I think the video was very helpful and beneficial for us to watch because as future teachers, we need to be aware of how students with learning disabilities learn best, as well as students without learning disabilities. There were many instances throughout this video where we were shown how hurtful to a child’s education it could be for their needs to not be considered. I also found this video helpful because I personally have not experienced a teacher teaching students the way this teacher did, so it is beneficial to see how teaching like this could impact a student’s experience in school.

2. Which activity did you find the most difficult?

The activity that I found the most difficult was when he was asking the students what animal was on the page and then asked for them to say famous stories of the animal in it. This seemed very difficult for students because they did not have time to process what they were being asked. Learning disabled students have a difficult time with processing language, so even when the class is moving at a normal rate, the students who have learning disabilities may think the class is moving at a faster rate.

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

A student with a SLD may struggle in my class if they are not given enough time to process the information that is being taught to them. If the pace of a class is an acceptable pace for students without a SLD, that does not mean that it is a manageable pace for students with a SLD. It is important for the teacher to be very conscious of their teaching pace. Another aspect in which a student with a SLD could struggle in my class is that they may need some extra time to be able to communicate their thoughts or responses to the teacher and other classmates, which could go along with the issue of the pace in the class.

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

One thing I learned from the video that I can utilize in my classroom is to not repeat the question multiple times in a row without giving students time to process what is being asked of them. It can be very stressful for students when they do not have enough time to think about the answer. Another thing that I learned from the video that I can utilize in my classroom is the importance of having a steady pace for the whole class. I never want to make students feel like they are in too much of a rush to finish their assignments because of the pace or time.

5. What was your biggest takeaway? 

My biggest takeaway from this video was that not all students learn the same way and all students learning needs need to be considered in the classroom, whether the students have a learning disability or not. I find it beneficial for the teacher to put themselves in the position of their students because the teacher can then think about how they might want to be taught if they were the students. This video has stressed the importance of making sure all students’ needs are taken into consideration and addressed, which may include the teacher altering the way they may teach or altering other aspects of how they run their classroom. It is important to not have any students feel isolated because they may learn differently due to a learning disability.

The activity that I found the most difficult was knowing what the picture is that he showed his students. When a student with a LD who does not understand what the teacher is showing them feels under pressure and on the spot. When you tell the students that you will "give" them something if they know the answer to your question is not okay. This is not okay because that student with a learning disability is still not going to know the answer even though you are bribing them. Blaming the victim for not knowing what something is because they are "not trying hard enough" is wrong. Students with learning disabilities are still motivated and want to learn. 

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

One way that a student with a learning disability can struggle with is losing track of what I'm saying. The teacher can talk to fast and a student who processes things slowly can struggle to keep up with what the teacher is saying. Understanding that each student learns differently is so important while teaching. Making yourself aware of your students need is so important so that you can reach each and every student. 

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

There were a lot of things that stuck out to me while watching this video. One of the main things that I learned from this video is to slow down while teaching. Realizing that every student is not going to keep up with what you are saying is important. Going over things and repeating things more than once is vital to make sure your students are with you during your lesson. Slowing down your classroom will help you as a teacher to realize who is struggling and who is understanding. When teaching fast, some students may understand however the majority of your class will be lost once they get home and do their homework. Slowing down will help you and your students to understand what is going on and can give them a chance to ask any questions.

5. What was your biggest takeaway?

My biggest takeaway was to work to the best of your ability with your students. Make sure your students are on track with you lesson, go over notes, homework, everything once more once you have already said it. Reassuring all your students and especially those with learned disabilities is so important so they know that you are there for them. Those who struggle with their learning disability are having a hard time to begin with so being an understanding teacher is extremely important for their learning.

 

2.  I think the most difficult activity was the one where they were asked to read the story aloud but the words were broken apart and the letters p, b, d and q were all interchangeable.  It really showed how m any different things a student can be experiencing and trying to work through.  Something that may seem so simple as reading a small passage can be so extremely difficult for a student with a learning disability in more ways than one. 

 

 

3.  A student with a SLD can struggle in many different ways. They may face increased feelings of anxiety.  The pace of the class may be far too fast for them if they struggle with cognitive issues that cause them to take a longer amount of time processing tasks or questions.  They could have trouble with reading comprehension or their visual motor coordination may be a struggle they have to deal with.

 

 

4.  One of the techniques I thought was a really smart thing to bring into the classroom was the technique of making a plan with the struggling student that during class discussions, the teacher will only call on them when they are standing in front of their desk.  This is a great way to relieve some of the anxiety a student might have about answering questions in class.  Another is providing books on tape.  This accommodation can help students who struggle with reading comprehension by hearing the book audibly.  

 

 

5.  My biggest takeaway was definitely in regard to the little things.  What I mean by this is there were some small things and comments that were being made.  Some that were sarcastic that one may not think could impact a child’s whole day, but in fact will linger over their heads.  I also think it’s important for people’s opinions towards children with a SLD to not be negative in order to provide these students with the best possible learning environment and experiences.  Some of the techniques we heard about in this video are not huge changes or modifications that are needed, while that can be the case at times, there are tons of little accommodations we can make for these students so that they feel comfortable and succeed.  

 

2.     The activity that I had difficulty with was the reading where the words were not aligned and some letters were reversed. This put learning disabilities into perspective for me especially with the fast paced nature of classes. It was interesting to see that on top of struggling to decode the reading, students with learning disabilities also have to keep up with how fast the teacher is in their mind. I also found the activity where the pictures were not explicitly shown difficult because it I saw many different things before I saw a cow or a woman in a mirror. It kind of put into perspective the necessity of expression and direct instruction for students with learning disabilities. 

 

3.     A student with a SLD may struggle in a classroom due to the pace of the information being taught. Since students with SLD’s have a harder time processing things, they may struggle with keeping up with questions and can have a harder time storing or recalling that information. They could also struggle with feeling comfortable in the classroom because of their disconnect with those things. 

 

4.     One thing I learned from this video that I can utilize in my classroom was approaching teaching in an understanding way. Giving students with learning disabilities the opportunity to prepare an answer or giving them a heads up about the questioning would allow them to feel comfortable and possibly give them the boost to participate more in the class. Approaching teaching without the use of sarcasm and at a slower pace gives students the opportunity to enjoy school and enjoy what they are learning about. 

 

5.     My biggest takeaway was how important it is to allow students to have the time to process what is being taught or asked of them. Seeing the breakdown of how students with learning disabilities versus students without learning disabilities process the information at two different paces puts into perspective how students learn. There is no set approach to learning or teaching, so it is important for the teacher to understand their students and work with them on how they can succeed in the classroom. I thought that when the instructor said, “Fairness doesn’t mean everyone gets the same, it means everyone gets what he or she needs” it kind of summed up the importance of how the classroom should be adapted to fit all student’s needs. 

1.     I thought this video was great overall, I thought it was very eye opening to see how students in a classroom may feel. It is the closest thing to being able to put ourselves in these students’ shoes. I think that this video also makes us more aware as to how what we are doing can affect our students in more ways than what we may realize. This video will help me learn how to be a better teacher for all students. 

2.     The activity I found to be the most difficult was the activity that required you to read but had had letters in different places and missing. It put added anxiety when the teacher insisted they read faster than they were reading. It seemed nearly impossible to read it correctly and I could see why students would become so stressed in this situation and get nearly nothing from the lesson. 

3.     A student with a SLD could struggle with the pace of my class because if they lose track of what I am teaching they may feel a sense of anxiety. When students get that type of feeling they often give up which leads to them giving answers such as I don’t know rather than getting the most out of the lesson. 

4.     One thing I learned was the importance of causing as little anxiety within your students as possible. Another thing I learned was to give students a good amount of time rather than rushing your students. 

5. My biggest takeaway was how something so small a teacher does can have such a large impact on a student. What stuck out to me was how accepting “I don’t know” from one student that makes all the other students more likely to give up and say I don’t know as their answer as well. 

-   I think the video overall was very beneficial for us to watch. As future teachers, it is important to understand how our teaching and behaviors and attitudes make our students. Knowing how difficult it is us to learn and perform under pressure, it is that much harder for students with disabilities. The pressure and anxiety we put on our students can occur without us even realizing and if the needs of our students aren’t met, then they will not be able to perform at their best. It is also important to pay close attention to positive and negative reinforcement. Only saying something after they get something wrong and not saying something after they get it right reinforces the ides to them that the teacher will embarrass me only when I get something wrong, so students will not want to participate out of fear of being wrong. Instead, students should be praised and positively reinforced for trying to encourage them that it is okay to try and be wrong than not saying anything at all. The pace of the classroom, the tone of voice that we use, our body language, amount of wait time and choice of words we use will impact students and their performance and needs to be taken into serious consideration. Each student is different and has different needs so we need to think of way to accommodate all of their needs. The teachers teaching style in this video was hard for me even me to process. It was anxiety provoking and fast paced and if it was difficult for me to perform, so it would be that much harder for students with disabilities.  

 

2. What activity did you find the most difficult?

-   The activity that I found most difficult was visual perception. I had difficulty figuring out what it was he in the picture he was telling us to look at. It became even more difficult to figure out my thoughts when he repeatedly asked to tell him what we saw. It may seem like an easy thing to tell him, but in the moment when the teacher is pressuring you to tell him, you can’t get your thoughts together fast enough to give them an answer. This was difficult for me, so if this was a student with a processing disability, it would be even harder. Adding the pressure and anxiety from the teacher to give him an answer adds to the difficulty. Once the teacher gave us direct instruction, it was visible that it was in fact the face of a cow but I would not be able to have seen that without his help. We can’t expect students to teach themselves, some may need more guidance and help than others. Some may be able to and some may not, which singles out the student that is struggling more than the student next to them.  

 

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

-   One way a student in my class with an SLD may struggle with is the pace of the class. It can be difficult for them to understand what is being taught or what is asked of them if they are not given enough time to process it. The pace might work for those without an SLD but that doesn’t mean it works for everyone. Teachers need to be conscious of the speed they are going at and how they can accommodate the students with an SLD. If they need more time to process something, they will need more time to complete the task given to them and shouldn’t be penalized for needing extra time. If there is added pressure and anxiety put on them, that will account for even more time that they will need. Understanding that students with or with an SLD need more time than we would think and it is important to take into account the needs of all students regarding the time given and the pace of the class.

 

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

-       One thing I learned from this video that I can use in my class is the pace at which I teach and ask questions. Giving enough time for students to process the content, as well as answer the questions is important. Asking student’s questions repeatedly on top of calling on them to answer a question they might not know, adds to the amount of pressure put on them which will also add to the amount of time they need to answer a question. I also learned that it is important to positively reinforce when they answer a question right and not embarrass them or ask additional questions when they are wrong. Only saying something after they get something wrong and not saying something after they get it right reinforces the ides to them that the teacher will embarrass me only when I get something wrong, so students will not want to participate out of fear of being wrong. Instead, students should be praised and positively reinforced for trying to encourage them that it is okay to try and be wrong than not saying anything at all.

 

5. What was your biggest takeaway?

-   My biggest take away from this video is that things like the pace of the classroom, the tone of voice that we use, our body language, amount of wait time and choice of words we use will impact students and their performance. All students are different, they learn differently and takes different amounts of time to process the content or questions. It is important to be conscious of the time we give to answer questions, the pace we go at, and the amount of pressure we put on students, as well as to positively reinforce and not just negatively. I am taking away the understanding of how important wait time is for students and to be conscious of how much extra pressure that I am putting on them that doesn’t need to be there, especially for students with SLD. This video showed how crucial it is to take into consideration the needs and accommodations of all students.

I thought this video was extremely helpful.  We’re always asked what we can do to help the students in class but we need to know what exactly they’re experiencing in class.  It was eye opening to see what a class is like with a learning disability.  I feel like I have a better understanding of the struggles, and now feel more prepared to adjust future lesson plans to be fair to every student.  This video really put their situations in perspective.

2. Which activity did you find the most difficult?

The activity that I thought was the most difficult was the picture activity where the participants had to figure out what the picture was of.  I’ve seen teachers do this before, where they are impatient when waiting for an answer from a student, embarrass them in front of the class, or tell them to “look harder” at the picture.  This makes the students feel very overwhelmed and embarrassed (very reasonable response to these terrible interactions), and they don’t learn anything from it.  What they do learn is to not volunteer and participate in class again.

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

A student with a SLD could struggle to process activities in my class. I had not realized the difficulty students with learning disabilities must face when being asked a question, first processing the question, and then having to process the answer, adding an extra step of work and processing for them.  Also, I have noticed many times in classrooms that when an LD student is asked a question and they answer correctly they will use the same answer to respond to the next question.  I hadn’t known that this was because they are still processing the initial question. 

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

From this video, I have learned that time and patients are the best things I can give to a student in my future classroom.  There is no need to rush a student.  It puts unnecessary pressure on the student, which will minimize what they actually get out of the question/material.  Speed is not important, what the student learns is important.  Patients with students will also take that pressure and embarrassment off of the student.  By being patient and understanding of students processing and performing differently than others will help them feel comfortable in the classroom.  Going beyond the video, I think it’s important for not just parents and teachers with LD students/children, but students and everyone else as well, to learn about learning disabilities.  The more educated people there are on LDs, the more understanding and accommodating everyone will be.

5. What was your biggest take away?

My biggest take away was to put myself in my students’ shoes.  It’s hard to come up with accommodations for students if I can’t understand what my students are struggling with.  This video didn’t just describe what it is the students might be experiencing, but it showed how those roadblocks affect specific activities the students must engage in.  Of course I will never be able to truly understand what it is like for them to experience a typical school day, but, by listening and learning from others and my students, I will be able to treat each student fairly, and give them the education they deserve.