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. 

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. 

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. 

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. 

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. 

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. 

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.

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. 

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. 

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.