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1.  What did you think of the video overall? Was it something that was helpful?
I think the video was a great learning experience from a
different perspective. Having other teachers be in place of the students is an
eye opener to them to show them what life is like in school for students with
learning disabilities.

2. Which activity did you find the most difficult?

I liked the activity when the man up front told his “class”
to reproduce the “letter” he showed the audience. This is a great demonstration
of what students with learning disabilities go through because this stimulates
how the pace of the class can go too fast for these students. Students with
learning disabilities know the information and are very bright but the pace of
the class may be too fast for them and they cannot retain the information.

3. How could a student with a SLD struggle in your class?

I think students with learning disabilities may struggle because
a lot of them see information in different ways. The example where the man
showed a picture and the class thought it was a skull but was actually a woman,
shows that there are many ways to learning and students with learning
disabilities just learn in different ways and have different perceptions in
class compared to their peers.

4. What are some things you learned from the video that you
can utilize in your classroom?

Watching this video, it really opened up my eyes to see that
there are many obstacles in class that can be difficult for students to
understand who have learning disabilities. The majority of the class may
understand what is going on, but there may be students that get very frustrated
in because the pace is too fast, they get anxiety about thinking ahead, their
letter symbol may be different or they have a different perspective on a
subject. I think it is extremely important for teachers to realize that they
need to make sure that in every situation in class, there will always be a
struggle for a specific reasoning that the teacher has to pay attention to. This
keeps the teachers as engaged to their students as much as the students should
be engaged to the teacher.

5. What was you biggest takeaway?

My biggest take away from the video was that
everyone is different in the way they learn and the teacher of the class has to
be aware of those differences. They must utilize their strengths and pursue
them to create confidence in the students with learning disabilities. This will
help these students to wanting to participate rather than hiding in class and
not wanting to volunteer in front of their peers.

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1.  What did you think of the video overall? Was it something that was helpful?
Overall, I think the video was very helpful. There was so much that I had never thought about in the video, such as ways as a teacher to "secretly" help those students with disabilities like standing by their desk so they know they're going to be called on. I was also able to feel what someone with a disability would feel like when a teacher is jumping down their throat and how embarrassing that can be for someone. The video really put into perspective the old saying of "treat someone how you want to be treated."

2. Which activity did you find the most difficult?
When the teacher/instructor would call out students on the spot and ask for quick recall answers, such as what story has this animal in it. In my opinion that is one of the most difficult and frustrating tasks. They are obvious or easy answers but when you get put on the spot its like your brain goes completely blank. So I can't imagine how that feels for someone with a learning disability that struggles as is with just trying to retain information in general.

3. How could a student with a SLD struggle in your class?
Students can struggle when they begin to feel anxiety. This causes them to be unable to think or process information, so they are not learning anything. if the pace is too fast or if they miss something they will struggle to catch up or get back on track. SLD students can miss information and then struggle to keep up if the teacher doesn't realize this and intervene. Then the student begins to dread school and begin to dig themselves a deep hole that can be impossible to get out of. As a teacher we have to be able to read these signs so that we don't have students who fall into this hole and resent school for the rest of their lives.

4. What are some things you learned from the video that you can utilize in your classroom?
A child is affected by there disability not just at school but everyday and everywhere in their life. This is something us teachers have to realize, that a student may be constantly struggling in all aspects of life not just school. So school should not be making a child's life even worse but teachers should try to give students the opportunity to use school as an escape. Another thing the video mentioned was to not use reinforcement on wrong answers. Reinforce the good answers and ignore the wrong answers. Students won't feel so nervous to answer questions if its not a high risk situation to answer. If they're not scared about being ridiculed for being wrong then all students will be more likely to answer and participate. I think it was also useful to learn the tip about standing in front of a students desk so they know they're going to be called on. This can keep a child attentive and not be so anxious about being called on. This also can build a relationship between you and your student. It builds trust between the two of you and they will feel more safe around you. Lastly, put yourself in the students shoes, how would you want to be treated as a students? This is something I think teachers often forget and we shouldn't be so quick to jump down a student's throat, especially because we wouldn't want someone doing the same to us.

5. What was you biggest takeaway?
SLD students have twice the processing to do, they have to process the questions and information then begin to process the answer. SLD has to do with perception, they can see it but they can perceive it until they are directed. So while it might be obvious to us and most students, SLD students need literal and direct instruction. These students can't be thrown to the wolves, they need to be nurtured more than anything. Building a relationship with all student's is important but I think specifically SLD students building trust from teacher to student is super important so that the student isn't scared to tell you they need help or that they're struggling.

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1.     What did you think of the video overall? Was it something that was helpful?

I thought the video was very informative and interesting to watch. It was a great visual to show what students with learning disabilities go through every day. I really enjoyed listening to the instructor go through many scenarios that I might experience in my future classroom. This opened my eyes to how each individual student might learn. This video helped to show me how I can be a better teacher towards students with learning disabilities.

2.     Which activity did you find the most difficult?

I found it difficult when the instructor would ask fast specific questions that they weren’t able to think of right away. Another activity I found difficult was when everyone had to make a story going off of each other. They were then unable to use the letter “n” in any words within the sentence. This got them to think more like a student with SLD. This seemed hard for the people around the table so I can’t imagine what it must be like for those students.

3.     How could a student with SLD struggle in your classroom?

A student with SLD can struggle in my classroom even with the smallest things. This can be from the teacher talking too fast or asking multiple questions that the student is unable to process the question and then miss out on the answer. This will cause unwanted stress and anxiety. It is important to go at a pace that works for everyone. You want the student to feel comfortable and to succeed in the class.

4.     What are some things you learned from the video that you can utilize in your classroom?

There are many things from this video that I can utilize in my classroom. I could use the method of only calling on a student if I am standing in front of them to help them be less anxious. I can give students certain resources that they might need to better understand what’s being taught. It is important to always be positive and patient towards the students. If they are rushed this will cause them not to hand in their best work. It’s important to give them the time they need.

5.     What was your biggest takeaway?

My biggest takeaway is that students with learning disabilities need time to process the question then the answer, it’s important to give them all the time they need in order for them to fully understand. If a student is taking long with an assignment this could mean they are processing the information and might need extra support. This is when we have to be there for them to answer any questions they have. It’s essential to be there for them when they get stressed, it is our job to encourage them through it.

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1.  What did you think of the video overall? Was it something that was helpful?

I thought this was a great video because it showed what students really experience in difficulty, which is clear when you see how even adults struggled in the simulations. It shared a lot of insight into what students with learning disabilities experience. It also offered some great tips to be able to overcome the typical challenges a student with a learning disability might encounter in a general classroom.

2. Which activity did you find the most difficult?

Anxiety, frustration and tension. This activity spoke to me because he spoke so quickly and aggressively, I felt nervous just for the people sitting in the video. He made a good point with how quickly people shut down by teaching that way, and that students really have to endure this and are expected to succeed in that type of environment. Was interesting to hear about classroom dynamics from both adult and child perspective such as "look at me" when it's a child's first reaction to look away when they are upset or stressed.I also found the activity where the people had to read the passages with the letters rearranged on the page really challenging. It was interesting to hear the reason letters like p, b, d and q can lead to so much confusion. Currently trying to teach my daughter how to identify and write letters, I am seeing the struggle of processing this type of information and didn't quite understand it, but hearing him talk about object permanence and identification affecting children's analysis of letters made complete sense.

3. How could a student with a SLD struggle in your class?

There are so many ways a student with a specific learning disability can encounter challenges in the general classroom, but as shown in the video, there are ways to overcome all of these with a highly qualified and trained teacher. Students may struggle to keep up because of of frustration and shutting down, it might be an issue with processing, or both. They may also struggle with participation because risk-taking isn't for them based on their previous stressful experiences. They may not participate it all unless they feel they are in a safe environment, which can be something worked out with their teacher. They could also struggle if they are not receiving explicit, direct instruction. Being cautious to slow down and give intentional detail can make a world of difference to a student who is struggling with a learning disability. Struggling with reading and speaking are also substantial places for a student to struggle to to their cognitive processes. Slowing down, giving extra help where needed, and showing patience will help a student to be calm and confident enough to keep trying and doing their best.

4. What are some things you learned from the video that you can utilize in your classroom?

SLOW DOWN.  Students with learning disabilities have trouble processing language, and if you're talking too quickly they can't catch up fast enough to actually answer the question. This makes wait time even more crucial for these students. Not only do non-LD students need wait time, it's completely essential for a student with a learning disability. I also thought it was interesting to make a student comfortable by telling them they won't be called on unless they have been cued (such as standing near their desk) so they can focus on actually processing and not panicking about maybe having to answer. I also didn't know about dysnomia - I hear so many children struggle to find the right words for something, and it was interesting to hear about the scientific reasoning. It's fascinating how the brain works to lead to this type of information processing. Just being aware of this can help a teacher be more patient knowing that it's a cognitive process in the works.

5. What was your biggest takeaway?

Blaming the victim - you can't assume motivation is why students aren't able to perform in the classroom. Students with learning disabilities can be full of motivation, but if they can't process or perceive information, no amount of motivation will overcome that. Pressuring them with motivation could even have adverse affects and create additional stress, frustration and tension. Students need direct and clear instruction to succeed, you need to be able to explain and give detailed help in your teaching. Fairness isn’t that everyone gets the same thing, fairness is that everyone gets what they need.

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1. What did you think of the video overall? Was it something that was helpful?

I really enjoyed watching the video and think that it was really educational and great to watch. As someone who currently hasn’t had much experience with students with learning disabilities, it was really eye-opening to see new informative and instructive ways to structure my class. Going off of this, I also thought that it was great in terms of its ability to show what a classroom with specific learning disabilities looks like. It had really good points about strategies that are useful for students with learning disabilities. I learned about new ways that I could potentially make an all inclusive environment in the classroom.

2. Which activity did you find the most difficult?

The activity that I found the most difficult was the one involving speeding around the table identifying animals in the book and movies. I was almost uncomfortable watching it. It put an intense amount of pressure on the students to be able to answer quickly and on the spot. It seems like a relatively easy task, but I think I would struggle with this as well. I feel as though it showed the idea that an increased amount of pressure and speed does not help students learn material or respond positively. If anything, I think it does the opposite.

3. How could a student with a SLD struggle in your class?

I think that a student with a specific learning disability could struggle in my class by thinking about getting called on. If that is what they are focused on, they most likely won’t be paying much attention to the actual material itself. I found myself doing this in the past as well when I knew a teacher was going to call on me. All I would do was try to figure out what question I would land on, and make sure that I knew what my response was going to be. While doing that, I was missing out on other things that we were learning. Knowing this, I hope that I can create a pressure free environment in which students are encouraged to participate, but not pressured.

4. What are some things you learned from the video that you can utilize in your classroom?

Some things that I learned from the video that I can utilize in my classroom is to create that comfortable environment. Like I said previously, I want students to feel encouraged to participate but I do not want them to feel pressured. Creating an environment where everyone is comfortable learning in their own way, will create a safe learning environment. I also learned students might struggle with certain ideas because they could potentially lack background knowledge of it. In order to help this, I might give students a reading or a video to watch before we even jump into the concepts so that they develop some background knowledge on it.

5. What was your biggest takeaway?

My biggest takeaway was that each student is learning and processing information and individual and different ways. Just because a student is not volunteering to answer does not mean that they are not thinking or do not know the answer. They might be internalizing or trying to work through it, and that is just fine. I think I learned about being more understanding and thoughtful when it comes to how all students might be learning and that it will not all be the same.

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1.     What do you think o the video overall? Was it something that was helpful?

a.     I think this video was really cool to watch, I think there were many things that I got from it. For people who have not had a chance to see disabilities in the classroom I think it was a great representation of what it is like. This being said, they provided a lot of new ways that I have not seen used or demonstrated to help students with disabilities navigate their way around the classroom.

2.     Which activity did you find most difficult?

a.     When watching this I found the visual perception scenario the most difficult for students. Looking at this from my point of view when I was a child I would be extremely overwhelmed in this situation. For background, this situation entailed a picture of a cow and the student could not understand a question the teacher was asking. The teacher then gives an incentive to see if the student knows but how will the student magically know the answer when they are promised something in return. The ideas of this situation just seem wrong to me. Students need to be helped to understand concepts, promising them incentives will not help them get the write answers or understand a concept.

3.     How could  a student with SLD struggles in your class?

a.     I think this question has so many answerers to why a child with a SLD could struggle in our class. I think teachers are unaware that little things such

as talking to fast or using words that some students are not used to yet can cause a lot of stress to these students. From personal experiences students with SLD do not like anything that comes out of the blue therefore they need to be told when things change and given optimal tie to prepare themselves to switch tasks. In a classroom this can sometimes be difficult when you have a full class of 26.

4.     What are some things you learned from the video that you can utilize in your classroom?

a.     I think going off my previous question, notifying these students with SLD and even the students who are not, when we are switching topics or switching tasks can be helpful to make the transition easier. Another tool that I think could prove to be useful is telling students when giving out an assignment or worksheet, and saying “after you complete this I will be calling on you to answer a question” this gives students ample time to pay very close attention to the worksheet and not get blindsided by being called on.

5.     What was your biggest takeaway?

a.     My biggest takeaway would just to be more aware of the needs for differentiation with students with SLD. There needs to be an understanding between these students and the teacher to help both parties understand each other like what upsets them. I think another takeaway would be the endless amounts of strategies that the video offers for these students. A lot of these techniques I will definitely be using in my future classroom.

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1. What do you think of the video overall? Was it something that was helpful?

I think this video was extremely beneficial. All of the activities allowed for a different perspective on important topics. As a future educator this was an important point of view as an observer to witness important tasks and responses. It is not common for me to get the opportunity to witness learning disabilities first hand. The man that was organizing this process portrayed his understanding of the topic in a way that highlighted weaknesses of people with learning disabilities. This allowed me to observe through a perspective that I haven’t seen before and further educate myself.

2. I found the task centered around dyslexia to be the most difficult. They asked to read lines from a person who has dyslexia point of view. This is difficult because the amount of pressure people that have dyslexia are under when they are asked to read aloud is intense. It can be embarrassing and difficult for these students to navigate through the lines.

3. I must be aware of my student’s strengths and weaknesses and be able to highlight on some. I want to work with the students to improve on their weaknesses and make them feel confident in their strengths. Something that was discussed in the video was time. It is important for me to allow my students the proper amount of time to work on a task. I cannot mold my lessons fit for one student. I need to differentiate my instruction in a way that benefits all of the class.

4.  I need to consider students with learning disabilities in every day lessons. I need to be aware that their anxiety along with their disability about tasks can sway their performance. In the video we were shown that when you put people on the spot in front of others, it can make them struggle and not able to think properly. This was clear in many different times in the video. As a future educator, I want to create a positive learning environment for all of my students and make them feel comfortable to take risks. I do not want to create added anxiety that could interfere with the students learning.

5. My biggest takeaway is that students with SLD can tend to take longer to process information. This does not mean that they do not understand, however, they need to take their time to process information correctly and navigate through their challenges. Teachers must be understanding of these struggles and support the students to develop and overcome their challenges.

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1)	I found this video to be extremely educating, learning about all the different learning styles that people don’t think about much on an everyday basis and how these students may feel. This video showed how much more goes into teaching early education, things that people do not focus on enough. Things like how a child with a learning disability might feel inside of the classroom. I found this video to be extremely helpful as a future teacher because it opened my eyes on how a student may feel in my own classroom one day and how different people may function in a learning environment. For example, how a student might feel if they think I am going at too fast of a pace. 
2)	The activity that I found the most difficult was when they tried to read lines from a person who has dyslexia’s point of view. I found this activity the most difficult because I could barely understand or read the print myself that was being shown in the video and you can tell those who tried in the video as well were struggling also. 
3)	I think that a possible way a student with a learning disability may struggle in my class is worrying too much about being called on that they are not focusing on what is actually going on in the lesson, the reading, or the activity being taught. There are so many techniques out there today that teacher uses to call on students you don’t see many kids raise their hands anymore from what I’ve seen in my own experience inside of the classroom.
4)	Some things that I learned in the video that I will utilize in my future classroom is getting to know each child so they never feel embarrassed inside of class discussions. I will get to know all the strengths and weakness of my students so I can get them to participate in a way that makes them feel comfortable and motivated. Something else I learned in this video is I can’t assume that everyone in the class especially those who have a learning disability will understand a passage that I have assigned for them to read. Comprehension has a lot more to do with the background of someone than it has to do with vocabulary. 
5)	My biggest take away from the video was learning about how students can’t just learn on their own they need direct instruction. Something else that I found extremely interesting was a child who gets in trouble will most of the time not even understand why they got in trouble. There are many examples in the video that will increase my understanding as a future teacher. 

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1)	I found this video to be extremely educating, learning about all the different learning styles that people don’t think about much on an everyday basis and how these students may feel. This video showed how much more goes into teaching early education, things that people do not focus on enough. Things like how a child with a learning disability might feel inside of the classroom. I found this video to be extremely helpful as a future teacher because it opened my eyes on how a student may feel in my own classroom one day and how different people may function in a learning environment. For example, how a student might feel if they think I am going at too fast of a pace. 
2)	The activity that I found the most difficult was when they tried to read lines from a person who has dyslexia’s point of view. I found this activity the most difficult because I could barely understand or read the print myself that was being shown in the video and you can tell those who tried in the video as well were struggling also. 
3)	I think that a possible way a student with a learning disability may struggle in my class is worrying too much about being called on that they are not focusing on what is actually going on in the lesson, the reading, or the activity being taught. There are so many techniques out there today that teacher uses to call on students you don’t see many kids raise their hands anymore from what I’ve seen in my own experience inside of the classroom.
4)	Some things that I learned in the video that I will utilize in my future classroom is getting to know each child so they never feel embarrassed inside of class discussions. I will get to know all the strengths and weakness of my students so I can get them to participate in a way that makes them feel comfortable and motivated. Something else I learned in this video is I can’t assume that everyone in the class especially those who have a learning disability will understand a passage that I have assigned for them to read. Comprehension has a lot more to do with the background of someone than it has to do with vocabulary. 
5)	My biggest take away from the video was learning about how students can’t just learn on their own they need direct instruction. Something else that I found extremely interesting was a child who gets in trouble will most of the time not even understand why they got in trouble. There are many examples in the video that will increase my understanding as a future teacher. 

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1)    I found this video to be extremely educating, learning about all the different learning styles that people don’t think about much on an everyday basis and how these students may feel. This video showed how much more goes into teaching early education, things that people do not focus on enough. Things like how a child with a learning disability might feel inside of the classroom. I found this video to be extremely helpful as a future teacher because it opened my eyes on how a student may feel in my own classroom one day and how different people may function in a learning environment. For example, how a student might feel if they think I am going at too fast of a pace.

2)  The activity that I found the most difficult was when they tried to read lines from a person who has dyslexia’s point of view. I found this activity the most difficult because I could barely understand or read the print myself that was being shown in the video and you can tell those who tried in the video as well were struggling also.

3)  I think that a possible way a student with a learning disability may struggle in my class is worrying too much about being called on that they are not focusing on what is actually going on in the lesson, the reading, or the activity being taught. There are so many techniques out there today that teacher uses to call on students you don’t see many kids raise their hands anymore from what I’ve seen in my own experience inside of the classroom.

4)Some things that I learned in the video that I will utilize in my future classroom is getting to know each child so they never feel embarrassed inside of class discussions. I will get to know all the strengths and weakness of my students so I can get them to participate in a way that makes them feel comfortable and motivated. Something else I learned in this video is I can’t assume that everyone in the class especially those who have a learning disability will understand a passage that I have assigned for them to read. Comprehension has a lot more to do with the background of someone than it has to do with vocabulary.

5)1)    My biggest take away from the video was learning about how students can’t just learn on their own they need direct instruction. Something else that I found extremely interesting was a child who gets in trouble will most of the time not even understand why they got in trouble. There are many examples in the video that will increase my understanding as a future teacher.

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1.  What did you think of the video overall? Was it something that was helpful?
Overall, I appreciated all of the different daily things that we take for granted, but that can be very difficult for a child with a learning disability. We learned about different ways a SLD can affect children (i.e. processing, comprehension...). I think seeing that allows us teachers to do better for our students who are struggling with day to day learning. I liked that at the end in the commentary someone had said that it would be a good lesson if we did one of these activities with our students for them to be kind and fair to everyone.

2. Which activity did you find the most difficult?
The activity that I found the most difficult was with Dysnomia. I found it very interesting that our brains can do one cognitive thing, but we can do  two sociative things at the same time. We think of driving and speaking (two sociative things) to be easy. However, for a child with a learning disability, speaking is actually a cognitive process. The activity associated with this was very stressful. People without a disability don’t think twice about having to speak, but when a child has a learning disability and they have trouble with their storage and retrieval, the act of speaking becomes very difficult.

3. How could a student with a SLD struggle in your class?
There are many ways a student with a SLD in my class can struggle in my class. Between processing skills, comprehension, visual motor coordination, behavior, spatial orientation, anxiety, motivation, etc. Students can struggle with something as simple as a teacher talking too fast. They can’t keep up and can become very overwhelmed

4. What are some things you learned from the video that you can utilize in your classroom?
There are many things that I learned from this video that I want to utilize in my classroom such as having my students feel comfortable in the classroom without feeling anxious. Some ways that I can do this is by giving them extra time-- letting them know when I will call on them so they can be prepared; it is not that they don’t know the answer, it is that it takes them longer to come up with the answer. I think the biggest thing as a teacher is to be patient, give positive reinforcement, and let the child(ren) know that they can do something, even if it takes them a little while longer to process and comprehend.

5. What was your biggest takeaway?
The biggest take away for me is that students with a SLD have a longer time to process what is being said. When a teacher asks a question, they have to think about what was said and understand that it is a question- it is twice the processing speed. When a question is asked, they focus on the question that was asked, then another student answers, and then the teacher asks another question to the SLD student and she responds to the first question because she had just processed that. Giving the student proper accommodations to make sure they can follow along is crucial for their understanding and development. I really appreciated to see what is was like for children with a SLD to help foster a better environment for my LD students.

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1. What did you think of the video overall? Was it something that was helpful?
I enjoyed this video a lot and thought it was really helpful. There were great insights on specific strategies to implement to help students with learning disabilities feel more included and less frustrated in the classroom. He also does a really good job explaining to the people there the difference between how certain cognitive processes work versus how they don't work through various exercises. I think every elementary school teacher should have to go through a simulation like this or at least watch one to get a better understanding of how to work with children with SLDs. The video did a lot of showing exactly what not to do in certain situations with any students let alone one with an SLD, and inspired me to hopefully never come across a student that has had experiences like the ones he presents.

2. Which activity did you find the most difficult?
The activity I thought was the most difficult was the one challenging visual and motor integration when the adults were trying to recreate a tracing of an image while looking at it through a mirror. Even thinking about trying to do something like that while everyone was counting back from 15 looked incredibly frustrating and I know I would have hated it and not been able to do it at all. It really made clear how sometimes there are just disconnects in what we are trying to do or say versus what our brain allows us to do or say which is a complicated and sensitive topic to discuss regarding students with SLDs, but extremely relevant and important. I cannot even begin to fathom what it must feel like to deal with such a frustrating learning disability on a daily basis and how unfair it is that many students with that disability probably do not get the appropriate aid they need right away.

3. How could a student with a SLD struggle in your class?
A student with an SLD could have a hard time processing words as they are being spoken without sufficient repetition. They could also struggle with being able to form answers to articulate to the teacher, especially on the fly. They may have trouble generally understanding concepts of readings or how to behave appropriately in class and in social settings. They may have difficulties with visual and motor integration. With all of these problems a student with an SLD may have during school, I think their biggest issue is just the feeling of not being smart or competent enough and being reminded that constantly through words and actions the teacher chooses to use. I know that students with SLDs tend to have terrible self-esteem, and it should be the teacher's duty to set them up for success in the classroom, but seeing just so many examples of how to NOT speak to any child first makes my blood boil and second makes me not blame the student at all for thinking they aren't good enough--they were trained to believe that.

4. What are some things you learned from the video that you could use in your classroom?
I think something I will need to implement is an abundance of positive reinforcement. It is something that would be beneficial to all of my students, but especially those with an SLD that need the extra love and support and feeling of belonging. I also think patience and wait time are key. To never get frustrated with my students trying to learn and allowing productive struggle with no pressure so they know they have time to think about what they want to articulate to me and the class--and knowing that even if they are incorrect, they will never be scorned for it and their thinking will always be celebrated.

5. What was your biggest takeaway?
My biggest takeaways from this video were all the valuable insights given by the man running this session such as simple solutions to helping those students reach their fullest potential. For example he touches upon how much anxiety students feel about being cold-called on in class and his simple solution was standing in front of them to warn them you are about to ask them for an answer so they have time to prepare. He took the idea that probably scares a lot of teachers: not constantly having perfect students capable of any task and having to actually work with them. He took that idea and flipped it on the adults to really put them in the position of a child with an SLD going through the school day. I feel like I was already sympathetic and understanding to students with learning disabilities, but after watching this video I feel even more inspired and hopeful to never have a student feel that kind of frustration in my class.

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1.       What did you think of the video overall? Was it something that was helpful?

a.       Overall, I think that the video was very helpful, and I learned a lot that I will take with me as I become a teacher. I have not had much experience with students with specific learning disability in my classes before, so I have not been able to learn beneficial instructional methods. This video showed me how not to act and what I can do to help the students feel more comfortable in the classroom. I was also able to see what it might be like for students with a specific learning disability in the classroom. This was helpful, because if I can understand what it is like for them it will help me differentiate my instruction so that they do not get overwhelmed or frustrated.

2.       Which activity did you find the most difficult?

a.       The activity that I found the most difficult was the one where they had to go around and name a book or movie with a duck in it (they did other variations of this activity too with different objects). I thought this was the most difficult because it was very on the spot and that was overwhelming because some students might not be able to think that quickly, and if you did not answer right away the instructor would continuously yell “what is it” at you until you came up with an answer or said, “I don’t know”. I think that for any child this would be difficult, but especially for a child with and SLD because they might take longer to process the actual question so then they are already behind and then they need to come up with an answer that hasn’t been said and that can become very frustrating.

3.       How could a student with a SLD struggle in your class?

a.       One of the main things that the instructor in the video emphasized is that students with an SLD will take longer when processing a question or statement. So, while a student without a learning disability might have already been able to come up with an answer, the student with an SLD could still be processing the question that was asked. They also might struggle with focusing during class so they might take longer to grasp the material if they are unable to focus the whole time. There are many ways they could struggle, and it is important that, as teachers, we understand the possibilities and find ways to help them, so they are more successful and comfortable in the classroom.

4.       What are somethings you learned from the video that you can utilize in your classroom?

a.       Something I learned is to give some extra time when answering a question so there is no pressure, and the students have as much time as they need. I think that this will help make the activity at hand less overwhelming and allow the students to think clearly without worrying about time. This will help reduce anxiety in the classroom and make the students more comfortable. Another thing that I learned is to make sure to keep an open mind and not blame the students when they get something wrong or do not know the answer. Blaming the student and saying they aren’t trying will make them less motivated but giving them more support when they do not know and more time to process and think will help them be more motivated.

5.       What was your biggest takeaway?

a.       My biggest takeaway from this is that it is important to stay open-minded and be understanding of what each child’s struggles may be. If you can try to understand what the students are going through and how you might be able to help them it will lead them to be more successful. It is also important to be patient, when a student is struggling the solution is not to yell at them or pressure them in front of their peers. This approach can cause anxiety and create a tense environment. It is important to be as accommodating as possible and do whatever you can to make sure that each child’s needs are being heard and addressed.

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1.    What did you think of the video overall? Was it something that was helpful?

This video really helps put into perspective what a typical classroom environment is for children with SLDs. The instructor created an extremely faced paced environment. Everything seemed so sped up and was “thrown” at the participants. Students with SLDs may experience this. They might take a longer time to process so a “normal” paced class can feel extremely fast. Students with a SLD may miss half of the lesson because once they process the information the rest of the class has long moved on. This was something I knew but did not understand until seeing an example of this environment that I can connect to. As a teacher, you may think you are moving at a normal paced but that can be too rapid for a student with a processing disability. I started to feel overwhelmed and frustrated with the environment which is exactly what would happen for a student with a SLD. They cannot answer the questions or make sense of information because they are not done processing it.

2.    Which activity did you find the most difficult?

The visual perception example —the cow picture. Teachers cannot force a student to understand something. When a child can’t do something, the teacher promises something in return if they do. However, they cannot do the activity. No incentive is going to help them because they cannot understand it. You cannot “force” a student to do something they do not know how do. As the video say you would not bribe a child out of a fever. Another example of this is with the phrase, “look harder. Looking harder is not going to help a student understand something they cannot perceive. And many times teachers can end up punishing the child for not being able to complete activity.

3.    How could a student with a SLD struggle in your class?

Students with a SLD do not like surprises. Students with SLDs can have troubling processing information which can cause anxiety, especially with answering questions. This can cause them to not participate. Further into this idea, students can get embarrassed if there is no positive reinforcement and especially if the teacher only uses negative reinforcement. They can feel like they are the only one who can’t do something.

Comprehension has more to do with background than it has to do with vocabulary. A student may know the words but can have difficulty comprehending it because of their lack of background knowledge. Background and training enables understanding.

4.    What are some things you learned from the video that you can utilize in your classroom?

Positive reinforcement can be really valuable to a student with a SLD. Students sometimes do not like taking chances or volunteering because they aren’t praised for the correct answers, and as shown in the video, are only criticized for incorrect answers. Using positive reinforcement can help encourage students with SLDs to participate and volunteer. Also, asking questions you know they know can help encourage them to participate because they will not be embarrassed of answering incorrectly. If teachers are asking the whole class questions get student with SLDs to participate by asking about information they are familiar with. It is also important to remember that lack of eye contact doesn’t mean they aren’t paying attention or are being disrespectful. This happens because they are anxious. Do not force students into this.

5.    What was your biggest takeaway?

It is important for teachers to help give students the tool they need to succeed. Teachers must be patient and compassionate towards their students with SLDs. Something that really stuck with me was the victim blaming part. Many teachers believe that the student is unmotivated if they are not performing well. Putting pressure and blame on the student does not help they understand something. Just because the information is there does not mean they can perceive or bring meaning to it without some aid (direct instruction). It is important to prepare students with SLDs for instruction in order for them to be participating and welcomed members of the classroom. This can be in the form of giving extra time, asking questions you know they know the answer to, slowed instructed, just to name a few.

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1.  What did you think of the video overall? Was it something that was helpful?

I really enjoyed this video and found it to be extremely helpful. It did a great job at putting the participants in the position of a student with a specific learning disability, which makes it easier to understand as a viewer. There was also a lot of great information about how people with learning disabilities function in the classroom setting. I could really see myself utilizing all the helpful tips and information that were given. It’s especially helpful to me to know how children with disabilities may function under pressure or in the regular classroom environment and how this can impact performance.

2. Which activity did you find the most difficult?

The activity where everyone went around the table quickly and identified the animals in the book, and had to name a movie that animal is in. It seems like a very simple task but since the participants were put under pressure, they were unable to perform and provide the name of a movie on the spot. This showed how a student with a disability may feel when asked a question, and not given enough time to answer by processing the information. I have been in this position before where a teaching is pushing and pestering you for an answer, and the added pressure only makes things more difficult!

3. How could a student with a SLD struggle in your class?

The video stated that learning disabled students have a different processing time for information than students who don’t- so when answering a question, it may take them longer to reach the same answer as another student. There are many ways a student with a learning disability can struggle in the classroom. Their processing time for information can be slower than other students, they may have an attention deficit that makes it hard for them to stay engaged. They could even struggle with the subjects like math, reading, writing etc. It’s important that as a teacher we take the time to know our students so we can identify these disabilities if they haven’t been sought out already. That way, all of our students can get the proper support and instruction they need to feel and perform their best.

4. What are some things you learned from the video that you can utilize in your classroom?

Giving proper time to students to answer questions or complete their work is extremely important. That way, students can put their best work forward and have the time to follow a process that works for them. The video showed that anxiety impacts performance, so not causing anxiety in your students is equally as important. Also, it is important to not bribe students or “blame the victim” because this turns learning disabilities into a motivation-based idea, when in reality, they are about perception. I liked the tip in the video where an option for the teacher to ease student anxiety is by not walking over a student until you call on them, that way the student doesn’t feel pressured or intimidated.

5. What was your biggest takeaway?

My biggest takeaway from this video is that as a teacher it’s important to practice patience and compassion in the classroom. Classes can be such a tense and stressful environment for someone with a learning disability. As a teacher, it’s important we do everything we can to accommodate these students in the classroom so they can be successful. Also, I think it is extremely important to remember that a learning disability doesn’t always impact comprehension, it’s the processing time and the process of reaching a final point that is affected. I love that the video discussed fairness in the classroom and how this is done by giving each child any necessary support they need to succeed.

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1. What did you think of the video overall? Was it something that was helpful?

1. I have seen this video in a Quinnipiac class prior to this course and I have always liked it and found it not only informative but also interesting. I definitely think this was helpful even though it was dated because you got to experience with everyone else what a class might feel like for students who have learning disabilities.

2. What activity did you find the most difficult?

1. I think that the part of the video that was the most difficult would be when he was rapid fire asking questions and had asked them what movie or book had the animal in it that they had identified on the page that they were on. I honestly do not think that I could have done that myself because I get nervous when put on the spot and I have a slower processing time than most people which is exactly what he was saying most students with learning disabilities have as well.

3. How could a student with a SLD struggle in the classroom?

1. A student with an SLD could struggle in the classroom with social pressures and the stress of providing the answers for the class. I have seen the technique used where the teacher pulls names on popsicle sticks for the next few questions and that gives the students the ability to prepare themselves to know they will be called on next.

4. What are some of things you learned from the video that you could utilize in your classroom?

1. I feel like I could use the tool that he brought up about telling the student they will not be called on unless the teacher is standing in front of their desk removing some of the social pressure on the student giving them the ability to just focus on the class and not the stress.

5. What was your biggest takeaway?

1. My biggest take away would be to think about your speed and differentiation as a teacher. I always knew to think contentiously about catering to students with a learning disability but never about how my speed and the pressure that I could put on them would affect the way they felt in the class and not just adding differentiation to the lessons that I make.

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1. What did you think of the video overall? Was it something that was helpful? I thought the video was useful to watch because it helped me gain a better understanding of what students with learning disabilities go through on a daily basis. The video showed the anxiety, tension, and frustration that are provoked during the school day in children with learning disabilities. It led me to a more widespread perspective and enhanced my understanding of the challenges that students with SLD have to face, especially when put under lot of pressure in the classroom. 2. Which activity did you find the most difficult? I thought a lot of the activities presented throughout the simulation were really challenging. I especially thought that the activity where the words were jumbled/backwards looked like it could be very confusing and difficult. This activity shed light on the experience that some students with SLD go through when reading and how a lot of their energy is put into decoding the words, rather than actually comprehending the context of the story. I also thought the tracing activity with the mirror looked difficult and depicted how some students might receive mixed messages from their eyes to their hands (visual motor problems). 3. How could a student with SLD struggle in your class? I think there is a lot of ways students with SLD might struggle in my class. One part of the video that really stood out to me that I think my future students could struggle with is the difficulty with searching for words when speaking. This is called dysnomia and it was portrayed in the video throughout the activity where they could not use the letter “n” when speaking. It showed what students with SLD sometimes go through when they need extra time searching for words. I think something else that my students with SLD could possibly struggle with is comprehension when reading. 4. What are some things you learned from the video that you can utilize in your classroom? I think the concept that students might struggle with comprehending due to a lack of background information will be something that I can utilize in my classroom when teaching. For example, I could give the students with SLD more background information about the topic before they begin reading. I will also be extremely understanding and patient with these students and give them the extra-resources and time they might need. I will allow them to feel comfortable and welcomed in my classroom by not pressuring them to answer questions. The man in the video talked about letting the student with SLD know that you might call on them when you walk in front of their desk, this way they have more preparation time. I think this is definitely beneficial for the student and a way to reduce the anxiety for them. 5. What was your biggest takeaway? I think my biggest takeaway from this video is that motivation only enables us to do something to the best of our ability. Therefore, students with SLD are not any less motivated and they are most likely trying their best. Another big takeaway from this video is that fairness doesn’t mean that everyone gets the same, but instead means that everyone gets what they need.

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What did you think of the video overall? Was it something that was helpful? Overall I think the video was very beneficial to watch. The instructor in the video came up with great ideas that interpreted situations of how someone with a learning disability may feel in the classroom. It is important that teachers understand how students with learning disabilities may feel when being called on, talking out loud, or placed into high pressure situations. This video gives teachers a better understanding on how they should run their classroom and how they should treat students with learning disabilities.

2. Which activity did you find the most difficult? The activity that i found the most difficult was when the instructor went around and asked “think of a movie with a duck in it” but the instructor didn't just ask the question and give the recipient time to respond, he was consistently badgering asking “ what is it'' and repeating the question. I think this was the most difficult activity because if I were in those shoes I wouldn't have time to think about the question because the instructor was pressuring too hard to come up with an answer on the spot. After he would pressure one person he would move onto the next very quickly. This can discourage students with learning disabilities because they couldn't answer the question fast enough. The instructor needs to give students time to process the question, think of the answer, then say they answer out loud.

3. How could a student with a SLD struggle in your class? There are many ways that a student with a specific learning disability can struggle in my classroom. A specific learning disability can interfere with a student's ability to think, write, listen, spell etc. as a teacher. I need to understand each student's strengths and weaknesses and help them achieve to the best of their ability. Each student with an SLD can struggle in different ways therefore it is important to get to know each student.

4. What are some things you learned from the video that you can utilize in your classroom?

Some things that I have learned from the video that I will most definitely use in my future classroom is time. The video emphasizes how important it is that students with learning disabilities are given the amount of time they need to either answer a question or submit an assignment. In my future classroom i want to make sure students don't feel overly pressured to answer a question quickly, or to complete an assignment fast, just because other peers are finishing faster. I want students to feel comfortable and want to participate in the classroom and not feel rushed when doing so.

5. What was your biggest takeaway? My biggest take away from this video was when the instructor mentioned that when kids with learning disabilities are put in stressful situations, it doesn mean that they don't know the answer if they do not say it right away. It is common that students with learning disabilities have to process the question first and figure out what it is asking , and then process their answer to the question, this can create a long pause so the student can figure out the answer. That is why it is important to give students time to answer instead of moving to the next person quickly. The student with the learning disability will feel discouraged even though they knew the answer.

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1.  What did you think of the video overall? Was it something that was helpful? 2. Which activity did you find the most difficult? 3. How could a student with a SLD struggle in your class? 4. What are some things you learned from the video that you can utilize in your classroom? 5. What was you biggest takeaway?

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1.  What did you think of the video overall? Was it something that was helpful?

Overall, I think the video is a bit dated, however, the information that was given is still valid. Something that was helpful was realizing that as teachers we sometimes do not think about how fast we speak and expect answers and how some students need the time to process the question before giving an answer right away.

2. Which activity did you find the most difficult?

The activity I found the most difficult was when they went around the room to name titles of books off the top of their head based on something specific like a pig. I know I would know of a name of a book, but under that kind of pressure I think I would of blanked. If we as teachers cannot successfully complete the task, how can we ask students to?

3. How could a student with an SLD struggle in your class?

A student with SLD could struggle in my class if they get anxiety from being randomly called on in class or not knowing an answer. Another way could be that they cannot process information as quickly than their peers or they need the question repeated multiple times.

4. What are some things you learned from the video that you can utilize in your classroom?

What I learned from the video that I can utilize in my classroom is giving time to students to think of an answer and not expect them to process the questions right away. I think waiting time is super important when teaching.

5. What was your biggest takeaway?

My biggest take away was that comprehension has more to do with the persons background then their understanding of vocabulary. We cannot assume kids understand a reading even if they know the words in the reading.