Diversity Field Experience Portfolio

Southwestern College –Dr. Linda Rhone

Spring 2013

Observations by: Robin Tisdale

February 18, 2013

Introduction

This Elementary is a USD 259 in South Wichita, is where I completed my 20 hours of

observation. This school was once part of an Intermediate School because it was not large

enough to qualify as a junior high school. Because of its location and size, the Intermediate

School District was divided, and the southern portion of the area was named after a nationally

known journalist and writer who was, the editor of The Emporia Gazette at Emporia, Kansas. It

started out with having 600 students, now there are 608.This is a nice size one level building that

offers ½ day pre-k and full day kindergarten through fifth grade. Lending a hand, (which is a

program for fifth graders to work with their mentors to implement school service projects),

tutoring, latchkey, and battle of the books are programs that they offer after school. This great

school also utilizes a lot of technology in so many different ways. Laptops, smart boards, video

conferencing, computers, STS (Science and Technology Studies), documented cameras, TV

studios, clickers, wireless lab, and palms. Students also get a chance to learn and make Power

points, which I found to be very intriguing.

Demographics

This school has a population of multicultural educators and students like the different

cultures in the community.

2 Principals 3 office staff 7 Lunch Aid

3 Pre-k teacher 19 Paras 7 Specials teachers

5 Kindergarten teachers 4 Sped teachers 14 other support

5 first grade teachers 2 Speech teachers 4 Custodians

5 second grade teachers 1 Nurse

5 third grade teachers 1 Social worker

4 fourth gradeteachers 1 Counselor

3 fifth grade teachers 2 PT coordinator

Statistics

There are 608 students currently attending this school with 52% being male and 48% being

female. Attendance at this school is 94.4%. This building has 97 staff that is responsible for the

success of the school and students. The statistics for my observation cite for students.

Others 15.6%

African Americans 11.2%

Caucasians 57.7%

Hispanics 15.5%

Also there are 18.6% students that have a disability and 81.4% without a disability.

Awards

Students receive awards when they are seen doing a fabulous job around the school. White goes

by a CHAMPS policy and all students must follow this guideline all throughout this school

building. When students use their CHAMPS they are recognized by the staff or teacher whoever

sees this being done properly while using good character. These are things that students receive

when seen doing CHAMPS.

Caught in the Act slips

1. When received, students write name on back and is entered into a drawing for a

prize.

Eagle bucks

2. Students will be able to buy thing from the office when earned enough eagle

bucks.

CHAMPS party

3. This is when students do an excellent job as a whole class and they get to have a

party and they are able to bring snacks of their choice.

Student of the month is also an acknowledgment that gives students the opportunity to pick a prize

freely out of the Student of the Month Cabinet, which it posted in one of the hallways to remind the

students of the reward they can get when they continue to do their best every day.

*Information received from www.ksde.org

Observational Journal of Daily Activities

Robin Tisdale

Diversity Field of Experience Spring Semester

White Elementary

Day 1

Date 2-18-13

Total hour to date: 0

9:00-9:05 O

Before entering the classroom I notice the teacher took roll of students as they came into

class where he also, took count for breakfast and lunch. When entering Mr. T class on that

Monday morning I notice that there was a diverse class right in front of my eyes. I observed 22

students in total, 10 girls and 12 boys. Three of the girls were African American, one girl was bi-

racial, one Hispanic and the rest were Caucasian. An I kept observing there were three students

who were sped. When the bell rang the principal came on the intercom welcoming everyone and

then did the pledge of Allegiance, followed by their school pledge. I didn’t know the pledge but

as I looked around the classroom I noticed that it was posted up on the wall. As I began to finish

the pledge with the students, one student looked at me and when it was over, he asked how I

knew the pledge. I laughed and said “it is on the wall.” Then after the morning announcements

the class started to get rowdy and the teacher said “Bubble.” The students replied with “Gum”. I

thought that was a great attention getter, because it worked very well. Mr. T started his class by

going over the class schedule for that day and how thing was going to change, because at this

time they was preparing for the science state assessment. He also reminded the students of their

CHAMPS in the hallways and in classroom. Then Mr. T asked the students to line up at a level

zero and he gave them 1 minute to do so or it was going to take from their recess time. I noticed

how he gave direct instructions and students understood and did as they were told.

9:05-9:50 O

Music was the first special of the day. This class was interesting because I haven’t been

in a music class in years, and I was anxious to see what I still knew. Then Mrs. A Started her

class off by clapping her hands in a beat three times to get students attention. Once she got their

attention, she immediately went over her classroom CHAMPS procedure then let the students

know what they will be doing for that day. Mrs. A passed out papers for every student, and

began going over what the directions said for them to do. The approach she took was to go over

the first question as a group then she allowed them time to work on this paper individually at a

level zero voice. She gave the students 7 minutes to do the paper. The paper was of music notes

and the students had to identify the sound that the notes made (Ex: identify the note that says do).

After that was all done they went over their work as a class. Mrs. A has a chart to keep track of

all the class performance, which is a point system from 1 to 5. On her chart, one point was black

and that meant not a good class, two points was green meaning no fun day, three points was red

meaning not following Champs, four points was yellow meaning warning, five points was blue

meaning excellent. This chart was a class evaluation and the class as a team earned and lost

points. However on this day Mr. T’s class did good using their CHAMPS and so they earned to

have a fun day, that consisted of playing a game like duck, duck, goose but they sang a song

they have learned in music. When class was over Mrs. a directed the students to line up ABC

order at a level zero.

9:50-10:35 O

After students left music their first special they went to their second special which was art. Art

things are more fun and creative in this class. Mrs. P was the teacher and she started her by saying hello

to everyone and discussing that they will be finishing up the project that they have started. The class

was working on rainforest so they learned how to make parrots with in the rainforest. This was really

neat from the picture demonstration that she had posted on her board. She continued where they left

off on their parrots, she already had all of the tools and utensils needed for the students sitting out on

their tables where each group could share and reach them. Mrs. P continued to show the students what

to do next to decorate their parrots. Then she gave them the rest of the time to finish the portion that

she instructed them to do. When it was time to clean up Mrs. P instructed them to clean up their area

and line up and play their work in the basket on the way out the door.

10:35-10:45

Mr. T joined his classroom back for restroom break, students used their CHAMPS while standing in the

hallway to use the restroom and get a drink.

10:45-11:30

Students went back to their class and when they entered M. T directed them to set in their seat and take

out their reading packets. Students took out there packets in a timely manner, so Mr. T told the number

ones at each group to give their team a point for being ready. Mr. T has an awesome chart that keeps

track of the student excellence. Mr. T walks around as he talks to his students, he ask them to turn to

their decodable reader and instruct them to get with a partner and read the decodable reader, take

turns reading and couching one another, then go back and highlight all of the words that are

homophones. He gave them 8 minutes to do this in before they read and went over the words as a

class. I noticed that the student’s entire desk faced the white board where Mr. T stood and taught from

most of the time. Mr. T was using different approaches during this reading time, at this particular time I

think that he was using a direct reading activity because students was motivated, reading silent orally to

their partner. When the time was up Mr. T acknowledged the class by letting them know that they did a

fantastic job transitioning to the next instruction. The class began to echo read the decodable passage,

and then Mr. T drew sticks from a cup that had every students name on them. When the student gave

an answer the teacher would hold his thumb up meaning agree, in the middle was unsure, and thumbs

down mean disagree. Most of the students agreed and when one didn’t Mr. T kindly explained why that

word was or was not a homophone. This took some time to do because Mr. T class had some Sped

students as well as regulars so the his pace was good enough for everyone to understand. When it was

time for a transition he gave a direct instruction to put papers away and to pull out their treasures book

and turn to a certain page. The instruction was very clear for them to do this quickly with level zero

voices.

11:30-12:00

Students did a great job transitioning back to their seats and getting out their treasures book, so Mr. T

let them know that they did a wonderful job staying at a level zero. Everyone was ready read the story

Mr. T started asking question about the title page before he began to read the story. Students used their

Champs and raised their hands to answer the questions and when they blurted out he redirected them

into making better choices the next time. He read the story first and then he drew a name out of the cup

to see who reads next. The student where coached throughout the reading that they had done and

when they was ready to stop they did. The teacher also pasted out a plot paper and as a class they

worked on this paper altogether. When it was time for another transition he gave a direct instruction to

put books and papers away somewhere they could be found and then sit at their desk.

12:00-12:30

The students put their things away and sat back at their desk with their thumbs up showing that they

was ready to move on to the next assignment. Writing was the next lesson to be taught, and since the

reading assessment was right after spring break Mr. T did an assignment that incorporated reading and

writing to give the students practice with reading and helping them with their writing also. After writing

it was time for lunch and the instruction was given to line in ABC order at level zero.

12:30-1:10 O, W

Lunch and recess, I assisted and help the students if needed any help and I also helped with indoor

recess which the teacher had instructions for the class Para, so I just observed her.

1:10-2:00

Science was the next course that the students had to transition into after lunch. Like I stated before at

this time the fourth graders were preparing for their science state assessment. So at this time Mr. T said

“Water cycle” the students replied by stating the water cycle in a song with hand movements. I found

this to be very fascinating because I never seen this done before. Mr. T used information and facts as

attention getters, and the students responded to this very well and they said this with confidence.

Students was instructed to get out their science books and turn to a page, then Mr. T allowed those who

wanted to read out loud a chance to do so or if not he would read. This ended my first day of

observation.

Day 2

Date 2-19-2013

Total hour to date: 5

9:00-9:05

Today started the same way as yesterday, Mr. T was standing in the hallway by his room door

while receiving student’s homework and taking lunch and breakfast count. When he came into the

classroom he gave direct instruction for students to put their things away and sit back down at a level

zero or read a book until it was time for morning announcements. The principal came on the intercom

again and start doing the Pledge of Allegiance followed by the schools pledge. After the announcements

were made Mr. T went over his classroom CHAMPS and also went over the schedule for the day.” Go

line up at a level zero please.” Is what he said. “Great job following Champs.” Was how he

complimented the students for doing a good job.

9:05-9:50 O

Today students started their day with going to PE first, which turned out to be a blast. Mr. B the PE

teacher was in very good spirit. He had the students to run laps as soon as they entered the gym. They

ran for like 2-3 minutes before he directed them to sit down on their squares, there they started to do

their exercises before they began to do the activity. Some students were slacking off on their exercises

and Mr.B told them that they are only hurting themselves, but it would be great for them to follow their

CHAMPS. Mr. B had a game lined out for the students that was fairly easy and everyone in the class was

able to understand the instructions and he even used a student to demonstrate how the game was to be

played. He told the students the does and don’t for the game. He then let the students begin to play as

he walked around and monitored the students. When it was time to go he gave instructions to line up

quietly.

9:50-10:35 I

The students went back to class with Mr. T where they had social studies. Social studies were

very interesting because at this time they were putting together power points over an African American

civil rights leader they were assigned. Mr. T gave complete instruction for the students as he called their

group number to go get a computer and they could start on their power point. He gave them a handout

power point that had everything they need to research for their presentation. I helped one of the sped

students to research and find pictures, I also helped him type and encourage him to stay on task to get

things done. This was very interesting because I felt like a somebody who could make an impact on him

to just have helped him with his work. It was time to put their computer away, so Mr. T instructed the

students to make sure they save their work and shut down computers and put things away, then line up

for restroom break all in 3 minutes at a level zero voice.

10:35-10:45 O

Restroom break was same procedures as yesterday to follow CHAMPS in the hallway standing in line.

10:45-11:30 O

At this time it was time for Reading core again before students entered the classroom Mr. T initiated

that at a level zero students need to go inside and get out their reading packet, white boards, a marker,

a pencil, and sit down showing that they are ready to move on. Students did as they were told; some

students took longer than other. When he noticed those who did as they were told, he complimented

them for doing superior following Champs and added points to those team. Today they worked as a

class doing pages out of their packet, and then he assigned for them to do the spelling portion on with a

partner and gave them 6 minutes to do it in. Then they graded as a class and explained every answer

giving students the chance to answer and ask questions. Students was then asked to transition back to

their seats putting away their things and getting out treasures book showing that they was ready to

move on.

11:30-12:00 O

After student got out their treasures book they was asked to turn to go back to the same page

as yesterday to finish the story they had started. They recapped about everything that happened

yesterday. They continued reading the story and answer the comprehension questions that were on the

plot worksheet. When it was time for writing Mr. T asked them to please put their book and papers

away.

12:00-12:30 O

The next course was writing at this time 4 of the students go to another class to get help with writing, he

was working with the students on punctuation in letters or in any writing. He discussed and asked the

students questions about what they knew about punctuation in letters. Students raised their hands and

gave their input. After making sure everyone knew something about punctuation. The class helper that

helps pass out papers for the week passed out a worksheet. This was a summative assessment to just

see what the students know about punctuation. Soon as they were finished Mr. T picked the papers up

and told the students to prepare themselves for lunch.

12:30-1:10 O, W

Lunch and recess was the same procedures I helped to monitor in the cafeteria and I also observed in

the classroom because at this time it was snowing and there was no outdoors recess.

1:10-2:00 O

When students got back in the classroom after a recess restroom break they were directed to go back to

their seats and wait for next instructions. Since it was snowing really heavy things were becoming

skeptical about if school was going to let out early, so Mr. T said “Water” and the students responded

singing the water cycle song. Then Mr. T started reviewing with the students about things that was going

to be on the science assessment. The students were doing really well because Mr. T put chants together

to help the students remember things like the waterc ycle, and the stages of life. Then it was time for

another transition, so the students who go to another class for math tier lined up and prepared to leave.

2:00-2:30 O

I went into the special ED room to see how things were for those who didn’t catch on a quick as the

other students. When I entered this room I notice that there was 5 students all of different race and

gender. The work that these students do looked just like the work the others do but I noticed the work is

cut in half, for example if the regular students is working on 1-10, the sped students would do 1-4, or

whatever is the easiest they could do. The students seem to be working fine I didn’t see one gender

doing better than the other it was all the same pace.

2:30-3:00 O

The students were still in math tier but it changed into math tier II. The only difference that I seen was

that they changed teachers some students went into another room and others came and two stayed.

The work they was given was the same. I then made my way back down to Mr. T room just to see what

his class was doing during his math tier. When I reentered the room I heard Mr. T say “mathematics.”

That’s when I heard the students saying their chant for what mathematics was. I thought this was

awesome for him to engage students with knowledge by putting it in a form that students catch onto

and stay interested in.

3:00-3:30 O

Now it was time for reading interventions at this time students was scattered all over the building,

because some of their reading levels is higher than others. Students were working on a program called

Lexia. Another teacher came in to assist Mr. T with monitoring the students. I never heard of this before

so I walked around and looked to see what it was about. This program looked as it was just helping them

with word spelling, punctuation and place the right words in the right sentence. With this program the

students were free to work at their own pace. This seemed to be a great program some students was

passing different levels and one student was able to change to another class, which was awesome.

3:30-4:00 O

Students all transitioned back into their own classrooms and this was the time that Mr. T allowed

students to do silent reading at their desk. Mr. T also used this time to test students on their fluency and

it also gave students the time to trade books and get recommendations on books from other students.

He instructed the students to stay at a level no more than a 2. This was the end of my observation for

the day and I was expecting to return the next day if the weather was permitted.

Day 3

Date 2-27-13

Total hours to date: 12

9:00-9:05 O

When returning back from our four snow days, there was a minor setback so things was being done

differently today. Mr. T took roll and lunch count the same way he always do but instead of the principal

coming on the intercom making announcements. Every classroom has a TV and today everything was

being announced live on TV and they also had two students to help them. I never seen anything like this

so again this was something very intriguing to see and experience. After the video announcements Mr. T

resumed to go over the daily schedule while student wrote everything down in their planners. It was

now time for special, so they was instructed to line up at a level zero

9:05-9:50 O

The students had music again, and since they had 20 points total from prior classes they had a fun day.

So Mrs. A got their attention by doing her hand claps and the students repeating that clap back showing

that they are paying attention. Mrs. A let the students know that they earned a fun day and today they

will get the opportunity as a class to vote on the games to play. As a class the student pick games and

they started to get too rowdy so Mrs. A stopped the game and let them know that they was getting to

loud and if it does not change to a level for CHAMPS they will sit the rest of class. The students

managed to cooperate and keep their voices at the appropriate level.

9:50-10:35 O, I

Again the students went back to class for social studies again, to work on their power point some more.

Mr. A gave direct instructions for the students to sit in their seat and wait to be called on to get a

computer. When students all got their computer they all began to work at a level 2 if necessary. I then

helped the same student to make more progress on his PowerPoint. The student that I worked with was

a little distracted this time and it was a little harder for me to keep him focused on his work. So this was

a challenge for me but I seemed to manage and get through without blood and tears. This was another

day of great experience because today was not as easy as it was last week.

10:35-10:45 O

Now it was time for the restroom break and students was expected to follow their CHAMPS in the

hallway.

10:45-11:30 O

When we arrived back to the classroom instructions was given again for the students to get out there

reading packets, get out a pencil, highlighter and wait for further directions. Mr. A instructed the

students to get with their face partner and do a decodable reading taking turns reading, highlighting

words and then do word swap. They were given 8 minutes to do this in. When students finished they

was told to do the spelling sheet also with their partner, being given 5 minutes. After the time was up as

a class they read and discussed the words they highlighted and graded the spelling paper.

11:30-1200 O

The students were instructed to put reading packets away and to get their treasures book out. They

turned to the page they were told, then they were introduced to a new story and they began to read out

loud as a class. Mr. A was using the thematic literature unit approach. Then I think he may be doing the

literature base approach when the whole class was reading core. This concluded my observations for

that day.

Day 4

Date 2-28-13

Total hours to date: 15

11:00-11:30 O

Today when I arrived to Mr. A class they were already in the middle of a lesson. I noticed they were

playing a game using their spelling words. As I walked around to get a better understanding the students

had to spell the word right as well as give the correct meaning of the word in order to roll the dice. The

students worked in partners to complete this spelling exercise. When the timer went off the student put

away their white board, markers and their spelling packet and proceeded to get ready for the next

transition.

11:30-12:00 O

Completing the next transition the students got out their treasures book and a piece of paper to do the

next instruction. The next instruction was for them to start working on a web for a story they was going

to read next. The class was working together to build this web and the students would raise their hands

to give a comment or answer to add to the web. Mr. A kept things very engaging and enthusiastic which

helped the students to stay focused on what was being taught. Making this web is the introduction of

the short story they were going to read next. After completing this web the students knew more about

this story then they thought, so Mr. A used these predictions on the web to see if the students were

right about what they thought the story was about.

12:00-12:30 O

Instead of transitioning to something new Mr. A allowed the students to keep reading and he would

incorporate reading with writing again. This seems to work because the students answered

comprehension questions as they read the story. Then they were instructed to get prepared for lunch

after putting their things away.

12:30-1:10 O, I

During lunch and recess I helped to monitor in the cafeteria and observed in the classroom because they

had indoor recess again

1:10-2:00 O

When students got back in class from recess restroom break the student was directed to set in their

seats and Mr. A got everyone’s attention, and he Let the students know that the following Monday

would be their science assessment. He took this time to set up his classroom to fit with all the lap tops

so things would be in place for Monday. Mr. A took this time to get lap tops out and practice logging in

since they will be doing assessments on computer. He arranged his room so that all the students would

be near a plugging incase batteries would die. When it was time for Math the students had to be very

careful so Mr. A gave strict direct instructions to protect the lap tops and the students.

2:00-3:00 O

Math tier I & II

This time I stay in the class with Mr. A to get the full effect of what they may be doing at this time and

the levels that everyone is one. They was working on number placement this could be very difficult for

some students and easy for some. I was curious to see how Mr. A handled this in his classroom because

he had one student that was one step away from being considered a Sped student which I found a little

unfair. However he seemed to be doing well at teaching this because the ones who understood

automatically they were able to proceed on and those who didn’t he took to a back table and explained

to them in a more dept way for them to understand.

3:00-3:30 O

Now it was time for reading interventions, and those who stayed in class did and those who left, left. At

this time it was time for Lexia again and other student s came into this class as other went to other

classes. Another teacher would come in to assist Mr. T with monitoring the students’, some students

progressed to higher levels.

3:30-4:00 O

Students all returned back to their classrooms and Mr. A gave instructions for students to sit at their

desk and silent read at a level zero. This time he did not test students on their fluency he just gave them

this time to read a book of their choice freely. This concludes my hours of observations.

Total of hours to date: 20

Classroom discipline/ management

Students had a Behavior Chart – Students moved a clothes pin to the color.

Positive reinforcement was used when students made bad decisions.

Students were asked to raise their hand when blurting out.

Approaches used in class

Equal Opportunity

Encouragement

Building Self Esteem

Cooperative Learning

Taking turns

Sharing

Using CHAMPS at all times

Technology used

Laptops

Smart board

Wireless lab

Video conferencing

STS ( science & technology studies)

Documented cameras

Assessments

While observing Mr. A class the only assessment that I have seen was the writing, which

was more of an learning of assessment because he went over a lesson and then gave an

assessment to see what the students knew and understood what was being taught.

Analysis

Throughout my time observing Mr. A I think the learning techniques he used was very

helpful and effective, because the using fun to teach kept the students engaged and also turning

facts into fun chants will help the students to remember things for the future.

Narrative essay

When I was younger my family lived in a small town called Pawhuska in Oklahoma. Pawhuska

had a total of 6 schools, one building for pre-k through high school. All of these schools were on

one campus, all walking distance apart. This town was predominately Caucasian and Indians

very few African American. When I was younger I never understood racism or diversity I just

knew what was being taught in the schools and what my parents would say. I was raced up on

low income back then things were a big issue like it is now. My mom was a single mother of five

and I know things was hard because she would barely have time to come see us participate in

sport or school activities. As I got older things started to become clearer and I understood better,

but I didn’t let racism bother me I just didn’t care. As I recall the teacher I had never seemed to

struggle when it came to teaching another culture, I thought they treated everyone equal. At one

point of time there were teachers I thought may have been racist because of how they treated my

brother, but I figured out it was just my brother acting out. Being raised here I learned to get

along with everybody no matter their skin color or their negative thoughts about me. I learn soon

learned the Caucasian culture, meaning proper grammar, manners, and hard work. When I got to

high school my mother moved to Wichita and I had to go to school there my freshman and

sophomore year. This was a big change from what I was accustomed to, I never been around so

many different ethnicities. I felt out of place with the African Americans because I was being

raised differently and I can’t say I’ve been through their shoes, so it was hard for me to make

African American friends. I learn to adjust and adapt to that school and then I moved back to

Pawhuska were I graduated from being the only African American girl in my graduating class

out of five total, and then I also ranked 13 out of 56. I was proud to be able to experience all of

those different changes in my life. After high school I moved back here to Wichita where I

earned my Cosmetology license, and Associates Degree in Science, working toward my

Bachelors in Elementary Edu. Now I understand diversity more than I ever have, and can

understand how some teacher are and aren’t able to deal with some students and relate to them

because they may or may not be able to relate to what they have been through. Growing up gives

me some experience from having a drastic change from different cultures and having to adjust to

them. Being a different ethnicity I can give students the experience of having an African

American teacher and she taught me just as good as any other teacher would have.

EDUC 216 Foundations of Education Lab

Key Characteristics of Culture in the Classroom

Characteristic Event Date Frequency

Accommodating students’ needs and differences.

Desk were arranged where teacher was visible.

Teacher projected his voice throughout the classroom

2-18-13 1

Encouraging Student were told good job!

You can do this you are smart.

Students acknowledged for outstanding Champs

2-18-13

2-19-13

2-27-13

7

Exploring diversity. Studied black civil 2-19-113 1

rights leaders.

Developing moral character.

Respect

2-18-13 1

Building self-esteem.

Nicesty word was used often. Nice job! Keep up the good work! Awesome possum!

Thanks for showing

Your excellence!

2-18-13

2-19-13

2-27-13

2-28-13

15

Confronting prejudice.

Girl was feeling left out without a partner. Teacher placed her in a group.

2-27-13 1

Fostering cultural pride.

Working on black history month

1-19-13 1

Giving students a voice.

Students were allowed to ask any question or state their opinion raising their hand.

2-18-13

2-19-13

8

2-27-13

2-18-13

Enforcing equal opportunity.

Students were allowed different jobs in class changed weekly.

2-18-13 2

Integrating the curriculum.

Reading and writing was integrated because students would write on their graphic organizer while reading.

2-19-13

2-27-13

2

Teachers Interview

At the end of my classroom observation I had the opportunity to observe Mr. A, who is

a fourth grade teacher at this school. Mr. A is a Caucasian male teacher who has been teaching

for seven years here at this place of my observation. The first question that I asked him were

what kinds of training have you had working with students from different cultures? He looked at

me and smiled, and then he replied by saying “None”. Then he went on to elaborate that this was

the first school that he has work at as a teacher and that he learned something every year. Then

he also said “I just made sure that the children were comfortable with me and that they saw that

everyone is going to be treated fair and equal.” The next question that I asked was, what kinds of

changes had to make to instruction to accommodate for student differences? “Changes are going

to always be made no matter what.””But I did have to change something’s when I learned that

the classes will be mixed with both sped and regular students.” “However it was not a big change

I just went back and adjusted things a little bit, where I know that everyone would be able to

comprehend and it still be a challenge for the other students.” Very good I told him I ended that

interview with a thank you and a hand shake. I found that although Mr. A looked like may have a

disability he was very well knowledge and the way he kept his students engaged with fun was

very impressive. I noticed that his looks did not have any effect on his teaching and the students

gave him much respect for him being their teacher.

Champs posters posted

Smart Board