6/5/2018
Topic:
Students with Disabilities
Madison Ickes
|
In my area, it seems that E/BD students are very common. These students can become disruptive, enraged, and very hard to manage. These students are also written off halfway through the year by other teachers. I often have administrators try to help me by removing the students from my class because they will yell that they hate me and hate my class, but this is just a part of their EBD. Most of them time they apologize and beg to stay in band. Instruments are a great way for them to feel successful, especially if they are not doing well in other classes. I come up with ways for students to excuse themselves when they feel angry or overwhelmed. Sometimes that just means making eye contact and they excuse themselves to sit in a practice room where I can watch them but none of the other students can bother them. The most important thing is to show the students that you understand and that you are fighting for them, and not to take it personally when they go off. I wait patiently, and once they calm down I explain firmly that what they said was unacceptable and how it made me feel. Most of the time this works, and we can move on without further incident. If I get angry or raise my voice, it only escalates the situation. This has been a hard lesson to learn, to stay calm in the face of an angry student. |
6/5/2018
Topic:
Assessment of Learning
Madison Ickes
|
Listening map: for students who need accommodations, I have created a document that can be used for any listening assignment. When other students take active listening notes and write down what they hear, these students have every possible instrument, articulation, dynamic, and descriptor word. Students can circle whenever they hear something, example: we listen to Danse Macabre in the fall and students could circle staccato, violin, piano, forte, minor, xylophone, flute, etc. |