while. At least for me, I have no idea when it will all come full circle for me. 

"Silence is pregnant, not empty.”

When Linda-Susan Beard came to our class, I didn’t know what to expect. I knew that I had heard her name in class and during my time at Bryn Mawr but that was all I knew of her.

But when she began to speak, I was immediately pulled in. I was worried that I was going to have a hard time paying attention since I had such a long week but I was completely pulled in from the beginning.