Post #4: How does this teacher manage assessment?

In the classroom I have been observing, the teacher does a fabulous job at being consistent with observing and managing assessment of her students.

This classroom happens to have a wide variety of learning capabilities.  She has some who have tested for the excelling learning program and others who are pulled out of class for special education services ranging (some all day long and other's just once or twice).

As class work is given, this teacher will pull different groups back to her table - she sometimes just listens to them, paying close attention to how they are working and figuring out problems, and then other times (as needed) she offers extra help or tutoring on a subject they are struggling with.  She is also very good at walking around the classroom as the kids are participating in group learning centers, listening to their discussions and helping as needed.

I have been in the classroom when she's had to pull groups of kids back for core testing such as their reading and comprehension levels.  This is usually done at least twice a year, around parent teacher conferences, so that the teachers can let the parents know how they have excelled in their reading throughout the year and what improvements need to be made.

It has been a great example for me on how to keep up with your class's needs.  A great way to know the individuals in your classroom, not only through testing but through daily observing.

(Not all children test well - I am one of those - so daily observance can help know the child, so when the assessment time comes the teacher has a more clear idea of where their talents/skills/faults lie.  And can possibly know whether their assessment (testing) is a true depiction of their learning capabilities or if they actually perform better when not being tested....  this is through my own observations and personal opinion)

Post #3: IDEA

This week we are learning about IDEA and the effects I have seen in the classroom from this law (and one's like it).  I have been working in the fourth grade setting, at a school where the children are extremely kind and including to those who are labeled as being in special ed or have learning disabilities ranging from ADHD to Autism.

Today I assisted a boy who has aspergers.  He is quite intelligent and does extremely well in his studies, however on "bad" days he tends to get off task and becomes angry when he isn't able to complete his assignments.  He is taken out of the regular classroom setting for help in reading and some math, however spends most of his time in his regular ed class.  I am amazed at how well he accomplishes his assignments when he his teamed up with another patient student.  He becomes anxious and extremely happy with his accomplishments as they close their completed tasks and move onto the next subject.  Although his note taking skills are slow and can be unreadable (which often ends with the slamming of his pencil on his desk) he has learned to let me or other's take notes for him as he falls behind in the task (as long as he is asked for permission to do so.)

I also have noticed the positive influence this young boy has had on his classmates.  He has taught them tolerance and diversity.  He has been able to tutor them at times when he has fully comprehended the assignment that his peer has not - which in turn gives him a major self esteem boost, knowing that he is needed just as they are.  My personal experience with IDEA through my observations is that not only does it help the child with the learning disability to feel and stay connected with his peers, it can teach children who don't necessarily have a learning disability  to have tolerance and patience for those who are slower learners or have a disability that requires patience and extra help.