M4U5A2 - Teaching in an Inclusive Classroom

Teaching in an Inclusive Classroom

In the video, James McKinstry is a new teacher who just switched into the field of education. He teaches 7th grade English, 33%  (5 out of 15) students in his class have ADHD problems. Students with ADHD have problems with remaining focus, their concentration span is shorter than others, and they are over active, inattentive, and impulsive. In order to improve class transition and keep students engaged, Mr.  McKinstry looked for advice from an ADHD expert, Ms. Pamela Milazzo.

Strategies and Routines in his classroom

"Do now" is likely a daily warm up activity in which students will drill prior skills. This is a proved a routine and effective strategy in Math and English class. The visual presentation on his white board is very clear but the verbal directions with visual cues are necessary.

Passing out notebooks and materials to each student in the class seems to be ineffective. Considering the ratio between teacher/teaching assistants and students is 1:5, 3 teachers and 15 students, the good way to engage the physical movement and to empower the responsibility from students is to keep some ADHD students to be distributors and collectors.  This job could give them a sense of responsibility and ownership of what they are supposed to prepare for the coming assignments and to help them focus on the activity. Changing from passive to active agents is a strategy to engage students.

Physical classroom at the beginning of the video was a typical teacher-centered set up where all students face the teacher and the white board. This is another ineffective strategy. 

With this set up, information flows from teacher to students and vice versa. As mentioned above, teacher-student ratio in class is a big challenge to ensure the support for the whole class and individuals. 1:3 is already a very good ratio for middle school students. 

Mr. McKinstry speaks respectfully to students and shows his support to some who need help. He seems very attentive and treats students as well as their concerns. An unexpected disruption in the middle of the class is when a girl enters the classroom, he asked her to sit down, and to work on "Do now". He knows students all have issues with maturity. He understands that they are not intentionally doing it to him, all is about negative behavior, he does not take it personally. Therefore, he approaches her and spent time with her to get her focus on what is going on in the class. Through his positive and supportive manner, the student begins to smile when he points out the work she has done well. This is very important to help students feel safe in the class environment. This is a very effective approach.

Another good point he makes is a humorous remark to a child who has been disrupted by a peer. He attempts humor in the classroom by saying "Does he ever stop talking?". However, it helps neither of them and does not make any change to improve the situation. He could consider talking to the talking students and applies the "withiness" strategy for those who are lack of adherence to the class rules and procedures.

His Concerns and Tips from the Expert of the Field

Mr. McKinstry's most concern falls on transitional situations from one activity to another. It is a challenge to keep students with ADHD on task and to get them focus. As its result, he could not cover his curriculum as planned.

Ms Milazza, an ADHD expert, comes to observe his classroom and provides many helpful tips. In the meeting, they are very open, respectful, constructive, and productive.

1. Give clear directions so that students know what is required of them

Students will get into the assignments easier when they know exactly what he is clear about. For example, if he doesn't want them to raise hands and answer the questions, he should give clear directions so that students know what is required of them. Then once he finishes, they can place the answers in the workbooks.

2. Provide checklists and other visual cues for classroom procedures routines

To transit from one thing to another, students need to remember what materials to put away, what to take out, what supplies they need, where to put homework. Visual cues can keep students on track. They can be provided with a small piece of paper as a note on their desks so that they can check it out to proceed from the job 1 to job 2.

3. Timer

Using timer to keep students on task is a way to motivate students. The right amount of pressure helps to draw the attention, competition, and concentration.

4. Ask students what works for them

This strategy is to work with individuals ADHD by asking them what the challenge they face to pay attention right now. Students with ADHD get frustrated easily and need help to get back on track. He stays with that student individually. He does a brilliant job. He wants to refocus that student back onto task by being gentle, redirection, agreeing with what they say, meaning to support them positively rather than promising them they are in trouble. Her smile proves that he builds a wonderful relationship with this student. He employs the strategy "Encouragement Rather Than Criticism". It is a more effective way to shape behavior than criticism. Praising students by giving concrete, specific examples of their academics and behavior that highlight positive gains.

His Visible Improvements

Mr. McKinstry tries out some suggestions and we can clearly see the difference setting and a dynamic classroom at the end of the video.

•  Physical class setting: student-centered set up with grouping a group of 4 students facing each other.
• Verbal and written cues on the white board when giving instructions. Cues are very effective to allow students to know what will be expected before diving into the assignments.
• Using a timer, each of them should be done before the clock reaches zero.
• Playing games with timer and competitiveness. As its result, students can accomplish the task with the right strategies and support. This is a strategy called "Diversion and Re-Direct". It may be wise to change the nature of the activity or re-direct the students to a new focus of interest or activity.

My own reflection after watching this video

a. What I did

    Out of 240 students I currently teach, I realize I also have some students with ADHD. Especially, this is my first year being a specialist. I face similar challenges the same way Mr. McKinstry does. Fortunately, I did apply some strategies recommended for ADHD students.

Proximity Control:  I keep a safe distance with some students who are aggressive and angry, but for stressful or crying cases, I do touch their shoulders to help them feel calm and safe.

 Signal Interference:  I like using signal with my students for both cases, approval and disapproval. I use nod and shake my head, keep my eyes on particular students, thumb up or down, or a finger on lip to call attention.

Conflict Resolution Room: The store room or a playground is a perfect place for conflict resolution. Last week, two 5th graders became aggressive to each other and nearly used hands towards others, I did remove them from the classroom and we used my store room to help them to regain control and problem-solving and consequences. After our 5 minute conversation, two of them smiled, shake each other hands, and came back into the class together.

 Skillful Use of Classroom Materials: Art materials are very attractive to students all age. So when and where to place them for the lesson use is an effective strategy to avoid distraction or to catch attention. Preparing the classroom before the class time requires a certain amount of time and a careful plan. Giving students clear instructions on when and where to get materials and how to use them is very important to ensure the safety, responsibility, and engagement.

Rewards and Promises:  Everyone like having praises and rewards for jobs well done. So do students. For example, students in my class who demonstrate responsibility will be rewarded little stars which either go to the class bulletin board or their own portfolios. Formal and official appreciation in front of the whole class is the most motivated way to encourage positive behaviors and to redirect or reinforce negative ones.

Anticipating Planning:  I found out that not only with ADHD students but also with others, a brief description of what the situation may be like or what limitations may be anticipated will enable the group to feel more relaxed in the face of the challenging event. What I have been changing in my instructions recently is to present the final product first to give my students the sense of how it will look like, then we agree on criteria for assessment and skills students need to master, during this time, students can come up with many ideas and I use to give them flexibility to best stimulate their imagination and creation. 

b. What I need

I wish I could have a sense of humor to ease tension situations. The ratio between teacher and students in my case ranges from 1:10 to 1:24. The time pressure is another aspect to make me more stressful, 45 minutes, especially at the beginning of the year. What I need to learn is how to handle an incident with humor to retain the leadership of the group while wiping out the anxiety. 

Conclusion

     Fresh or first year teachers often find difficulties with classroom management as well as with ADHD students. Fortunately, there are always experts in the field ready for helping us. This is the work of love, passion, and patience. With a growth mindset for continuous improvement and an openness for constructive inputs, I believe myself can become  a more professional and great teacher one day. 

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RESOURCES

New Teacher Survival Guide, ADHD in the Classroom 

Prevention Strategies for Students with Emotional Disabilities Adapted from Strategies of Fritz Redl, Psychologist and Educator

M4U5A1 - Applying Classroom Rules and Procedures

Applying Classroom Rules and Procedures

Using and applying classroom rules and procedures effectively helps teachers to ensure goals of teaching and learning achieved, to control student's performance, and to minimize unexpected incidents relating  to negative behaviors. For specialists like me, this is especially a challenge because their time for a particular class is only 45 minutes, once per four days. With this unit, I found out the setting rules and procedures is not enough, it needs to come along with regular reinforcement and appreciation.

Student behaviors can be classified into two main categories, positive and negative or need improvement. Ignoring positive and improved behaviors will destroy all efforts being built by teachers and students. There are many ways to provide positive reinforcement for adherence to rules and procedures, such as verbal or nonverbal recognition, color code of behaviors, involving home in recognition of positive student behavior like phone call, emails, notes and certificate.

When I was a Kindergarten homeroom, I used color code to manage behavior and saved 5 minutes at the end of each day to let my students write about their positive or negative behavior during the day. The weekly report went home each Friday to keep parents informed and involvement. At the end of the year, students received certificates for positive and improving behaviors. 

This year with the whole LS student, rules and procedures were set and posted on the classroom door. Besides, I have been using Renweb, an online website for both academic and behavioral management. With the paid package, it is a platform for digital communication via email and a data base for administrators, students, parents, and faculty. Behavioral management is a part of it. Teachers can post behavioral issues and choose options to share with parents, other teachers, school counselor, and administrators. Since it does not focus only on behavioral management, there is no option for teachers to choose positive or negative behavior like Class Dojo or Teacher Kit. 

No matter what type of management tools being used in classroom, students who demonstrate positive behaviors as well as improvement need to be recognized and and formally appreciated. For positive behaviors, I have applied two ways of recognition. The first is to have student names on the board, officially thank them in front of the whole class, and following by a reward system with stars, which either goes to the classroom bulletin board or to students' portfolio. The second is class sharing and meeting. The video below is an example of my appreciation with the forth graders. Recognition and appreciation is the most powerful tool to encourage positive behaviors and to strengthen student-teacher relationship. Those who have been recognized will become active agents to influence negative behaviors. The effect is beyond my expectations. Students who used to have negative behaviors have been changing their behaviors as they also want to collect stars and to be recognized. 

For negative behaviors, I use the following process chart. 

https://drive.google.com/drive/folders/0B48NoojjBBbVcUFsYnZBT0FGRzQ

In order to effectively manage student behavior, I have used both recognition and reinforcement, along with notifying parents, school counselor, colleagues, and administrators. I have gradually witnessed more positive changes and improvements. 

RESOURCES

The Art and Science of Teaching - Chapter 7

M4U3A3 - Reflecting on High Expectations

         Reflecting on High Expectations

1. Personal experiences

In my journey as an expatriate wife, I have noticed differences in education systems as well as academic and behavioral expectations. 

Transferring to Ivory Coast since 2012, I had an opportunity to work in an American international school. My first position as Kindergarten teacher for one year, and this year I landed in Visual Arts for the entire Lower School. Before this country, I lived in Russia for more than 5 years with two years teaching experience in a private American school and three year homeschooling my own child following American curriculum.

2. Findings 

The world is diverse from east to west. So do academic and behavioral expectations. The difference is not only found among countries but also among families in each country. All is rooted from culture, history, tradition, customs, mentality, and socioeconomic backgrounds.

According to PISA 2012 report, the top four performance in Math, Reading, and Science were Asian countries, China, Singapore, HongKong, Taipei, Korea, and Japan.

I wish I had an opportunity to live and teach in these countries to learn more about their education systems. Vietnam, however, was ranked in the 17th. With my own experience growing and living there 30 years, I can share some insight information about high expectations in my country.

In our history, people used to obey the social ranking and order "King, Teacher, Parents". Students, in old days, were sent to live and learn with teachers in schools, the success of students was in the hand of their teachers. That's why students paid full respect and obey orders, even punishment of teachers, if they did not behave. Children have been educated that learning is the only way to success or at least to change their future. Teachers' words are blueprints, and no argument. No wonder for me to hear some children or even grown-ups say "that's what my teachers say."

This is a society in which values community, not individuality. Children at home are not allowed to speak out their opinions or confront or resist the decision of parents and teachers. As its result, many people often say "what I chose BECAUSE of my parents or my teachers advice me to do so."

This education system bases heavily on tests and exams to classify students. Students need to pass semester exams to move up, otherwise, they have to repeat class, two time repetition will be dismissed from schools. National exams apply for four levels, end of elementary to middle school, end of middle school to high school, end of high school, and college entrance. No pass, no move!

There are public and private schools, but schools are classified by students' scores. Therefore, the competition between schools is very high. Within a school, there is also a placement test at the beginning of the year to classify student levels and to group students in classes. Students will be grouped by their scores and will be taught to advance their subject strength. In one grade level, at least there is one class for high performing students. Starting from grade 10, students who get high scores in Math, Physics, and Chemistry will be in one class, while others who are good in Literature, English, and Math will be in another class. That means students know which subjects they are good at and will receive equivalent teaching and guiding to be excellent.

A school day starts from 7:30 to 12:00, and 14:00 to 17:00. Public schools do not offer many after school activities, social life, and extra curriculum. Schools open nine months continuously, except one week break for Lunar New Year and one New Year day off. Summer courses then follow, and this is time for low-performing students find tutors or teachers to fill gaps.

As its result, teachers won't have to deal with differentiation in each class but they may be more stressful to ensure the passing percentage of their students in national exams. In other words, teachers will be evaluated by data and facts and the success of students.

Asian parents hold ambitious expectations for their children. They spend time with their children,  motivate and guide them in their learning, create the conditions that promote academic excellence and the acquisition of skills. Students whose parents have high expectations for them, who expect them to earn a university degree and work in a professional or managerial capacity later on, tend to have more perseverance, greater intrinsic motivation to learn mathematics, and more confidence in their own ability to solve mathematics problems than students of similar socio-economic status and academic performance. 

On the other hand, American education values individuality and practice. Students are given freedom for choice. Many life skills are taught to help students make their choice and decision. In this system, students are encouraged to defend their decision and live with their decision without blaming others. Students won't repeat class even if academy is not achieved. There is no exam for students in elementary and middle school levels. Students are mixed in classes and as its result, teachers have to deal with different levels and instructional differentiation.

Summer is truly a great holiday for all, teachers and students. Except summer camps, students rarely study core subjects during this break.

3. Education systems: 

The education in Vietnam is heavily competitive, text-based, and test score driven. Standardized exams and repeating class are national policy.  As its result, the maximum focus for core subjects like Math, Reading, and Science for all, teachers, students, and parents. There are many open universities and colleges for those who failed in the official national entrance exams, but it is not the primary choice.

High performing students in Math, for example, will be trained intensively for national and international competitions like Olympic. In exams, students are supposed to solve many steps towards the result, there is no clue or given choices where students just pick one  answer without explanation.

Classroom atmosphere is serious and tough. It is a norm that students are supposed to obey teachers' rule, argument is unacceptable. Breaking rules may result detention and dismiss. 

In contrast, American education is more practice-based, project-based, connecting with life skills more than theory. Learning is not happening only in classrooms but also beyond the school, with communities, in real life. Exams provide many choices for answers, if students are not so sure, they can refer or recall knowledge from the given choices. Students only deal with exams in high school level. Learning through play and collaborative work is promoted in order to engage students and to help build life skills necessary for future life and work. The classroom atmosphere is much lively. Learning happen among students through group work and projects, not only from teachers as the system in Vietnam. As its results, coming from American education, students are much more mature, independent and decisive. 

4. ICSA towards academic expectations

The school where I work with is on the move. MAP test twice per year and three times this year is used for grade 1 to 10. Test result have been shared and discussed with core subject teachers so that teachers can plan actions and differentiation to improve academic levels for different groups of students. 

We also adopted Math In Focus from Singapore 2 years ago. Math teachers were trained to teach Singapore Math because it is very important to understand the critical and problem solving strategy in Singapore Math, many levels are provided to students, ranging from Workbook to Extra Practice and then Enrichment. Research studies that students who are open to solving mathematics problems, who feel that they can handle a lot of information, are quick to understand things, seek explanations for things, can easily link facts together, and like to solve complex problems.

Language Arts began to focus more on writing workshop and reading buddy. Many reading competition and summer reading programs have been launched to encourage reading habit and improve reading comprehension level.

5. The Importance of High Expectations:

Academic achievement is a reflection of education system, teaching tradition and mentality, parent expectations, and student's drive and self-beliefs. In my opinion, it is also a key performance indicator of a teacher. No goal, no plan. No expectation, no achievement. 

As an Art teacher, I define high expectations in two areas academy and behavior. In academy, I always make sure my expectations to be communicated explicitly to students and criteria to be assessed. 

However, I use to offer choices for products in order to allow low-performing students to show their work at their best. My behavioral expectations were set at the beginning of the year and reinforcement was brief when necessary during the year.

There is no successful learner without proper behavior and attitude. Students learn from basic things like respect materials to use art critique steps and terms to judge artworks of others.

I do have a strong belief associated with a teaching passion and "Can do" mindset that students can learn and achieve their goals.

When I cultivate, foster and communicate my belief that all students can achieve at higher levels make students feel the drive and motivation that enable them to learn better.

Drive, motivation, and confidence in oneself are essential for students to fulfill their potential. Practice and hard work go along towards developing each student's potential. Students can only achieve at the highest levels when that believe that they are in control of their success and that they are capable of achieving at high levels. The fact that students in some countries consistently believe that achievement is mainly a product of hard work, rather than inherited intelligence. Education and its social context can make a difference in instilling the values that foster success in education.

Positive teacher-student relations are strongly associated with greater student engagement and at school. 

Lastly, the best PD, I believe, is teacher exchange program between schools and countries. This may help to exchange expertise and experiences. Through working and sharing, teachers from different cultures and education systems are able to learn from different culture, tradition, mentality, education systems, as well as their successful stories in deliver high academic and behavioral expectations. 

RESOURCES

- The Art and Science of Teaching
- Trends in International Math and Science Study (TIMSS)

- PISA 2012 Results

- Youth Olympic Medals by Country for 2014

- 2013 Brown Center Report on TIMS

- OECD Website on PISA 2012 Results

M4U3A2- Creating High Performance Learning Environments

Creating High Performance Learning Environments

1. Academic expectations

The Roller Coaster is a project-based lesson which can be considered as a benchmark of high expectations academically and behaviorally. 

In this scenario, fifth graders learn to be good engineers in a real life  like process which includes all 21st century skills. Students learned and moved orderly through an engineering process from mastering concepts to individual designing, then selling ideas to the group, then simulating on computer, finally testing and recording. The real life similarity applied when students were asked to deal with value of materials used in their design. This aspect equipped them to have a sense of budget control and a link between what was paid and received. 

Through a team project, students learn how to communicate, work together in a respectful manner. Each comes up with a design, then sells ideas to the group and challenges each other to reach the final goal which is the most safety and challenge Roller Coaster design. Role design and responsibility is an effective way to engage each member in a group. There are many applications used throughout the project. Material constraints and budget limit stimulate critical thinking and problem solving. Money calculation allows students to use math skills. 

This scenario reminds me about a team building training I had with my previous company. Teacher here plays a role of a facilitator and a coach rather than a teacher. The key goal of the lesson is to connect students with a real engineering job where problems and challenges happen all the time. To solve challenges, students need to use tool kits, Math, and Science skills.

The Chinese grade 3 Math demonstrates a typical way of teaching in China. The class will begin with class chanting to review multiplication facts. Chanting in a large group is a teaching method to memorize multiplication tables and to help engaging slow students in a class oral chanting. The teacher then gave an example on the board and demonstrated steps to solve a multiplication problem. The video ends shortly and does not release the independent practice and drill, which definitely must be followed. The academic expectation here is students will use rote memory in solving multiplication problems. 

The Whole Brain Teaching grade 9 is short clip which clearly shows the teacher expects students to replicate what is taught, then turn to the partner and teach what was learned. Then came the independent reading session. I guess, the high expectation is that students are able to teach peers using skills and knowledge learnt.

2. Behavior expectations:

The Roller Coast group project demands extremely high behavioral expectations, individually and in group. Chiming is an adult-like meeting style which demands listening carefully to learn from others and participate respectfully and constructively in the class discussion. Role assignment and job execution prove students are engaged and on track. Individual idea and contribution are the key for a group success. Ultimate these are high expectations, I believe, not for students but also for adults.

The repetition of the chant in Chinese Math shows young learners are engaging in chanting and recalling previous knowledge in group. Learning is expected to begin in a large group. The behavioral expectations in the third video are clearly interwoven into the norms and procedures. The WBT video looks more of a classroom management than instructional tool. 

3. Norms and Procedures

Students in the Roller Coast project understand that individual contribution, group discussion, experiment and role assignment play an instrumental role in a engineering process and for a group shared success. Both individuality and community meet in a balance way.

The Chinese Math time indicates that students need to follow the chanting and will apply the instructional steps the teacher demonstrated on the board. Traditionally, students will recall what teachers teach in ways of solving problems. Lisewise the WBT, students are expected to follow or repeat what teacher taught, then practice with peers. It seems that rules and procedures are emphasized in this class, which maybe strengthen the academic learning. In these two videos, there is no individuality emphasized in learning.

4. Personal Perspective

The ultimate purpose of teaching and learning is to help student to reach their goals. Different students from different cultures, different learning styles, and of course, different goals. Expectations will also be different from different goals, cultures, and mentality. 

Chinese Math may show no individuality in this short clip. However, general speaking, Chinese or Asian students often show high Math scores comparing with their counter partners. Why? Is it relating to teaching strategy or expectation? Look at the current trend! Many Math programs in some Asia countries, Korea, Singapore, Chinese are recognized and adopted in many schools. Many transformations have been shown in the recent Math textbooks of these countries switching focus on theory to critical thinking and problem solving.

Teaching students to be a global citizen requires not only high academic expectations but also a growth mindset. Learners, no matter what age they are, will learn better and deeper when they find their learning interest, personal, and meaningful. Personally, the Roller Coaster project is best of the best among three videos. It includes all a 21st century students need to be equipped for their future, both skills and behaviors. However, all three videos show a highly engaging learning environment where students follow instructions in order. This is the basic foundation to set high academic expectations for all. 

M4U2A3 - GRADUAL RELEASE OF RESPONSIBILITY

The Gradual Release of Responsibility Method

M4U2A3 

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The objective of the project is to allow students a freedom in their creativity and to help students visualize any design they like into a 3D form using clay.  Students first chose a model and sketch it on a paper, then share with the class how their model will look like. This video records the second day when students turn their own design into a 3D form. 

Even though some students in this class told me that they know how to make clay pots, I believe not everyone has the same experience and skills. So I apply the “I do” strategy right in the beginning of the lesson. I introduce the goal of the day, tools and safety rules, new terms and skills to be used in this activity. No matter what type of design will be made, principle skills need to be learned. During the modeling session, I use many questions to check students’ prior knowledge and explain careful each stage of the process. This is the golden time to share useful tips to produce a firm, stable, and well attached works as well as to avoid some common issues students normally have with this type of material. My focus lesson was only 10 minutes.

  

The main time in my class was used for the strategy "You'll do it alone." The task today allowed students to apply what they observed and knew during my modeling session, and to work independently. Even the final artwork will be individual; students were grouped by their choice of design. This is the best way for them to share materials, skills, and to solve problems collaboratively. Students who were done their work or had experiences became tutors for those who first time touch this work and this material, while I circulated around the groups, mastering students became young teachers for their peers and they demonstrated problem solving skill.

There are some students who need extra helps and can’t work within a given time frame. There is where “We do it” works. When circulating around the class and interacting with students, I could identify the need of additional instruction from some students. For these students, what they really need from the teacher is tips to solve their problems. Encouragement, motivation, remodeling are the keys to help them overcome their obstacles and continue with the class. We’ll do it is not only happening with students who need extra helps but also with gifted talent students. I spent extra time after school on the same day with three students, two of them could not complete their works in the given time and one gifted talent who wanted to make an extraordinary artwork as per the Royal Russian bowl. Like Marina in this class, this is her first time to build her own design by clay. But she does not like to make an easy model, she wants a bowl with a lid, kind of Royal Russian style. She spent extra time with me after school to complete her design. Encouraging student in taking risks and nourishing creativity is the key to guide students to become real artists.

This lesson went well in a lively, creative, highly collaborative atmosphere. 45 minutes passed like a blink. Time flied and we all experienced a cognitive flow when we highly focused on an engaging activity to make our designs happen. Students find their joy and passion in visualizing something personal and meaningful artworks. They worked independently and collaboratively, interacted with the teacher and each other in the same group and with other groups, shared their result, and helped each other to solve problems.