March 31, 2011

Yesterday I worked with two students at a time on the ten frame. They worked on a pan that had taped 10 different sections, 5 on each of two rows. This is what they know as a ten frame. I showed them one number on a card at a time and had them show me that number on the ten frame. It was interesting to see them make patterns with the objects while they counted on the ten frame. And again, the students were all over the place on how well they knew where to start on the ten frame and how to count the numbers. I worked with students from all levels in the classroom, from the normal students I work with that are behind to the gifted students. All of them basically grasped the concept, just in different ways and at different times.

In high school, I have noticed in some of my classes the teacher varietes the lesson for a student. The student has special needs but is put into regular classes so that they can learn with normal students. The way I've seen it done in my classes is not noticable unless you pay attention or look for that. The teacher has always done a good job at not outcasting the student or making it blantantly obvious that the student needs extra help. If I was a teacher with a special needs student in my class, I would do some of the same things my teachers have done. I would make them a different variation of the lesson that will best suit their needs but pass it out with the other lessons so that no extra un-needed attention would be brought to the student. I would accomdate to wherever the student needed to sit or have access to in the classroom. I would do what they needed to be able to learn appropriatly in my classroom, and work with their parents and the office on how to handle each step of the students learning.