7/18/2017
Topic:
Students with Disabilities
Raymond Vans Evers
|
I have a student who was in 3rd grade last year. Autistic. Functioning, but Autistic. Parents won't get him assistance or a formal diagnosis, but hey, that's their choice. So this kid's functioning, like I said. He doesn't work in groups, AT ALL. At the beginning of the year, this always confuses the other kids, but I've gotten used to it. "C" gets to work by himself, emerges from his "shell" to demonstrate mastery of a given topic or perform on his violin, then goes right back to rocking back and forth, or staring off into space. Doesn't often call out or disrupt class, but he just keeps to himself, listening to me, and learning little by little! |
7/28/2017
Topic:
Assessment of Learning
Raymond Vans Evers
|
Cooperative Learning is very useful in my room. When introducing a new song to my first graders, including some who have Learning Disabilities, we pair off (making sure strong students are with weaker students), and go through the song note by note on our violins. This enables me to circulate, praise, correct, and generally get a pulse of the room. It's especially helpful to be able to confront wrong notes or position in a non-confrontational way. Same goes for recipriocal teaching. |
7/28/2017
Topic:
Tools and Strategies
Raymond Vans Evers
|
I have a student with an LD, on top of that he is frequently absent. Instead of making him perform the entire song for me to demonstrate mastery, I've been allowing him to chuck it and perform it 1 line at a time for me. Still demonstrating mastery, but he gets to focus on 16-20 notes at a time, instead of 60+. |