My Experience
During my experience, I was able to be under a cooperating teacher in a learning support classroom. The students I taught ranged from grade K-3. At the beginning of the experience, I was given a detailed packet of how I would slowly gain 100% of the classroom. For my first week, I taught for my teacher due to her being out for a few days. I had students who needed assistance in ELA and Math. In the morning, I had four groups for ELA, and in the afternoon I had three groups for Math. I learned quickly that each student has different needs. I had to switch from a mindset of teaching to the general classroom to each student's individual needs according to their IEP. From the beginning, the students and I developed a great rapport. They all welcomed me into the classroom and wanted to learn more about me each day. I made sure to fully understand their likes and dislikes through questioning and reading their IEPs. From the beginning of the placement, my cooperating teacher laid out her expectations and communicated with me about what I should be doing each week. I was able to take part in planning lessons, teaching small groups, grading, and administering tests.
After going through the placement, I have learned that you need to be prepared for each day and move at the student's pace. When I made the switch from general education, I had a difficult time with a slower pace. In the general education classroom, teachers feel like they have to meet the deadline for curriculum before the PSSAs. In the learning support classroom, I was able to push material and tests based off the student's pace. For my lessons, I would write individual and group lessons for each week. For kindergarten, I went away from the book and found number rhymes to help them remember the number and what two numbers make up a two digit number. I had so much fun doing this and I could tell my students were processing and retaining the information. I was also able to track progress by taking lots of data. I have learned that data is key! During IEP meetings, it is important to show what they have been doing for the past month to see if your teaching is effecting their overall learning. I have also learned it is extremely important to give students a lot of praise on their work. I was used to fourth grade where students are independent, but when I switched to younger grades I saw the need. I was able to build my students up in their learning and make them confident.
After going through the placement, I have learned that you need to be prepared for each day and move at the student's pace. When I made the switch from general education, I had a difficult time with a slower pace. In the general education classroom, teachers feel like they have to meet the deadline for curriculum before the PSSAs. In the learning support classroom, I was able to push material and tests based off the student's pace. For my lessons, I would write individual and group lessons for each week. For kindergarten, I went away from the book and found number rhymes to help them remember the number and what two numbers make up a two digit number. I had so much fun doing this and I could tell my students were processing and retaining the information. I was also able to track progress by taking lots of data. I have learned that data is key! During IEP meetings, it is important to show what they have been doing for the past month to see if your teaching is effecting their overall learning. I have also learned it is extremely important to give students a lot of praise on their work. I was used to fourth grade where students are independent, but when I switched to younger grades I saw the need. I was able to build my students up in their learning and make them confident.