Teacher Inquiries
Before starting my teaching assignment, as a first-year special education teacher put in charge of a resource room, I would have a lot of inquiries and requests for more details. First and foremost, I would like to understand more about the individuals in my class, including their unique learning requirements, advantages, and disadvantages. I would also like to know how the pupils prefer to learn and what inspires them to remain attentive in class. With this knowledge, I could personalize my course and effectively support each student based on their requirements (Cavazos et al., 2018). Moreover, I would want to learn more about the school’s policies and practices for attending to specific student needs, such as accommodations and adjustments. Lastly, I will also be interested in identifying the steps involved in monitoring student development and giving feedback to parents and other stakeholders.
I would speak with the administration and other instructors to get their opinions and obtain further information. I would look for cooperation and professional growth possibilities to ensure that I am giving my pupils the most significant assistance possible. In addition, I would look for advice on how to collaborate with other instructors and how to successfully communicate with administrators about the needs of specific students. Along with asking for criticism on my teaching methods and ideas, I would also like to know how to incorporate cross-curricular abilities into my courses. I can obtain critical insights and information to ensure I am giving my children the most significant help possible by participating in cooperative talks with other teachers and the administration.
The entire academic background of each child, including their prior IEP objectives, evaluations, and progress reports, is extra information I would like to know. I would also want to understand more about each learner’s unique learning styles and requirements and any behavior management or communication strategies that have worked successfully (McKenna et al., 2019). In addition, I want to be completely aware of the English and math curriculum requirements and expectations for the ninth grade and any tools and resources that could be offered to assist me in my teaching. This is to ensure that I deliver efficient and worthwhile education to promote the achievement of my pupils by having access to this information.
Classroom Environment
The framework of the classroom can be set up in a variety of ways. Small group instruction, which enables a more individualized approach to learning, is one such method. Small group education provides more individualized attention and a specialized approach to learning because the children in the resource room have various learning preferences and skills. The instructor can divide the class into groups according to academic ability, hobbies, or personal learning requirements and provide each group with individualized teaching that aligns with their unique aims and objectives. Differentiated instruction, which considers pupils’ various skills and learning preferences, is another approach (McKenna et al., 2019). This strategy encourages student involvement and achievement while helping to establish a more inclusive learning environment in the classroom. The use of technology is a third option for classroom organization since it may offer a wide range of resources and support to cater to individual requirements. Students can access instructional software packages, internet resources, and assistive technology tools through technology, enabling autonomous and self-paced learning.
Meeting the learners’ needs in a particular education resource room requires effectively and efficiently planning each class time. Rotating stations and a direct instruction model are two different approaches to organizing a class hour. Rotation Stations entail breaking the class into smaller groups and setting up various stations for students to move between over the lesson. Students can participate in multiple tasks or activities at each station, including computer-based exercises, group projects, and solo work. This approach can help keep students’ attention and focus while providing various learning opportunities. Another alternative for scheduling a class session is a Direct Instruction method (Muthmainnah & Hasbi, 2022). A single skill or topic is the focus of the teacher’s thorough and systematic education to the whole class in this method. Through this strategy, learning may be more formally structured and narrowly targeted, and the teacher can offer instant feedback and assistance.
Graphic organizers, audiobooks, and manipulatives are three techniques and resources that could be employed to enhance students’ learning. Students can arrange their ideas and thoughts with graphic organizers, which are visual aids. Students who have trouble digesting and organizing information may find it easier to access the subject by using visual organizers as an accommodation (Muthmainnah & Hasbi, 2022). For learners with reading difficulties, learning impairments, or English language learners, audiobooks are an efficient tool to give them access to literature. Manipulative are practical tools that let students physically handle items to comprehend mathematical ideas better.
Frequent communication and defining roles and duties are two ways for collaboration that work well. Maintaining constant contact with the paraprofessional is the first step toward collaborating. Teachers and paraprofessionals can talk about how each child is doing, exchange successful teaching methods and resources, and develop fresh ideas for challenging pupils during these interactions. Clarifying the teacher’s and the paraprofessional’s duties and responsibilities is a second cooperation technique (McKenna et al., 2019). Both the teacher and the paraprofessional will be more successful in fulfilling the needs of the pupils if their roles and duties are clearly defined.
References
Cavazos, L., Linan-Thompson, S., & Ortiz, A. (2018). Job-embedded professional development for teachers of english learners: preventing literacy difficulties through effective core instruction. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 41(3), 203–214. Web.
McKenna, J. W., Newton, X., & Bergman, E. R. (2019). Inclusive instruction for students receiving special education services for emotional disturbance: A survey development study. Assessment for Effective Intervention, 21(7), 153450841989508. Web.
Muthmainnah, N., & Hasbi, M. (2022). Can humanizing classroom meet efl learners’ needs? Insania: Journal Pemikiran Alternatif Kependidikan, 27(1), 53–64. Web.