After 18 years in working with exceptional children, I'm on a new adventure! I am currently at Southland Elementary over an Autism Unit in Jordan School District and am loving it. I have worked with a few Autistic students in the past but now I have 10 and they are all mine!
Each one of them is unique, smart, bright and beautiful, they are my teachers now. My goal for them as well as all students is to have the skills to be independent adults. This means for these student to be mainstreamed as much as possible, it benefits all children. The students with disabilities have the right to have access to curriculum, students and school activities with their regular ed. peers. For the student who is considered regular ed., it benefits them to find that there are differences all around us. All of us have strengths and weakness and both need to be acknowledged must be explored. How many of us special educators have worked with students classified with a disability that have a higher IQ than we do?
So as I continue on this path I will research and seek for BEST practice methods and curriculum....and empty my cup.
May 28th 2011
Wow what an incredible year, we are never to old learn that's for sure. During this 2010-11 school year I have laughed, cried, ducked, been frustrated (mad), disappointed, disgusted (usually not the students), confused but, most of all have loved these students and their parents. The parents spend their hearts and souls for their child; they have to advocate for them from the moment of awareness. Most people do not know that children on the spectrum do not have healthy sleeping patterns, so many of these parents go without a good night's sleep indefinitely. The other thing about spectrum children is many think they do not have emotions or feelings that can be hurt. This is so not correct. These kiddos want friends, inclusion, love and the desire to be understood. And they give unconditionally the love and the friendship and yes can be hurt. They are so honest its like having a mirror held up the entire time your around them....literally too; "Ms. J you are really old ...have you looked in a mirror?" it makes me laugh!
Friday, October 8, 2010
Tuesday, August 10, 2010
Focusing Skills
Notes from Mrs. J - Keeping Focused
Helping Your Child Build Focusing Skills
Children's cognitive, linguistic, unique neurological and motor-skill developmental levels affect their ability to concentrate. If an activity is too challenging in any one of these areas, children either may choose not to participate or may stay with the activity only for a short time. For example, children who choose blocks over art tend to feel more confident in and comfortable with large-- motor skills than small-motor skills. Our role as educators and parents is to support children in developing concentration for activities of their choosing (by providing ample time for them to choose each day). At the same time, we need to gently encourage children to experiment and stay with activities that challenge skills they're not as comfortable with by providing activities that are both inviting and potentially successful. As you know, children's moods also have an effect on their ability to focus. If a child comes to school upset, tired, or overly excited, he may be too distracted to concentrate on an activity, particularly a new or challenging one.
Strengthen concentration: Twice a day, have your child pick an object and then have them practice holding a visual of the specific object in their mind steadily for 3-5 minutes, then work up to 10 minutes. Describe the item in detail before you have them close their eyes so they can imagine it, but it should also be simple for them to “see” it in their mind. Some good examples: an apple, a pencil, the face of a friend, parent or pet, and so on. Choose something they won’t have trouble picturing, but something that requires focusing in order to see it clearly. Call up a strong mental image of it, and then have the students work on increasing the time to keep focus on the object.
Visualize for practice. If you’ve got an important goal, assignment or task your child is working on-have them visualize it first! Many studies have been done on the power of visualization, and the general consensus is that performing tasks and activities mentally over and over again is equally as effective as performing them physically! That means that visualization can serve as a powerful practice session that helps them master anything! Have them visualize staying balanced on a beam, calm and focused have them visualize surprises and interruptions and staying focused through them.
Helping Your Child Build Focusing Skills
Children's cognitive, linguistic, unique neurological and motor-skill developmental levels affect their ability to concentrate. If an activity is too challenging in any one of these areas, children either may choose not to participate or may stay with the activity only for a short time. For example, children who choose blocks over art tend to feel more confident in and comfortable with large-- motor skills than small-motor skills. Our role as educators and parents is to support children in developing concentration for activities of their choosing (by providing ample time for them to choose each day). At the same time, we need to gently encourage children to experiment and stay with activities that challenge skills they're not as comfortable with by providing activities that are both inviting and potentially successful. As you know, children's moods also have an effect on their ability to focus. If a child comes to school upset, tired, or overly excited, he may be too distracted to concentrate on an activity, particularly a new or challenging one.
Strengthen concentration: Twice a day, have your child pick an object and then have them practice holding a visual of the specific object in their mind steadily for 3-5 minutes, then work up to 10 minutes. Describe the item in detail before you have them close their eyes so they can imagine it, but it should also be simple for them to “see” it in their mind. Some good examples: an apple, a pencil, the face of a friend, parent or pet, and so on. Choose something they won’t have trouble picturing, but something that requires focusing in order to see it clearly. Call up a strong mental image of it, and then have the students work on increasing the time to keep focus on the object.
Visualize for practice. If you’ve got an important goal, assignment or task your child is working on-have them visualize it first! Many studies have been done on the power of visualization, and the general consensus is that performing tasks and activities mentally over and over again is equally as effective as performing them physically! That means that visualization can serve as a powerful practice session that helps them master anything! Have them visualize staying balanced on a beam, calm and focused have them visualize surprises and interruptions and staying focused through them.
Monday, July 26, 2010
Kids Resolving Conflicts
HOW TO WORK OUT CONFLICTS
(Fairly and Peacefully
1. STOP . . .
before you lose control of your temper and make the conflict worse.
2. SAY . . .
what you feel is the problem. What is causing the disagreement? What do you want?
3. LISTEN . . .
to the other person's ideas and feelings.
4. THINK . . .
of solutions that will satisfy both of you.
If you still can't agree, ask someone else to help you work it out.
DISCUSSION QUESTIONS
1. Have you ever started working on a project with a friend and gotten into a disagreement? What caused the disagreement?
2. How did you feel? What did you say or do?
4. Does getting angry make things better or worse?
5. What happens when people who disagree don't listen to each other?
6. When you fight, do either one of you get what you want?
7. Why is it important to settle conflicts peacefully? What can happen if you don't?
8. Are there some conflicts that can't be resolved?
STUDENT ACTIVITIES
1. Write the steps for working out conflicts on the board. Discuss each step.
2. Ask the children to describe a variety of conflicts that commonly occur at school.
List these on the board.
Select two or three of these and discuss how the steps for working out conflicts could be applied to each situation.
Have the kids role play some of these situations, either as themselves or with puppets.
Afterward, have a group discussion to evaluate the outcome of each role play.
3. Introduce the concept of using words to express feelings instead of blaming someone else or using physical force.
Use a "why" message to state what's bothering you and why
Example: "It really bothers me that you aren't willing to work this out together instead of arguing all the time."
A "blaming" message says what's wrong with the other person.
Example: "You are ruining our project. You're a jerk. You never do anything right."
A "why" message is constructive and points to a solution.
A "blaming" message puts the other person on the defensive and leads to more conflict. "Why" messages usually work better.
Referring to the list of conflicts on the board, have students role play with puppets or as themselves using "why" messages instead of "blaming" messages.
(Fairly and Peacefully
1. STOP . . .
before you lose control of your temper and make the conflict worse.
2. SAY . . .
what you feel is the problem. What is causing the disagreement? What do you want?
3. LISTEN . . .
to the other person's ideas and feelings.
4. THINK . . .
of solutions that will satisfy both of you.
If you still can't agree, ask someone else to help you work it out.
DISCUSSION QUESTIONS
1. Have you ever started working on a project with a friend and gotten into a disagreement? What caused the disagreement?
2. How did you feel? What did you say or do?
4. Does getting angry make things better or worse?
5. What happens when people who disagree don't listen to each other?
6. When you fight, do either one of you get what you want?
7. Why is it important to settle conflicts peacefully? What can happen if you don't?
8. Are there some conflicts that can't be resolved?
STUDENT ACTIVITIES
1. Write the steps for working out conflicts on the board. Discuss each step.
2. Ask the children to describe a variety of conflicts that commonly occur at school.
List these on the board.
Select two or three of these and discuss how the steps for working out conflicts could be applied to each situation.
Have the kids role play some of these situations, either as themselves or with puppets.
Afterward, have a group discussion to evaluate the outcome of each role play.
3. Introduce the concept of using words to express feelings instead of blaming someone else or using physical force.
Use a "why" message to state what's bothering you and why
Example: "It really bothers me that you aren't willing to work this out together instead of arguing all the time."
A "blaming" message says what's wrong with the other person.
Example: "You are ruining our project. You're a jerk. You never do anything right."
A "why" message is constructive and points to a solution.
A "blaming" message puts the other person on the defensive and leads to more conflict. "Why" messages usually work better.
Referring to the list of conflicts on the board, have students role play with puppets or as themselves using "why" messages instead of "blaming" messages.
Did I Miss Anything?
Did I Miss Anything?
Tom Wayman
Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours
Everything. I gave an exam worth
40 percent of the grade for this term
and assigned some reading due today
on which I’m about to hand out a quiz
worth 50 percent
Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose
Everything. A few minutes after we began last time
a shaft of light suddenly descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
the hereafter
This is the last time the class will meet
before we disperse to bring the good news to all people
on earth.
Nothing. When you are not present
how could something significant occur?
Everything. Contained in this classroom
is a microcosm of human experience
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
gathered but it was one place
And you weren’t here
Did I as a teacher miss anything...are there things in your life
I will ever know about? Missed breckfast...missed hugs...
missed sleep....missedattention or love????
Tom Wayman
Nothing. When we realized you weren’t here
we sat with our hands folded on our desks
in silence, for the full two hours
Everything. I gave an exam worth
40 percent of the grade for this term
and assigned some reading due today
on which I’m about to hand out a quiz
worth 50 percent
Nothing. None of the content of this course
has value or meaning
Take as many days off as you like:
any activities we undertake as a class
I assure you will not matter either to you or me
and are without purpose
Everything. A few minutes after we began last time
a shaft of light suddenly descended and an angel
or other heavenly being appeared
and revealed to us what each woman or man must do
to attain divine wisdom in this life and
the hereafter
This is the last time the class will meet
before we disperse to bring the good news to all people
on earth.
Nothing. When you are not present
how could something significant occur?
Everything. Contained in this classroom
is a microcosm of human experience
assembled for you to query and examine and ponder
This is not the only place such an opportunity has been
gathered but it was one place
And you weren’t here
Did I as a teacher miss anything...are there things in your life
I will ever know about? Missed breckfast...missed hugs...
missed sleep....missedattention or love????
7 Habits of Highly Effective Teachers
1. Preparation: (ex: Task Analysis-backwards planning start with the endtest in mind) 2. Building background knowledge: (ex: ³KWL Chart²)3. Comprehensible Input/Learning Strategies for difference learners (ex:T-Charts for classifications, Venn Diagrams for for overlapping ideas, ³AValue Line²-students take positions and form opinions about characters in astory read in class).4. Interaction: (ex:²Find your Match²-each student has an index card thatŒmatches¹ information on one other student¹s index card).5. Practice & Application: (ex; in groups of 2-3 Have the studentsbrainstorm and fill out a ŒCause & Effect¹ chart).6. Lesson Delivery: (ex: ŒStand Up-Sit Down¹ activity is the opportunity forstudents to respond to true and false statements through body movement,while the teacher can monitor student comprehension).7. Review & Assessment: (ex; ³FIND SOMEONE WHO..² students are given areview sheet and they circulate the room finding the person who has theanswer to a 2uestion-each student can only give out 1 answer).
Parents Helping with Homework Tips
1. Set up a homework schedule.
2. Rank assignments in the order they are to be done.
3. Do not sit next to your child while he/she does homework-however, be
available as a resource.
4. Never let homework drag on all night- this can increase a child's
feelings of inadequacy.
5. Discuss homework questions before your child reads the chapter.
6. Place textbook chapters on tape.
7. Check small groups of problems at a time.
8. Be aware of negative non-verbal messages during homework.
9. Avoid finishing assignments for your child.
10. Check homework assignments at the end of the night.
2. Rank assignments in the order they are to be done.
3. Do not sit next to your child while he/she does homework-however, be
available as a resource.
4. Never let homework drag on all night- this can increase a child's
feelings of inadequacy.
5. Discuss homework questions before your child reads the chapter.
6. Place textbook chapters on tape.
7. Check small groups of problems at a time.
8. Be aware of negative non-verbal messages during homework.
9. Avoid finishing assignments for your child.
10. Check homework assignments at the end of the night.
Saturday, June 12, 2010
Bullying
Bullying
Bullying among children is aggressive behavior that is intentional and that involves an imbalance of power or strength. Typically, it is repeated over time. Bullying can take many forms such as hitting, spitting or punching (physical bullying); teasing or name-calling (verbal bullying); having other students give them toys or candy so they will be friends or so that the bully won’t bother them; intimidation through gestures or social exclusion (nonverbal bullying or emotional bullying, getting other children to exclude the target); and sending insulting messages by e-mail (cyber-bullying). Many children engage in bullying every day. Although each child is different, those who bully other young people do share some common characteristics. Here are some things to look for:
Common Characteristics of Children Who Bully
• Impulsive, hot-headed, dominant;
• Easily frustrated;
• Lack empathy;
• Have difficulty following rules; and
• Views’ violence in a positive way.
There are many signs that a child is being bullied. Some signs to look for:
• The child comes home with torn, damaged, or missing pieces of clothing, books or other belongings;
• The child has unexplained bruises, cuts or scratches;
• The child seems afraid of going to school, walking to and from school from carpool;
• The child appears sad, moody, teary or depressed when he or she comes home;
• The child frequently appears anxious and/or suffers from low self-esteem.
If you suspect your child is being bullied, remember to support your child, inform others and take action, talk to them about trying the following;
• Your child must remain calm and not act scared. He/she should try not to show that he/she is upset or angry because bullies love to get a reaction. If your child stays calm and hides his/her emotions, bullies might get bored and leave him/her alone.
• Your child must answer bullies firmly in short sentences such as "Yes. No. Leave me alone." He/she start a discussion or argue with the bully.
• Remember to tell your child that violence never solved anything. Your child must avoid fighting. Should he/she feel threatened, he/she should give the bullies what they want. Remind him/her that personal property is not worth an injury.
Please always report to the school any bullying activity!
Bullying among children is aggressive behavior that is intentional and that involves an imbalance of power or strength. Typically, it is repeated over time. Bullying can take many forms such as hitting, spitting or punching (physical bullying); teasing or name-calling (verbal bullying); having other students give them toys or candy so they will be friends or so that the bully won’t bother them; intimidation through gestures or social exclusion (nonverbal bullying or emotional bullying, getting other children to exclude the target); and sending insulting messages by e-mail (cyber-bullying). Many children engage in bullying every day. Although each child is different, those who bully other young people do share some common characteristics. Here are some things to look for:
Common Characteristics of Children Who Bully
• Impulsive, hot-headed, dominant;
• Easily frustrated;
• Lack empathy;
• Have difficulty following rules; and
• Views’ violence in a positive way.
There are many signs that a child is being bullied. Some signs to look for:
• The child comes home with torn, damaged, or missing pieces of clothing, books or other belongings;
• The child has unexplained bruises, cuts or scratches;
• The child seems afraid of going to school, walking to and from school from carpool;
• The child appears sad, moody, teary or depressed when he or she comes home;
• The child frequently appears anxious and/or suffers from low self-esteem.
If you suspect your child is being bullied, remember to support your child, inform others and take action, talk to them about trying the following;
• Your child must remain calm and not act scared. He/she should try not to show that he/she is upset or angry because bullies love to get a reaction. If your child stays calm and hides his/her emotions, bullies might get bored and leave him/her alone.
• Your child must answer bullies firmly in short sentences such as "Yes. No. Leave me alone." He/she start a discussion or argue with the bully.
• Remember to tell your child that violence never solved anything. Your child must avoid fighting. Should he/she feel threatened, he/she should give the bullies what they want. Remind him/her that personal property is not worth an injury.
Please always report to the school any bullying activity!
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