Chapter 11 connected well with my SPED 312 class. My professor often stresses that by the time students enter high school many of them are unprepared or come with lower reading levels than we may expect. So what do we do? At that point RTI is irrelevant so we must come up with strategies to help these struggling readers. I agree with D & Z that creating a supportive relationships with our students is essential to the success of a student. If a student trusts their teacher they are more likely to go to the teacher when they need help without feeling insecure about themselves or level of ability. In the past students may not have established a form of trust with their teachers and felt as though they were failures. Fostering motivation and determination and a "can do" attitude is much more encouraging and beneficent than having a student throw together a book report. This has been more and more apparent in my observation at North Providence High. The 11th grade American History inclusion class has many students who struggle with reading and writing. From conversation with my teacher, many other teachers do not like working with her students, complain about them and essentially give up. The students in this class have a great relationship with their teacher. The kids were with her last year as well and there is a certain level of respect between both student and teacher. The students are willing to try because they feel comfortable and they know it is acceptable to try again.
Hi Amanda :) I'm curious b/c I don't know much about it, why is RTI irrelevant for a student who gets to high school behind in reading? (Another good question is how did they get to that point without ever having had an RTI before? But that question is more rhetorical...) I'm also curious what it is that your cooperating teacher does that creates that great relationship with her students? What have you observed that shows that they have such a relationship?
ReplyDeleteHi Amanda!
ReplyDeleteWithin a classroom, I believe that it is most important for students to feel comfortable and secure within that environment. When students know that a classroom community and the teacher supports them, they realize that achievement is possible even after multiple attempts. I appreciate how you highlight this key idea, because we must encourage our students to try (and try again when needed) so they can embrace and learn new material. I'm glad that we're on the same page with creating an environment that supports our students' needs and becoming teachers that will guide our students to seek their full potential.
I'm sad to hear, though, about how some teachers have given up on the inclusion students. This is a HUGE disappointment, because we simply can't give up on students (or else they can, and will, give up on themselves). Teachers need to act as solid support systems for students, so strategies must be implemented in positive ways to reach students. Growing overwhelmed is inevitable in some instances, but we must remember to keep trying for our students' sake. I've recently been learning about differentiation in my SPED 433 course, and it's important to remember how students may need this for individual reasons.
Hey there, Amanda!
ReplyDeleteI haven't taken SPED 433 yet, but I'm glad to here that concepts are being reinforced across multiple classes. Do you think you could expand a little on your comment about RTI being irrelevant after a certain point? I'm curious to hear your take...
But I am glad to hear that your cooperating teacher has fostered such a positive relationship with her students! You are totally right that students aren't going to learn anything without a modicum of respect for and trust in the teacher, regardless how excellent a teacher's methods by themselves might be. Kudos to your cooperating teacher for sticking by those struggling students who've otherwise been abandoned--these kids need solid support and someone on their side.