I believe I have a cognitive-behavioral perspective to classroom management. I have seven years of experience teaching middle/high school aged students with special needs. Within those seven years I have taught students with varied degrees of behaviors - students who internalized their behaviors, have bipolar disorders, oppositional defiant disorders, severe anxiety, intellectual disabilities, and autism spectrum disorders. My ability to manage my classroom relates to the academic performance of my student and their engagement. In other words, I have to have control of the classroom environment. I have very clear rules and procedures for my students to follow. I develop “relationships” with my students (get to know them personally). I have found that these relationships help with behavior management. For more challenging behaviors I have offered incentives, negotiated contracts, and have called attention to desirable behaviors. In conclusion, I would describe my classroom setting as fair,consistent, consistent encouraging yet firm.
Sample of previous work assignments
Communication Disorders: Stuttering - This Prezi can be retrieved at https://prezi.com/mf3opvtwozjz/communication-disorders-stuttering/
Examples of Curriculum Taught
What is Curriculum Assistance?
Curriculum Assistance is an exceptional children’s program.class that is designed for students who have an Individualized Education Program (IEP). It is a support class that aids to the success of content area classes taken by the student. Additionally, this class is designed to tackle annual IEP goals and short term objectives, in the areas of reading, mathematics, writing, behavior, transitional planning, and self-advocacy goals. This enables academic progress and helps in possible processing problems some students may face in their regular education classroom settings.
Curriculum Assistance is also a means of providing instructional assistance and/or parallel activities and strategies for all subject and content areas that are covered in the regular classroom. This class is a well-coordinated, instructional approach which offers assistance to students who struggle academically with content area work.
What is Functional Living Skills?
The overall purpose of the Functional Living Skills (Individual Curriculum) class is to help students identified with mild/moderate intellectual disabilities function as independently and skillfully as possible in their homes, school, place of employment, and community. Curriculum objectives are designed for students served in the Exceptional Children program who spend the majority of their school day in the exceptional children’s classroom. Students receive class instruction from an exceptional children’s teacher. Functional academics (including basic-skill subjects of reading, math applications, and writing), listening, speaking, pre-vocational skills, personal health, science, social studies, survival skills, leisure and community experiences, and age-appropriate social behaviors are emphasized during class instruction.
Classroom Goal:
Necessary Supplies:
1) 2 non-spiral composition notebooks for writing assignments (100 sheets)... see note below
2) 1 pack of 8 x 10 ½ loose- leaf notebook paper (wide-ruled)
3) 2 glue sticks
4) a calculator for home use
5) 1 pack of pencils
6) personal pencil sharpner
7) 1 box of Puffs or Kleenex tissues
8) 1 pocket folder (for homework and notes from school/home)
9) book bag
10) Notebook ( 1 ½ - 2-inch binder )... see note below
Class Organization:
* Non-spiral composition notebooks (the students need 1 notebook for each semester)
* Notebook: (1 ½ - 2 inch binder)... Most of your materials will be kept in your binder.
Class Wish List: * paper towels * staple food items (sugar, salt, pepper, can vegetables) * paper cups * wrapped candy for bingo games * kleenex tissues * various snack items and drinks