6/13/2022
Topic:
Students With Disabilities
Seta Kejelian Green
|
I have had a student who was on the autism spectrum. He was also suffering from germophobie. In addition to that my student had severe apnea and high levels of anxiety. He was moved to my class from a different section. I prepared a special place for him on my table. With a special (his favorite) hand sanitizer and air sanitizer. He was very anxious the first day, but then as we went to activities and work in class, he realized that he can get productive without having to be like the other students, he can be himself and still learn. He wrote me a cute thank you letter at the end of the school year. I'm very thankful that students like my student get the chance to learn at this day and age no matter what struggles they go through. |
6/13/2022
Topic:
Tools And Strategies
Seta Kejelian Green
|
I have had a student who was struggling with being selectively mute. The therapists told me it will take him a long time to be able to express verball. For that reason, and since the new generation loves using digital technology (it makes them feel cool!) I allowed this student to use Class Dojo, TEAMS, Blackboard or email to communicate with any request, participation, or other tasks expected of him as a student. |
6/13/2022
Topic:
Assessment of Learning
Seta Kejelian Green
|
I was long-term subbing for an Art teacher. I learned from her and applied it after that. She used to introduce the habit of journalling. The students were apprehensive at the beginning then they got into the habit of it. The first thing they used to do after coming to my class is write a journal critiquing an art piece or a picture. "Sally" was a student who struggled in expressing herself verbally. She did an amazing job in journal writing thought, and after sharing her critiques with the rest of her class, "Sally" felt more at ease with herself. And that reflected in her homeroom time, later on. |
6/13/2022
Topic:
Students With Disabilities
Seta Kejelian Green
|
I had a student "Timmy" who had a speech impediment and he struggled with it the most when he was not comfortable with what he's about to read or say. He had lots of friends and he was great at football (a promising athlete). "Timmy" had given up speech therapy at school because of embarrassment and "Timmy" was not planning on going back to it anytime soon. As the academic year moved forward, "Timmy" noticed that I'm not calling his name to participate in class and he came to me by the end of the first quarter to thank me for not embarrassing him in front of his friends like other teachers have done. I thanked him and asked him to share his thoughts with me. He admitted that he'd like to be leading his junior football team but that requires him to be very confident in his speech. "Timmy" allowed me to start baby steps in class. He was encouraged to buddy read out loud (and if he couldn't say a word his buddy would cover up, etc). Then we moved to more independent talk in class, until one morning "Timmy"s mom called the school to request speech therapy for her son. |