herkimer county community college (Liberal Arts AA deg)
I have been a teacher's assistant for 26 years, working with Special Needs students in grades 1-6. I have also worked with Transitional 1st grade students. I have taught in all subject areas, but my strength is in reading/language arts.
I have pushed into kindergarten through sixth grade classrooms to assist with their reading program, and have also pushed into 5th grade social studies and science. I love working with children, I have a lot of love and patience for each student, and I bring with me a large knowledge base. I have been a teacher's assistant for 26 years, working with Special Needs students in grades 1-6. I have also worked with Transitional 1st grade students. I have taught in all subject areas, but my strength is in reading/language arts.
I have pushed into kindergarten through sixth grade classrooms to assist with their reading program,
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
Instructional Strategies: Working With LD and ADD Children 15 hour class
I was also trained by a person at the Kelberman Center in Utica, NY, in regards to a specific student.
This helped me determine the approach a I would take to achieve learning objectives. Instructional methods are used by teachers to create learning environments and to specify the nature of the activity in which the teacher and learner will be involved during the lesson. I believe that what children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences.... I learned to model cognitive strategies such as "think aloud" techniques, which help students verbalize the thought processes they should engage in to complete the task.
Cooperative groupings can also be used effectively. I would use the following strategies...
. Seat the student with ADD/ADHD away from windows and away from the door.
• Put the student with ADD/ADHD right in front of your desk unless that would be a
distraction for the student.
• Seats in rows, with focus on the teacher, usually work better than having students seated
around tables or facing one another in other arrangements.Finally, I always give praise and feedback immediately and consistently.
I would also...
. Give instructions one at a time and repeat as necessary.
• If possible, work on the most difficult material early in the day.
• Use visuals: charts, pictures, color coding.
• Create outlines for note-taking that organize the information as I deliver it.
I often would...
• Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn.
(You can use subsequent cues to show much time remains in a lesson.)
• List the activities of the lesson on the board.
• In opening the lesson, I would tell the students what they’re going to learn and what my
expectations are. I would tell students exactly what materials they’ll need.
• I would always establish eye contact with the student who has ADD/ADHD.
• Keep instructions simple and structured.
• I allowed the student with ADD/ADHD frequent breaks.
• I often let the student with ADHD squeeze a Koosh ball or tap something that doesn’t make
noise as a physical outlet.
• I would try not to ask a student with ADD/ADHD perform a task or answer a question publicly
that might be too difficult.
And what always seems to work for me...
Reward more than you punish, in order to build self-esteem.
Praise immediately any and all good behavior and performance.
Change rewards if they are not effective in motivating behavioral change.
Find ways to encourage the child.
I worked with several different students over the past 23 years that had attention deficit disorder, and with my training in this area I was able to help them become successful.
I worked very closely with an autistic student this year and he was in a highly structured special education program designed to meet his needs. I worked with him on social development, communication, behavior and sensory integration.
Creative Activities for Primary Grades
This helped with lesson plans and how to execute them in a way that would teach the lesson and capture the students attention. I used this very often throughout the time I have worked in the elementary level. I learned this through a 16.5 hour course at BOCES where I received certification towards being an assistant.
What we need to do is to help students develop the skills and strategies needed for learning effectively from teachers who do not match the students' preferred learning "style." A good teacher also needs both to motivate students to continue learning and to teach them the skills and strategies needed for continued learning. I had to work with a student who had an auditory processing delay, and with the help of the speech teacher, and the use of more visual hands-on, I was able to have sucess with this student in reading. I learned this through a 15 hour course at BOCES where I received certification towards being an assistant.
With proper planning and foresight, you can design and implement an effective system of rules, rewards, and consequences that maximizes learning and cooperation in your classroom. I had to set up a Behavorial Plan, with the help of our school social worker, that would be effective in our classroom, so that not only the student would be able to work successfully, but so would the other students in the room. This was done with Behavior modification and a reward system. I learned this through a 15 hour course at BOCES where I received certification towards being an assistant.
A child’s development can be measured through social, physical, and cognitive developmental milestones. If children fail to develop properly they may be unable to reach their full potential. Children who grow up in environments where their developmental needs are not met are at an increased risk for compromised health and safety, and learning and developmental delays. I see this in the community I work in, and I also had the pleasure of working with 5 students who all had various stages of cerebral palsy. There developmental delays were a challenge, but through working with the teacher, and learning some sigh language, I was able to make progress with them. I learned this through a 15 hour course at BOCES where I received certification towards being an assistant.
Developing Behavioral Intervention Plans
Behavior problems are best addressed when the cause of the behavior is known; and cause can be determined best when a functional assessment of the student's behavior is conducted.
Behavior interventions based on positive intervention strategies are more effective in changing maladaptive behavior than are punitive strategies (e.g., suspension). Such intervention strategies should be well thought out, implemented in a systematic fashion, and evaluated periodically so that changes can be made when needed. I had to set up a Behavorial Plan, with the help of our school social worker, that would be effective in our classroom, so that not only the student would be able to work successfully, but so would the other students in the room. This was done with Behavior modification and a reward system.
I learned this through a 15 hour course at BOCES where I received certification towards being an assistant.
I worked in a Transitional First classroom, where the children were not quite ready for first grade, but did not need to repeat Kindergarten. I worked with small groups of mo more than 6 students, and their needs were mostly in reading and math. I concentrated on phonics for a good part of this program.
I have worked with our school's Open Court reading program. I have worked with students on decoding, fluency, and comprehension. In the lower grades (K-2) I also worked with letter recognition, beginning, middle, and ending sounds, short and long vowel sounds, and rhyming of words.
This year I worked with 5th and 6th graders who needed to learn study skills. At the end of each day there was a time for homework help, and part of my responsibility was to make sure they had whatever study guide they needed for Social Studies and Science (that I would compile myself), and I would help them use this study guide to prepare for class and for a test. By establishing this routine with these students, they were able to see success in the mainstream classes.