Field Observation and Reflection-Artifact #2

Junilda Antoniou
EDU 203
Professor: Constantina Pappas M.Ed., BCBA
Part 1: (Instruction) Video Selected: Miss Reid Teaching Special Education
1: Is instruction delivered in small groups, centers, whole groups, individually?
Instruction is delivered in a variety of groups. Two students are sitting at the kidney table. The
rest of the students look like they are a whole group working together, however, I noticed that
the students with more advanced reading skills are grouped in the first row, while in the second
row there are the students who have less advanced reading skills. The hearing-impaired students
are grouped in the last row and the teacher’s aide is assisting them.
2: Describe the teacher’s teaching style.
The teaching style is differentiated teaching. The content of the lesson is adjusted to the student’s
level of reading and the product expected from the student varies accordingly.
3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.
The teacher points to the letters on the handouts to help the students that are hearing-impaired
who benefit more from the visual style of learning.
4: Do the students seem engaged in the lesson(s) presented? Please explain.
The students are engaged in the lesson presented. They are completing the tasks required by the
teacher.
5: Are there any students isolated or not present/participating in the class? Explain?
Although Devante participates, there are moments when he stops working.
6: Did you see any accommodations or modifications made to the lesson for the student? If
so, what were they?
Preferential seating is provided for the student in the wheelchair.
7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?
Students seem to be completing personalized assignments, adapted to each one’s ability. The
teacher checks on every student to see their progress and after receiving feedback transitions
smoothly to the next part of the assignment.
8: List ways the teacher uses “attention-getting” commands, word phrases, signals, etc. Are
they effective?
When Devante is not paying attention, the teacher asks him to move over to Fantasia so they can
read together. She then approaches him, pats him on his arm, and asks him questions related to
his assignment. Devante starts working on his assignment, which shows the effectiveness of the
teacher’s strategy to get his attention.
9: What specific behavior issues does the teacher have to deal with? How does the teacher
handle the behavior issues? Be specific.
Devante’s body language shows a refusal to work. He shakes his shoulders, puts his head down
on the table, showing his lack of willingness to complete the assignment. The teacher approaches
him and asks him questions to get his attention and engage him in the lesson.
10: What positive reinforcements were used if any?
The word “thank you” was used as a reinforcement to make the students feel appreciated when
they worked as expected.
11: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time.
The students are grouped by level in reading. This can help instructional time because they can
learn cooperatively.
12: What could the teacher have done better to assist the student(s) with learning the
material?
The teacher could have used more reinforcements to make learning less frustrating for the
students. Some of them look a little frustrated and positive reinforcements would increase their
motivation to work and make learning more enjoyable.
Part 2 (Observing a student): Video Selected: SPE 551 Observation 2
1: What drove you to choose this student?
Nelson behaves differently from his classmates. He needs help with having a stress-free learning
experience.
2: Explain what the student did during the observation.
While he joined the other students sitting on the floor at the beginning of the lesson, he was
sitting on the very back and distancing himself from the rest of the students. After the group
activity, when students went back sitting on the floor, Nelson moved continuously.
3: Summarize the lesson given and the student’s responses to the lesson.
The lesson’s theme was Thanksgiving and students had to learn word order. They had to learn
where goes the capital letter and the full stop. Most of the lesson was direct instruction to the
whole class and students also worked in groups to complete an activity. They had to put the
words in the index cards in the right order to make a sentence. Then they used glue sponges to
stick the index cards to a strip. Later they went back sitting all together on the floor in a circle.
When prompted by the teacher, each group stood in front of the class and read the sentence they
had created by sticking the index cards to the strip. All the students participated. Nelson
answered correctly when asked to read the sentence formed while working in a group.
4: Make sure to document ALL behavior in relation to what was being presented by the
classroom teacher.
Nelson understands what is being taught by the teacher, but he has difficulty sitting in the same
place without moving. He tries to move continuously and is approached and prompted by the co-
teacher to stop moving. He sits on a chair that is the teacher’s chair, while the rest of his
classmates are sitting on the floor. While he seems very frustrated when expected to sit down
without moving, he still listens and understands what the classroom teacher presents. He
participates as expected in the lesson, although it does not come spontaneously to him.
5: Please describe what you discovered about the student’s learning styles, involvement in
class, and his/her educational needs.
The student’s learning style is kinesthetic. He has a tough time sitting still and listening
passively. He learns easier when he is physically active. When working in a group to put the
index cards in order and stick them with glue, he is more focused because he uses his body. He is
involved in the lesson, answers when asked questions, and participates as prompted by the
teacher. He shows frustration while expected to sit still. Paying attention does not come
spontaneously to him as it does to the rest of the kids in his classroom.
6: What positive reinforcements were used successfully? What behavioral consequences
were used?
The teacher praised the students when they worked as expected and answered the questions.
Prompting group clapping was also used as a reinforcement.
 Summary
I had the chance to observe a variety of teaching and learning experiences through the
videos selected for this assignment. They provide a snapshot of various classroom environments,
learning experiences, and teaching strategies. Our textbook, with its interactive dimension,
provides comparable videos to illustrate various aspects of special education. Our class activities
are more engaging, and we can learn by doing. As the videos demonstrate, the differences can
be so big among special education students that the only way to address their learning needs is to
assess the students at their individual level and adopt appropriate teaching strategies for each of
them. Education is not one size fits all and this even more true in the field of special education.
One of my favorite strategies is using small group rotations because students can focus more that
way and instruction can be more personalized. “First-then” is a reinforcement I would prefer to
use often in a special education classroom.
The video “Teaching Kids with Autism in the Classroom” shows how a preschool autism
classroom looks like. The role of early intervention and how it may influence the academic and
social interaction of preschool children on the autism spectrum is explained by a teacher, a
parent, and a behavior specialist. It shows how the purpose of early intervention is to get things
taken care of early. Systematic instruction is used, which is a gateway to independent learning
and living. "Understanding Autism: A Guide for Secondary School Teachers (Part 1)" describes
autism and how its characteristics impact individuals in a school setting. It demonstrates how
autism manifests itself differently in individual learners. Strategies for supporting middle and
high school students with autism are discussed. The video “Miss Reid teaching Reading (Special
Education Classroom)” demonstrates differentiated instruction. Students have different work
adjusted to their level. The teacher has an assistant who assists her with the students who are
nonverbal. In the video “Small Group Rotations with Moderate/Severe Special Education
Students" kindergarten teacher Deborah Nation and her aide use visual schedules, "first-then"
incentive cards, and a sensory room as part of the daily small group routine. The teacher gives
tips on teaching strategies that help her run small group rotations so that she can differentiate
instruction with her moderate/severe special education students. “A Day in a Special Education
Room” shows the everyday tasks of the students and teachers in a life skills classroom.
“Correction of Reading Disabilities” video was interesting to observe, however, having English
as a second language I am not confident of being able to provide the best instruction to the
students with reading disabilities. I feel more confident in working in a life skills classroom, or in
another classroom where teaching social and life skills is a priority, and my accent will not
impact the quality of the instruction. In the video “SPE 551 Observation 2” I had the chance to
observe a co-teaching strategy, with one teacher teaching, one assisting. "Autism Program
Fruitville Elementary School” video provides several snapshots of teaching environments and
teaching strategies. Social skills are infused in every activity. I particularly liked how the video
concluded with the statement that children with autism are kids first and they are totally able of
doing amazing things and they will do them.
The videos I watched are similar to what I have observed during my limited experience
as a substitute SPTA and substitute teacher. They are a snapshot, an introduction to the
classroom environment, and a learning experience in a special education classroom. I will use
them and the experience I will continue to gain substituting at the CCSD as a key for opening the
door to more thorough knowledge and expertise in the field of special education. Being a mother
of a toddler with global delays makes me more passionate to meet the children's needs and help
them accomplish amazing goals.