Claim: My students will only learn to lead to the degree that I lead by example.
Support: Picture demonstration of independent workstation.
Support: Picture demonstration of independent workstation.
As I learned to change my teaching methods to include more student led activities, my students became more responsible for their own academic success. Independent learning was implemented using workstations from the TEACCH method; a sensory based method that presents 3 tasks that students completed in a unique hands-on approach (see Artifact below). Allowing my students to control their own pace and interests in how they complete their work tasks offered the opportunity to express “personalized” interests in the topic being learned as suggested by (Tomlinson & Imbeau, 2010, p. 4). In a special education classroom one of the most important components is to implement opportunities for individualized learning that target the needs of every student. Independent instruction also supports the concept of individual learning preferences in a small group setting.
For Artifact 2 below, when this first-grade student came into my classroom, he had severe anxiety toward reading and writing. When he was given a writing task, he would produce aggressive behaviors, and even sometimes run from the classroom (twice locking himself in the stall of the bathroom). In the sensory unit, I started with a scaffolding approach. First of all, I gave him the option to trace over my highlighted writing (scribing his responses) for all writing tasks, and then progressing to copying from a written sentence (his responses scribed) and then by the end of the year he was able to write small two and three sentence paragraphs without any resistance. Each time the process went to a new level, he would become unsure and wanted to resist. However, with consistent affirmation and a controlled sensory environment that offered him clear boundaries without any surprises he was able to thrive and became one of my top role model students. Once he was given full responsibility for his own learning, he realized that he could succeed and his confidence and leadership abilities grew.
My students developed stronger leadership skills in small group settings as they supported each other and encouraged each other to keep trying to reach higher levels in reading and math. The new sensory unit allowed students the opportunity to work more independent and gain confidence in taking ownership of their learning experience. The greatest example of student leadership is to take responsibility for personal growth and learning which ultimately leads to strong role models for students who are performing at a different level.
For Artifact 2 below, when this first-grade student came into my classroom, he had severe anxiety toward reading and writing. When he was given a writing task, he would produce aggressive behaviors, and even sometimes run from the classroom (twice locking himself in the stall of the bathroom). In the sensory unit, I started with a scaffolding approach. First of all, I gave him the option to trace over my highlighted writing (scribing his responses) for all writing tasks, and then progressing to copying from a written sentence (his responses scribed) and then by the end of the year he was able to write small two and three sentence paragraphs without any resistance. Each time the process went to a new level, he would become unsure and wanted to resist. However, with consistent affirmation and a controlled sensory environment that offered him clear boundaries without any surprises he was able to thrive and became one of my top role model students. Once he was given full responsibility for his own learning, he realized that he could succeed and his confidence and leadership abilities grew.
My students developed stronger leadership skills in small group settings as they supported each other and encouraged each other to keep trying to reach higher levels in reading and math. The new sensory unit allowed students the opportunity to work more independent and gain confidence in taking ownership of their learning experience. The greatest example of student leadership is to take responsibility for personal growth and learning which ultimately leads to strong role models for students who are performing at a different level.
Artifact 1 Artifact 2
References
Tomlinson C., Imbeau M. B. (2010). Leading and Managing A Differentiated Classroom. Alexandria VA: ASCD.
Tomlinson C., Imbeau M. B. (2010). Leading and Managing A Differentiated Classroom. Alexandria VA: ASCD.