(Photo courtesy of Round Rock ISD)
This is my own children's alma mater, Anderson Mill Elementary School, as well as my current place of employment. I am wrapping up my third year as a special education teacher here at AME. I do some inclusion support, but the majority of my experience on this campus has been in the resource room, working with scholars in small groups on their individual educational objectives. I have spent time interning and subbing in the library, covered classes for bathroom breaks (we had a passel of expectant teachers in my wing one year!), and I've sponsored the Chess Club on Mondays during this past school year.
Today, however, I was fortunate enough to substitute in a fifth grade classroom in the morning, and a first grade classroom in the afternoon, in order to give those teachers some much-needed time to use as they needed. It was an eye-opening, exhausting, and educational experience!
Eye-opening: Seeing how scholars perform in the general ed classroom, and ways in which they are the same as and differ from my caseload. I am reminded once again that my students' goals should be the same as their peers, even if they are met on timelines as individual as their learning difficulties. Learning differences abound in the general ed environment, too, and I applaud the teachers who differentiate for classes with dozens of students to accommodate.
Exhausting: Working with, and monitoring, a dozen or more students at one time keeps a teacher on her toes! Fifth grade was involved in group activities much of the morning, and the temptation to socialize instead of solve word problems is tough for that age group, especially with eight days of school left. On the bright side, I've never been told "Yes, ma'am" that often in one class period; it was refreshing! In first grade, the scholars were so eager to read and write and share their learning, they were practically standing in line to present their work!
Educational: It was evident that both teachers had routines and class environments that nurtured their scholars and made them feel safe at school. The fifth graders allowed me to group them for their activities without complaint. When they needed to switch classrooms for their big final project work, everyone knew where to go and what to do. The first grade teacher had a lovely windchime that, when brushed against, immediately cued the scholars to clean up their current projects and scurry to the listening carpet. They pointed out the helper charts in the room, did not hesitate to lead the partner-read chant, and thoroughly enjoyed sharing books with each other.
What a great, heartwarming experience to be had today, right outside my classroom door, in the school that's been part of my life for 14 years now!
This is my own children's alma mater, Anderson Mill Elementary School, as well as my current place of employment. I am wrapping up my third year as a special education teacher here at AME. I do some inclusion support, but the majority of my experience on this campus has been in the resource room, working with scholars in small groups on their individual educational objectives. I have spent time interning and subbing in the library, covered classes for bathroom breaks (we had a passel of expectant teachers in my wing one year!), and I've sponsored the Chess Club on Mondays during this past school year.
Today, however, I was fortunate enough to substitute in a fifth grade classroom in the morning, and a first grade classroom in the afternoon, in order to give those teachers some much-needed time to use as they needed. It was an eye-opening, exhausting, and educational experience!
Eye-opening: Seeing how scholars perform in the general ed classroom, and ways in which they are the same as and differ from my caseload. I am reminded once again that my students' goals should be the same as their peers, even if they are met on timelines as individual as their learning difficulties. Learning differences abound in the general ed environment, too, and I applaud the teachers who differentiate for classes with dozens of students to accommodate.
Exhausting: Working with, and monitoring, a dozen or more students at one time keeps a teacher on her toes! Fifth grade was involved in group activities much of the morning, and the temptation to socialize instead of solve word problems is tough for that age group, especially with eight days of school left. On the bright side, I've never been told "Yes, ma'am" that often in one class period; it was refreshing! In first grade, the scholars were so eager to read and write and share their learning, they were practically standing in line to present their work!
Educational: It was evident that both teachers had routines and class environments that nurtured their scholars and made them feel safe at school. The fifth graders allowed me to group them for their activities without complaint. When they needed to switch classrooms for their big final project work, everyone knew where to go and what to do. The first grade teacher had a lovely windchime that, when brushed against, immediately cued the scholars to clean up their current projects and scurry to the listening carpet. They pointed out the helper charts in the room, did not hesitate to lead the partner-read chant, and thoroughly enjoyed sharing books with each other.
What a great, heartwarming experience to be had today, right outside my classroom door, in the school that's been part of my life for 14 years now!
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