Classroom Applications
Teaching &
classroom applications References online: Circle of Inclusion - Accommodating All Children in the Early Childhood Classroom. Trackstar - TrackStar helps instructors organize and annotate Web sites (URLs) for use in lessons. The resource list remains visible allowing the user to easily stay on track. CSUSM College of Education - Mainstream Instruction for Students with Special Learning Needs Bipolar Disorder Center Early Intervention. Patient centered guides. Classroom Adaptations The Sapulpa public schools, Occupational and Physical Therapy services. Education requires a person, a curriculum, and an environment!!! Amazon Books: The Inclusive Early Childhood Classroom: Easy Ways to Adapt Learning Centers for All Children
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Classroom Applications
Observing in the classroom
Teachers need to learn as much as possible about individual students in the classroom. Observation of student behavior is an important method of collecting information. Keen observation of all important classroom events is not an easy task since, in one single day, a teacher may engage in more than a thousand interpersonal exchanges with students. To make matters even more difficult, teachers also have to interpret complex behavior as is happens. A teacher cannot become a skilled observer in one day or one week. A teacher must learn the skills of observation and practice them over a long time.
Almy (1969) identifies three aspects of observation: descriptions,
feelings, and inferences. First, descriptions refer to how we look
and to what we say or do. Second, our own feelings and emotions about
what we observe influence what we see and hear. Finally, we infer
what the behavior means from what we see and hear and from what we
feel and know from past experiences. Almy points out that when teachers
study students to get to know them better, they need to discriminate
between actual behavior of the students and their own feelings and
emotions, which influence the interpretations of that behavior. This
distinction helps the teacher to see behavior more clearly and to
reach conclusions about a student that are more likely to be based
on factual evidence.
If a student has a history of problems in the classroom and becomes involved in an altercation with another student, the teacher may infer from observation that the “problem” student was responsible for the disagreement. Another observer who knows nothing about the students of different abilities complains about a homework assignment, a teacher’s reaction to the same comments made by the higher-achieving student.
Think about how your past experience with a friend, family member,
or classmate has influenced how you interpreted something that person
has recently said.
In summary, accurate observation is crucial to making appropriate
classroom decisions. Yet it is very easy for an observer to misinterpret
classroom behavior. The observer’s past experiences, biases, and prejudices
can lead to incorrect interpretations. Consequently, a classroom observer
has to examine and become aware of any personal perceptual blinders.
You need to learn to observe behavior as accurately as possible before
interpreting what you think you see. If you don’t observe or listen
objectively, you may end up finding exactly what you expected to find,
making an invalid inference, and allowing that to lead to inappropriate
decision making.
Many different types of observation can be made in the classroom.
One of the most useful types of observation is the anecdote—a narrative
account of a situation as seen by an observer. The following are some
guidelines to keep in mind while observing students (Good & Brophy,
1991):
§ Decide what you want to observe. Focus on one area at a time—social interaction, behavior during seatwork, progress in reading, and so on. Knowing your purpose allows you to observe students in appropriate situations and obtain adequate samples of their behavior.
§ Consider the factors that could influence behavior. Choose an appropriate time of day. Think about what subject’s students like and dislike, the size of the instructional group, and other factors that might influence student behavior.
§ Observe both inside and outside of the classroom. John Holt (1982), in How Children Fall, reminds teachers: “If we look at children only to see whether they are doing what we want or don’t want them to do, we are likely to miss all the things about them that are the most interesting and important.” (p.36)
§ Keep a running log. Make sure your observations are dated and distinct from on another. Divide your page into two columns and note observations on the left-hand side, and inferences or interpretations on the right. Remember that interpretations often change as more information is collected.
§ Note specific behaviors—body language, facial expressions, and posture, as well as overt actions.
§ Avoid interpretations that are not supported by fact.
§ Identify patterns, and look for places where expected patterns did not occur.
Adapted Physical Education Tranision Model
by Tina Scansen
Developmental Task Analysis
Task and environments influence performance
Teacher can modify to simplify or for more challenging
General Task Analysis:
Outlining all tasks and environmental factors in general
Specific Task Analysis:
Greater detail - which factors influence outcome
Teacher makes assessment:
Adjust/change/ADAPT for students
List for simple to challenging
Use to assess present skill
Use to assess progress
Ecological Task Analysis:
1. Make sure description/details of how to properly accomplish task
Want student to hit ball, like baseball
Not chop wood
2. throwing could be a chess pass, make sure to include details, T, load, explode, efficiency, precision, accuracy, speed, distance – set of conditions student is able to complete task
3. when the student will use different skill to perform a task
make sure to have goals for students!!
Sample goals for individual students:
-cerebral palsy could be coordination or strength
-don’t generalize
-Shooting a basketball (free-throw)
-Hitting golf ball
-Somersault or Cartwheel
-A Push-up
-Kicking a soccer ball
-Throwing a dart
Adaptations for Students with Learning Disorders
Successful teachers:
Teacher was flexible, committed work on personal level
Sought training, knowledge, education
Recognize problem as physiological or biological
Outside help from administrators, teachers, etc.
Respect student, don’t embarrass
Has belief, confidence in student
Keeping Students attention:
Highly structured consistent class
Establish class rules
Teach ‘think before act’
Clarify expectations
For ADD/ADHD ‘how slow do something’
Quiet, less distracting environment
Give instructions using more than one sense
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