Supporting Diverse Learners

As a preservice teacher, I know my educational philosophy. It has developed by witnessing excellent teachers and through studying what works. My philosophy has also been developed by witnessing and experiencing the affects of teachers showing me what not to do. An article on Edutopia by Ben Johnson and another article on ThoughtCo by Beth Lewis outline different questions that should be answered in a professional educational philosophy. The educational philosophy statement is often the deciding factor between getting an interview and having your application pushed aside. It is essential for preservice teachers to have time to develop their educational philosophies. The philosophies should be challenged by classroom discussion and not just discussed in surface level classes.  In the article by Ben Johnson, There is a caption that caught my attention. " Over the summer, teachers reflect on the year and often redesign and perfect their teaching strategies and plans. In essence...

In Part III of “Letters To a Young Scientist”, the author Edward Wilson talks about his work with ants. Through all of the chapters in the section he returns to the work he did with ants but I pulled out several key topics that I think can relate to the classroom.  The first think that I want my students to understand is that their work should be distinguished. Meaning, that students should not be satisfied with being able to reiterate the ideas that I share with them. Students should look to apply and adapt the knowledge they have to make new observations. Wilson also mentioned that he was originally working in mediocrity. He was reclassifying and documenting ants in an area of the United States. It was not until he had a mentor who asked Wilson why he was classifying ants when there was so much more they did not know about them. Sometimes it is terrifying to work outside of a comfort zone but the zones need to be pushed, sometimes it take a teacher to give the little push. ...

The first 504 or IEP meeting you attend can be a daunting task but there are many resources and tips available to help you help your child to succeed. "ADDitude" is an online magazine that provides excellent resources for parents whos children have ADD and ADHD. There are two articles posed on their site that aid parents in preparing for an IEP or 504 plan meeting. The first article is written by Karen Sunderhaft and lists 12 tips that will help you prepare for and succeed at the IEP meeting. I will not go though all 12 steps but the one that I feel is the most important is that you need to put your child first ( Sunderhaft, 2017).  If you feel your child needs something in the classroom that the teachers are not willing to give, push for it and have reasons that support your belief of why specific accommodations would be helpful. The parent knows the child best and they have more of an understanding of what will work for the students. Parents, no not take this as an excus...

An article by Christine Mason, Marcy McGahee-Kovac, and Lora Johnson outlines the need and the benefits for student lead IEP meetings. "Student led IEPs teachers students to take ownership for their own education and to demonstrate that ownership at an annual IEP meeting," (Mason, 2004). While a student lead IEP meeting is incredibly beneficial to the students they can not be expected to be put in that position of power all of a sudden. Students require scaffolding to get them to the point where they can be a self-advocate in a room full of adults. Mason,  McGahee-Kovac, and Johnson outline an excellent way to prepare students for an IEP or 504 plan meeting. They suggest a number of preparation sessions either individually or in small groups to identity what needs to happen in an IEP meeting. They go through about six sessions of preparation. The session will outline IDEA (1997) and the students rights in the school environment. Students will get copies of these law...

While taking to a high school principal in a local area, he mentioned that IEP meetings are ran by teachers.  Teachers and other faculty are the ones who create the IEP and often the parents do not know the jargon or the legal terms that are involves so they really have no say in the IEP process. The same happens in 504 meetings, that is, if a meeting even takes place. In a 504 plan no meeting with the parents, student, and teacher is required. Unlike an IEP, a 504 plan doesn't have to be a written document an no meeting is necessary. The school has to inform the parents that there will be changes made to their students learning but unless parents know that they can ask for a meeting nothing will come of it. Teachers can make these plans with no aid from the student or the parents (Educational Advocacy).  I had the opportunity to speak with a student who has a 504 plan for ADHD and Anxiety. His parents are advocates for his learning but they have not taught him how to be an a...