DOMINICAN COLLEGE BLAUVELT,NY
Long Island University (MEd)
I have been teaching for the last 16 years in the New York City School system. I am certified in Special Education. I teach and reinforce student skills in academic areas including mathematics, science, social studies, reading, writing, and communication. I also evaluate different forms of assessment considerations into lesson plans. I break down the work for each individual student for his or her own style of learning. I have also worked as an in-school suspension teacher.
I was responsible for the leadership and daily supervision of all in-school suspended students. I provided daily instructional help in all the major subjects. I held weekly group sessions to help students understand their problems at home as well as in class. I became a person whom the students felt comfortable enough to express their feelings and wants to. i also interacted with staff, and spoke to parents weekly. I have been teaching for the last 16 years in the New York City School system. I am certified in Special Education. I teach and reinforce student skills in academic areas including mathematics, science, social studies, reading, writing, and communication. I also evaluate different forms of assessment considerations into lesson plans. I break down
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I have been teaching special education students for 16 years. I have a BS in Education with a minor in Psychology, and a Master's in Special Education. I also have cerification from NYS in special education. I've taught many different types of students with many different disabilities. A math lesson I use for ADHD students in integers is by starting them off with the understanding of the vocabulary needed to be successful. I would write the words on the blackboard. I would then ask if anyone knows what each word means. I would go over each word, reapeting the vocabulary word many times. If for example the word is positive, I would put many examples of positive numbers on the blackboard while the students would be calling them out. At the same time my para would be writing down the vocabulary words on large sheets of construction paper. After we finished all the vocabulary words, the para would put the construction paper on the wall, so the students could always use them for future reference. After the vocabulary words are complete, I would then make a number line and expalin to them in small increments which way positive numbers go and which way negative numbers go. To assess if they have mastered this, I would use worksheets with number lines on them and ask them to circle the positive or negative number. I found that when working with ADHD students the best way for them to get a grasp of an new concept is with fewer problems. After they mastered this, it would be time to do adding integers. This is done by using the number lines and manipulatives. I first would show them over and over how to add integers using a number line. After I see that they are starting to grasp the concept, I would have one student at a time come to the blackboard and do the problem. If one or two students still gets confused, I would have my para sit with him and work one-to-one. Once I see that the students are getting a grasp of adding integers with a number line, out comes the worksheet to assess. When they master this I would move on to subtraction and so forth. Of course, every student works at a different pace, so there is alot of one-to-one help involved. This is just one example of how I teach special education students. Every student is an individual and every student learns differently.
I have been teaching Special Needs children for the past 16 years. In order to teach these type of students, each one has to be taught on their own strengths and weaknesses. For each child, the first thing that needs to be done is to read their IEPs. This gives the educator an understanding of each child. after the IEP, testing needs to be done. The teacher needs to find out what the students reading level is. There are many ways to do this.One way is through having the student read from worksheets from levels a through z. If the student gets 3 or more words incorrect, that is where the student is at. For math I will use a worksheet process called key-math. Just as in the reading, if the student get a certain amount incorrect, then that is where he belongs. Once you figure out where the student is at, it is time to put together his lessons. It depends on which grade the student is in in order to write lesson plans. After everything is complete with the students levels and grade curriculum, it is time to write individual lesson plans.
As I mentioned earlier each student is an individual, but from years of experience I learned the best way to teach Special Education students is with structure and clear expectations. Also the lessons must be taught in small increments. For example if I am teaching a new concept in math, I would first teach the vocabulary. If there were 10 words, I would teach 5. This makes it easier for the student to absorb. After the vocabulary I would teach the concept. For example, if I am teaching adding fractions, I would show the class examples on the blackboard. I would do a few problems and then have the students come to the blackboard and show their abilities. If I feel that the students grasp the new concepts, I would then give them a worksheet. This worksheet will consist of a few problems.
If a student is not grasping the concept, I would work one-to-one. Another aspect of teaching Special Needs children which is important is having Positive Reinforcement with rewards. Special Needs students respond well to working toward getting a reward for their hard work. Working with Special Needs students is a lot of work, but after the student gets and understands, all the hard work preparing for this student is well worth it.