7/9/2021
Topic:
Students with Disabilities
Alexander Javizian
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
Years ago, I had a student (who I'll refer to as Frank) who was on the autism spectrum. While it was clear that Frank didn't react to classroom rules and procedures the same way as his fellow students, he was excelling beyond his peers as a musician. He was able to sight read music better than his peers, and was able to play multiple instruments at a near-professional level.
The biggest lesson I learned was that open and honest communication with parents/guardians can pay off extremely well. After talking to Frank's mother, she was able to tell me that he thrives on routine. After reviewing my rules and implementing more routines (writing the times we work on pieces on the board, starting with the same warmup before moving on to a new one, setting aside extra time to clean the classroom before transitioning), Frank began to thrive in all aspects in my classroom. The idea of talking about an ESE student's disability can often feel as though it is a taboo subject, but when you learn to be open about it with your school's ESE team and your students' parents, it will help you understand your student's abilities and how your classroom can be more accommodating towards them.
|
7/10/2021
Topic:
Tools and Strategies
Alexander Javizian
|
Prior to the pandemic when I taught instrumental techniques in the classroom, I had a student who was on the Autism spectrum. As a middle school student, he got anxious and self conscious when playing alone for assignments. I was considering asking him to come on his lunch breaks to be graded on his work, but I realized that he had a love for technology and video creation. One of the resources our administration team brought up was Flipgid, an Instagram/Tiktok clone that was designed for use in the classroom. I asked if he would rather submit his assignments through there and record his work at home, and he agreed. Not only did he submit his assignments, but he also used the app to his advantage by editing his videos and using effects to express his creative side beyond playing tests and other assignments. The experience really taught me that by embracing new technology, we can find ways to assist and engage all of our students. |
7/10/2021
Topic:
Assessment of Learning
Alexander Javizian
|
In the past, I had a student on the Autism spectrum that had a lot of anxiety while performing alone in front of his peers. This caused issues for me, as many of the grades that I gave my students in my classroom were based on playing and performance tests. After speaking to my administration and some of my peers, they told me to find a way to get him excited to do his playing tests. I decided to use a new digital platform to allow him to take his playing tests. I had heard of a program called Flipgrid through other teachers and administrators. Flipgrid is a clone of Instagram/tiktok designed for use in the classroom. After setting up an account, I told him that he could register and do his playing tests at home, upload the videos to the class page, and I could grade him without him having to play alone in front of his peers.
Not only did he love this because he didn't have the anxiety of playing alone in front of his peers, but he enjoyed experimenting with technology and editing videos of him playing music. This instance taught me that it can be both easy and convenient to embrace new technology and teaching methods, and after that, it encouraged me to become open to exploring more instruction techniques outside my comfort zone. |