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Theme for final: Embodiment of all students

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Theme for final: Embodiment of all students

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For as long as I can remember, I have always felt a strong urge to fight for marginalized students. As an education major, I believe there is no better time than now to prepare how I will push for a more inclusive classroom. Growing up, I spent a lot of time with my cousin who was always trying harder than everyone else in everything that he did. In all honesty, he had the odds against him from the day he was born; multiple health impairments, cognitively delayed, and autistic. His experiences are what pushed me to wanting to make a difference in the education world.

During my MCE block, I have had the opportunity to observe modeling in and outside of the classroom with students that receive special services, some of which I was not impressed. Some educators that I observed looked at these students as a burden, as if their learning difference was something they were in control of. It only felt appropriate to create this project through the lens of a student who deserves to be included with every learning difference that they may carry.

I believe that my resources in this project could provide support for educators when introducing what a diverse education setting should look like. Each of these resources are beneficial for all students as they continue to learn that diversity is okay and should be normal. In addition, I believe that educators could benefit from each of these resources to challenge their own pedagogical standpoint.

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When thinking about how I would go about this project, I immediately thought about marginalized students and their constant fight for inclusion. So, when constructing my thoughts, I began thinking in a culturally relevant pedagogical lens. What is special about using this standpoint is that its not limited to one lens, but actually using a handful of different approaches to reach the goal that we are aiming for. As an Intervention Specialist, my goal is to help provide an inclusive environment for all students. In 1975, public schools saw individuals with disabilities for the first time. Since then, individuals have pushed to provide a more inclusive setting for all students. In contrast, we are almost in 2022 and inclusion still seems to be on the back burner. I have high hopes in upcoming generations and the gap that they will begin to fill in the education world.

My topic, "Embodiment of all students" is relevant to all students. In specific, I believe that this topic is crucial for middle school students. As students begin to progress through their school years, they are continually growing and finding out who they are. Based on what I know and what I observed when working with middle school students this past semester is that diversity is still an unknown thing to them. In addition to the transformative movements we have seen take place in the past year, I believe that embodiment of all people, including those with special needs, should take place. Middle school is a crucial time for students, and by normalizing diversity within the classroom early on, they will continue to learn that this is okay.

The resources that I am providing address and support multiple things that could take place within the classroom. I will provide multiple supports that educators may utilize in either modeling inclusion, or teaching students on different inclusive concepts. My purpose for this assignment to help students feel confident as they progress through their educational career because there were no barriers in the way.

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This picture perfectly displays each approach. Integration is not our goal for students with special needs. With the intention of inclusion, students must be involved in classroom activities with their typical developing peers.

This picture is a perfect example for educators to follow when aiming for inclusion for their students.

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What a powerful poem about a nonverbal student and their thoughts. From my personal experience as working as an educational assistant in a multiple disabilities classroom, this could not be more true. I truly can envision my students who have so much on their mind, and are just searching for ways to get it out. This can serve as a great reminder for all students who struggle with expression.

As educators, our goal should be to be patient and understanding with all students despite how difficult that can be sometimes.

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All About Me posters can be a great way for students to get to know their peers, and a great way for you to have a good understanding of who they are and their interests. Teachers can create a fun, interactive activity that goes along with this assignment. After students are done creating their poster, students can share what they put if they would like to. When all students are finished, the teacher may post these throughout the room or the hallway.

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Inclusion can look very different, depending on what lens you are using. Our Class Is A Family is a child's book that introduces how diversity looks like within the classroom. This could open up a conversation about inclusion within the classroom with the students.

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Teachers do so much more than just teach academics. They build a sense of community within their classrooms, creating a home away from home where they make their students feel safe, included, and loved.

With its heartfelt message and colorfully whimsical illustrations, "Our Class is a Family" is a book that will help build and strengthen that class community. Kids learn that their classroom is a place where it's safe to be themselves, it's okay to make mistakes, and it's important to be a friend to others. When hearing this story being read aloud by their teacher, students are sure to feel like they are part of a special family.

"Family isn't always your relatives. It's the ones who accept you for who you are. The ones who would do anything to see you smile, and who love you no matter what." -Unknown

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Our Class is a Family [Olsen, Shannon, Sonke, Sandie] on Amazon.com. *FREE* shipping on qualifying offers. Our Class is a Family

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Rita Pierson is an amazing speaker who encourages educators to be a champion to their students. Although this TedTalk is repetitive in the education world, I believe it holds great significance to educators as they progress through their career.

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Every kid needs a champion | Rita Pierson | TED

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This is a resource that educators may utilize when figuring out their pedagogical approach in the classroom. Amy Stuart Wells, an educational researcher, describes the importance of diversity within the classroom. She explains the importance of integrating this concept in elementary and secondary schools as opposed to just high school because all students should have a good understand of diversity as they grow up. She explains the importance of normalizing diversity within the classroom, and this can look very similar

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Ed-Talk: The Potential Benefits of Diverse Schools and Classrooms - Amy Stuart Wells

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Although to some people fidgets are looked at as toys, to other people it can be a huge support. Fidgets can aid students with sensory processing disorder, ADHD, and students who exhibit stress and anxiety. By providing fidgets to students to utilize while inside of the classroom, teachers are making room for the students to better engage in communication, reading, and listening.

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Placing students in flexible groups can provide the opportunity to each student to challenge themselves and their current viewpoints. Being intentional on who you place each student with in a group can be beneficial for the student as they grow throughout the school year. Teachers can place students together to ensure all students can learn from one another in that group. What is great about using flexible grouping is that you can always change the groups around if need be. This can ensure that all students are being included within the lesson or group assignment.

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As humans, it is easy to fall into the trap of using mainstream language. In specific to middle school students, they are figuring out who they are and tend to be followers of others because that seems to be the easiest thing to do.

This is a poster that can be posted in a classroom. Personally, this was posted on spanish teacher's class wall. This had such a significant impact on me as an individual and how I chose to speak.

This can be placed in the room to serve as a reminder to think about what we say before we say it.

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Creating an inclusive classroom environment may require teachers to provide flexible seating for students. Depending on the student, flexible seating may be integrated within their IEP.

There are many benefits to flexible seating, some being: being able to wobble, bounce, rock, lean or stand during a lesson. This alone is beneficial to a student because it can help a student feel more focused and alert during the class bell.

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At the beginning of the school year, getting parents involved in their child's learning can be very beneficial to the students in your class. Reif provided an approach template on how educators can go about this. Above is an Information for Parents and Students pamphlet. On this pamphlet, teachers can customize based on their goals and objectives for that week/month/semester.

On the pamphlet, teachers can leave a "comment" section for parents and students to fill out, or can provide an email where they can send their responses to. This is a possible way to stay in touch with parents and students, and figuring out what the students needs in order to be successful that semester.

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Alexis Claypool

Grade Level: 6th grade

Ohio Learning Standard(s):

CCSS.ELA-LITERACY.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Main Idea: Students will reflect on what it means to be a hero. Have a conversation with class as a whole group on their definition of a hero, and what that may look like for them. If students begin to struggle, give an example of who we see as heroes in our community and within history. With this being said, we want students to feel comfortable enough to share their own ideas of what a hero may look like to them. “The very first thing you have to have is a community of writers who respect each other and who trust each other so that you can share what you really think,” (write-middle-workshop1). Students may give answers like their heroes in marvel movies, their parents, ect. Have students begin to think about those in history that have made a significant impact on the community we live in today and the world around us.

Expectation: Have students write a 5 paragraph essay on a well-known hero. Students have the option to work with a partner or independently. Give students the option from a list of different heroes throughout history. Once students have chosen a person, have them begin on their paper. Students will bounce ideas off of one another on their own ideas of how they feel that “hero” is a hero. The essay should include an introduction, 3 body paragraphs, and a conclusion.

Once students complete their essay, they should begin on a presentation for the class on their classroom computers. Within the presentation, students may use their creativity in presenting their information that they found. Within the presentation, students should state who the “hero” is, their age, their background and why they are a hero. Additionally, students should include 5 pictures of their hero.

From this activity, students are learning to listen to their peers on their own ideas and accepting them. With this information, students are creating their own informational writing piece on a specific person assigned. Students again are expected to lean on their partner for guidance and additional support. Students have the opportunity to show their creativity using technology and will put together a presentation for the class on their hero that they chose.

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I chose this format because I feel that this was the best way to tell my story. My story isn't simple, and it is something I could probably talk about for hours because of the complexity of it. Overall, there are a select few things that have helped shape me into who I am today, and that have helped guide me to where I am today. First, my faith has been something that I have been able to lean on when times have been difficult. It has been the one thing that I know will be a constant in my life. Second, I included a picture of a tombstone that reads R.I.P.. In 2016, my dad tragically passed away unexpectedly. Through this, I have been changed due to the experience. Despite that, I have grown as a person and have learned a lot of new things about myself since then; how strong I can be, how determined I can be, and how resilient I have to be. Third, I included a picture a picture of an infinity sign with the autism colors. This shows my passion in life for my degree, and how I am determined to make a change in the world. Forth, I included a picture of a graduation cap. Graduating college was always something I wanted for myself and my future, but it has not always been easy. I have been in school since 2016 and at times I contemplating even finishing. Miami has made a way for me to complete this dream of becoming an Intervention Specialist. Lastly, I included a picture of my mom. She has been my biggest encourager in my life. She is the first person I look to for guidance, and I truly trust her judgement on things. I would not be who I am today without her.

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I find it pretty difficult to remember specific details from when I was in middle school during my ELA classes. Despite that, something pretty vivid that I do remember is how determined my ELA teacher, Mr. Turvey, was. Mr. Turvey tried making connections with each of his students, and I truly believe that he had created this "safe space" for each of his students. I do remember analyzing different texts in his classroom. When we would go on to read a story, we kept a writing journal where we would have journal prompts about our text. A lot of these prompts would analyze the relationship between different elements in the story, relations between us as individuals and the characters, and different perspectives within the story. I remember reading the story, "Ann Frank". Our journaling prompts were very specific to her feelings, her perspective and trying to relate to her since we were around her age. From what I remember, Mr. Turvey was very intentional when presenting a lesson to us. He made sure that we could feel an emotional connection (as much as a middle schooler can), and kept each of us engaged. There was a lot of collaborative practice when discussing connections inside of each text. I don't have a lot of teachers that I remember very well, and I don't remember many specifics from each grade level, but I do remember that I had a positive learning experience in Mr. Turvey's class and that he is someone who influenced me to become an educator.

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Journal Writing// Perspectives from field -- Teachers. Students.

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Journal Writing// Perspectives from field -- Teachers. Students.

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It was really interesting watching each student as they interacted with one another inside of the classroom. Unfortunately, I was not able to see how these students interacted outside of the classroom because my host teacher traveled during her plan to help out other teachers and so we would follow. Despite that, I listened to their conversations and interacted with them before class officially started. A vast majority of the class was involved in everyone's conversation; almost as if everyone knew everyone. What I did notice was there was 1 ELL student who was very quiet. I even noticed a student point out that she was very quiet but that she was the smart one in the class. I tried interacting with her but like they said, she was very quiet and standoffish. I had to remember that this student did not know me, and sometimes it takes a little bit of time to form a relationship with different students.
I think the literacy instruction can depend on the teachers perspective on where they may think that there students are at academically. While I was there, the class was working on linear relationships. This was a concept that students should have learned the year before, but the teacher was aware that we had been in the midst of a pandemic and knew that each class may need additional time. My host teacher scaffolded the content really well in my opinion, and explicitly explained what each new term meant and had students take notes in their writers notebooks. I was really interested in my teachers perspective on allowing students to use their workbooks during tests. She said that she allowed students to use their workbook during tests and assignments because in the real world, you are tested on your current knowledge blindly. Typically, you are able to use resources to solve problems in all areas. I really liked this and want to carry this perspective with me inside of my own classroom.