During my fall semester of sophomore year, I was able to complete a special education field in an emotional support classroom. I was placed at Dormont Elementary school, in Mrs. Hiber's classroom during my fall and Thanksgiving break. In her classroom, she had about seven students that are labeled with Emotional Disturbance. During my time in her classroom, I was able to observe the student's day to day activities and other personell the students met with. Most of the students went into the general education classrooms for different parts of the day. I observed one student that was in the general education classroom for about 20% of the day. During this specific student's day he would be present in the general ed classroom for activities such as GoNoodle or to sit in on lessons. When not in the general ed classroom, this student would be present in the emotional support classroom. I learned that in Special Education, plans can be flexible for all students. If a student is more agitated that day, they might need more time in the emotional support classroom, than in the general ed classroom. As a preservice teacher, I learned that I will need to be more flexible and organized. After observing Mrs. Hiber, I realized that there are multiple moving parts that involve the presence of the special education teacher. There are multiple students that are to be considered with their IEPs and what the years to come will require of the teacher. In special education a lot of planning goes into the academic time for specific students. All students have different needs for their academics and specific label.
I have had multiple experiences in special education classrooms, but this was my first in an emotional support classroom. Students were provided with a calming space where they could work freely or calm down as needed. Most students used the classroom for a calm down space after finishing a class or activity. In the classroom there were at least two par educators and one head teacher. When students would attend their classes, a par educator would attend with them. Par educators would give their students space, but were there if the student needed prompting. Overall, my experience in Mrs. Hiber's classroom was a positive experience and one that has given me more knowledge. During my second year, I have made realizations of what type of teacher I'd like to be and specifically where I would like to teach. In the future, I aspire to receive a higher degree in behavioral therapy. After this field experience, it has confirmed my desire to receive further education. After teaching two lessons and observing multiple students, I would love to be in a part of an emotional support classroom in the future.
I have had multiple experiences in special education classrooms, but this was my first in an emotional support classroom. Students were provided with a calming space where they could work freely or calm down as needed. Most students used the classroom for a calm down space after finishing a class or activity. In the classroom there were at least two par educators and one head teacher. When students would attend their classes, a par educator would attend with them. Par educators would give their students space, but were there if the student needed prompting. Overall, my experience in Mrs. Hiber's classroom was a positive experience and one that has given me more knowledge. During my second year, I have made realizations of what type of teacher I'd like to be and specifically where I would like to teach. In the future, I aspire to receive a higher degree in behavioral therapy. After this field experience, it has confirmed my desire to receive further education. After teaching two lessons and observing multiple students, I would love to be in a part of an emotional support classroom in the future.