Saturday, September 3, 2011
A Busy First Week
My first full week at the high school was full of classes, meetings, and extracurricular activities. My CT dedicates a tremendous amount of extra time outside of the average school day and I did my best to partake in everything on my CT’s agenda. I was able to get a sense of what a normal week looks like for my CT, which could be a similar schedule that I could take on as an art educator. My schedule at the high school has been where I arrive at school at 7am every morning and staying after the school day until either 4pm or 5pm.
This past Monday, after school, there was a meeting held regarding a student’s IEP. My CT informed me that at this school, there is no formal special education program due to school funding. This amazed me. Every school I have been placed in prior has had some sort of special needs program. There are several students who attend this high school that could desperately benefit from having a program that would develop their learning further. This particular meeting was called because of concerns regarding a freshman that all teachers were finding difficulties in adapting to his needs. At this point in the school year, the teachers had not received any special information about their student’s needs, not even on student allergies, which again surprised me considering it is the school’s second week of school. The teachers wanted to meet with the guidance counselors who serve as the resource for information regarding students who are having difficulties in their classrooms. Since the school is not certified in special education, documents that the school receives from student’s previous schools (IEP’s, etc.) are then modified into a separate plan for the school for legal reasons.
At this meeting all of the student’s teachers and the guidance counselor for underclassmen met together to discuss what they have observed with this student, things that have been working well with him, as well as things that haven’t been working so well. The guidance counselor pointed out areas in this student’s outdated IEP, from three years ago, that could help the teachers determine how they can adapt lessons and assignments for this student. In this rundown of the IEP, we found that the student has anxiety, ADHD, sensory issues, processing issues, and often gives excuses for why he's missing materials or why he's late to class. Many of the teachers asked if he had any diagnosis of Asperger’s. With observing and working with this student over the course of several days, I saw many similarities in him from a student I had worked with the past couple semesters who also had Asperger’s and ADHD.
I felt the meeting went well, given the information the school had on hand. At the end, the teachers were able to make a list of ways they could adapt their instruction for this student. They included breaking down the lessons into small chunks, having a “buddy check-in” where an assigned student could help him with his homework and staying on task, color coding assignments so he could stay organized, giving him additional time on assignments and tests, giving verbal and nonverbal instructions, as well as giving him a heads up before he’s called on. A couple teachers, including my CT, emphasized that he should really be provided with an aide. After this meeting, I felt I could better assist this student with keeping him on track and providing him with materials if he “forgot them” so he could work in class. When I make my rounds around the classroom, if this student is staring off into space or having a hard time focusing, I make sure to bring his attention back to the task at hand by asking him questions about his work, etc. to prompt him. I have noticed the student is becoming more comfortable around me as I work with him more and more.
As for other extracurricular activities my CT holds after school, Tuesdays from 3pm-4pm is Art Club. This week was the first meeting. We had a group of about 12 to 15 students. Art Club is after school, but is treated much like a class. The students are not to wander the halls, they are expected to stay in Art Club the full hour, and are dismissed at 4pm. It helps my CT remain accountable for her group of students. At this club meeting, they filled out contracts and were also introduced to some optional projects they could take part in. The project she highlighted was The Memory Project where students here in the United States draw or paint portraits from photographs of orphans from specific countries. When the portraits are completed, they are sent out to be hand delivered to the actual orphans as a keepsake of their childhood. My CT had photos that she showed from last years project participants of the orphaned children holding their own portrait. This seemed very powerful for the high school students. Many of them from last year were so excited to see the pictures of their portraits with the children holding them. I’ll be interested to see how many of the students take part in this project and the progress they have over the course that I’m here. Other than that, the students are allowed to work on any other art projects they like, so they have the freedom to experiment and play with new materials if they like, or continue on projects from class, etc. I was pleased to see a pretty great turnout. I have talked to my other CT’s from previous placements regarding Art Clubs and they usually never had them because “no one shows up”.
Wednesday and Thursday of this week were auditions for the school play from 430pm-530pm. I was able to attend the auditions that were held on Thursday. I met the school’s Theater Director who comes from outside the school. It was an interesting process to see. Six students auditioned, a few of which were in art classes, so it was fun to see what else the students are interested in outside of school. I was never a big part in plays in the past, however I may help out stage crew build sets and props if my schedule does not get too chaotic. My CT doesn’t expect me to do all the extracurricular things that she takes part in, but I feel this would be a great learning experience considering many art teachers at schools end up becoming set director’s by default anyways. It will also give me a chance to work with many of the students I already work with in art classes. I want to be approachable and have the students feel free to have discussions with me about art and building things. I have never put together flats on a stage, but I feel more than capable to figure it out.
Overall, the week went really well. I really got a taste of an art teacher’s schedule. The student’s are becoming more comfortable in asking me questions and for help on their assignments. Next week, I begin to take over the Ceramics class. Wish me luck!
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