10/15/2019
Topic:
Students with Disabilities
Kayla Briggs
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I had a student with autism in a Kindergarten class last year. He was very quiet. He wouldn't speak to me, he did not participate in our songs or other activities, and you could just see how nervous he was to be there. Throughout the year, I had the other students work with him for peer mentoring. I encouraged him and made sure to always use positive language. I gave him the time he needed and never pushed him to hurry up. As the year went on, he slowly started joining in our movement activities, attempted to play instruments with us, and even sang with our echo songs. This year in first grade, he participates in all activities with a smile. I continue to use positive language and he often says "I did it!" He even says "That was fun!" when he leaves my room at the end of class. |
10/18/2019
Topic:
Tools and Strategies
Kayla Briggs
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I have used Computer assisted instruction in my classroom. I found an app on the iPad called Rhythm Cat. This app lets students tap rhythms and beats along with the program. It is a fun way to help them learn to count notes, measures, rests and keep a steady beat. If you do not tap the correct rhythm or beat, you will not advance to the next level that will add on a new note, or time signature. It is a great way to make sure the students are capable before they add a new skill. Another strategy that I have incorporated into my lessons is Mnemonic Instruction. We use Mnemonic instruction when it comes to learning the note names on the staff. I teach them FACE is for the space notes, and Every Good Boy Deserves Fudge for the line notes. I even let them create their own sayings for EGBDF and a lot of students remember the silly sayings they come up with easier than Every Good Boy Deserves Fudge.
I have a student who is non verbal. He cannot tell me the answers to questions like is the music you hear slow or fast? Was that song loud or soft? My whole school has smart boards in their rooms this year. I am able to put pictures up on the smart board for him to look at. As we are listening to the music, he can tap the snail (slow) or the hare (fast), or the whisper picture (soft) or megaphone (loud) to let me know which answer he thinks is correct. Using my smart board this year has been very helpful in communicating and assessing this particular student. |