[agykeen]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10977

The biggest challenge in supporting ELL, IEP, and 504 learners in an online classroom will be not being able to pick up on the non-verbal cues that indicate a student needs extra time or support. In a physical classroom, it’s easier to notice body language, facial expressions, and other subtle signs that a student is struggling or confused. However, in a virtual environment, these cues are much harder to detect, which can make it challenging to identify when a student needs additional assistance.

[agykeen]

in reply to: 5.2 Supporting Diverse Students #10976

I’ve noticed several notable trends among my students that reflect the dynamic nature of living in a college town. One significant trend is the increasing diversity within our student body. More students are coming in from a variety of cultural and linguistic backgrounds, which enriches our learning environment. This influx means that many students arrive speaking different languages, contributing to a more multicultural atmosphere.

Recurring struggles that I observe include the lack of sufficient training for teachers to effectively work with English Language Learner (ELL) students and the challenges posed by large class sizes. Despite the growing number of ELL students, many teachers are not provided with adequate professional development to address the unique needs of these learners. This lack of training can hinder their ability to implement effective teaching strategies and support mechanisms.
Additionally, ELL students are often placed in large class sizes, which compounds the difficulties they face. In these environments, it becomes challenging for teachers to provide the individual attention and tailored instruction that ELL students require. The combination of insufficient training and overcrowded classrooms creates barriers to the academic success and integration of ELL students, making it imperative to advocate for more resources and support to address these issues.
However, despite these struggles, there are notable successes as well. Many teachers show a strong commitment to learning and adapting new methods to support their ELL students. With collaborative efforts and the right resources, we can create a more inclusive and supportive learning environment for all students.

[agykeen]

in reply to: Discussion Post Topic: Visions and Actions #10974

I think building relationships with my students is the number key to teaching. I feel that when you build relationships with your students you are establishing your classroom management tools. At the middle school level, students just want to have a voice. I have never played video games, but I have spent time researching and talking with enough students that I can hold a decent conversation with my gaming students.
When students feel cared for and respected it automatically builds a positive learning environment for the students/class. I think the term “family” gets thrown around too much and not everyone has the same sense of family, but over the course of the year classes do become connected to one another. The better relationships you have with the individual students, the better the connection is in the class. They will model your behavior as the instructor.
In regards to bringing the curriculum to life, I feel my content of health and PE is easily the most applicable. Everything we discuss in health in relevant in their lives now and in the future.

[agykeen]

in reply to: 5.4 Supporting ELL, IEP, and 504 Learners #10973

I agree with you that 6 weeks can be difficult for all learners, let alone those that need extra support. A pacing guide is very beneficial in helping students stay on track.

[agykeen]

in reply to: Discussion Post Topic: Visions and Actions #10971

I love playing music in my class as well. I have each class come up with a playlist. I am always entertained to see what songs appear in multiple class periods. I also like playing other class playlists for certain periods and hearing students say things like “awww, I bet so-and-so picked this song”

[agykeen]

in reply to: 5.2 Supporting Diverse Students #10970

I also like to make sure the diverse learners feel welcomed. It is important to greet them when they walk in the room with a smile because a smile means the same thing to everyone. It is important to make sure they feel included in the classroom.

[agykeen]

in reply to: 1.6 Streamlining Your Digital Workspace #10969

My students also enjoy Kahoot and I like I how I can go back and edit my kahoots to use them year after year. They also love when the random, off the wall question gets thrown in. It brings energy and fun to the classroom.

[agykeen]

in reply to: 5.2 Supporting Diverse Students #10968

One of the strategies that I like to use is to support diverse learners is pictures. Using pictures in directions and lessons offer a great visual cue for struggling learners.

[agykeen]

in reply to: 1.6 Streamlining Your Digital Workspace #10967

I have found that often times I read an email while I am also doing 5 other things. In the past I would have forgotten to respond to the email, but since I have started using the flag/star system, I have found I am much better at responding in a timely manner. This has helped my organization as a teacher tremendously.

[agykeen]

in reply to: 1.6 Streamlining Your Digital Workspace #10966

In my classroom I use Canvas modules to stay organized. We have mainstreamed as a team to ensure all subjects are set up in the same basic format. While teachers can still put their own flare into their Canvas pages, by having a school template that all grades use helps the students (and the parents) to stay organized. The draw back I see to this is when I am teaching asynchronous and the students do not see anything on their calendars, and then they assume they have nothing to do. For example, if we have 7 assignments due for the week, they all appear on the due date (which is often times on a Sunday) Students open up their calendars and do not realize how much they have to complete, because nothing comes up daily. For this, I have started sending midweek reminders and posting them to my homepage to help the students stay organized.

[agykeen]

in reply to: Expanding Your Tech Toolbox #9961

I have recently used NearPod in my classroom for a lesson on nutrition. I enjoyed the interaction it provided, but I found the lesson to be still driven by the academically dominant students. What I found to be the most successful is if my interactive questions related nothing to the content. It provided them with a short brain break and then allowed me to verbally check for understanding with my students. The data I received continued to drive my lesson and varied class to class.

[agykeen]

in reply to: Establishing Relationships #9960

Often times when I am teaching PE, I will use my version of “morning meetings” to help create teams or groups of them to compete in. For example, it could be something as simple as stand on this side of the gym if you spent more than 60 minutes outside during the weekend (when we have nice weather). I then pair up or group those students together to make a team. While I am doing this I am asking them questions like, “What did you do outside this weekend” It also helps me remind them of the 60 minutes of physical activity they should be getting daily.

[agykeen]

in reply to: Establishing Relationships #9959

I love the idea of the sticky notes. I think it would work much better in my class than 2 truths and a lie. Sometimes students are just not creative enough and it drags a class down. The 3 things on a sticky note would be quick and engaging for the students.

[agykeen]

in reply to: Establishing Relationships #9958

In my classroom I have tried several different ways to get students to create authentic relationships among their classmates, as well as myself. One of the first projects we do is a digital “get-to-know me” poster. I have created 8 templates in Canva that they can choose from or they have the option to create their own. This poster asks basic information about the student, but each template has something unique that the students have to answer. I actually learn a lot about the student just based on the template they choose. I also asked parents at Halloween time to share a photo of their student as a child dressed up for Halloween. I then created a slides presentation with all the photos and had the students guess who the student was. The students loved doing this! At the end of the year, students write an autobiography of themselves over the three years spent in middle school. During our nutrition unit, I always have students share a favorite recipe. I use the information from this project to put them in groups to compare and contrast the recipes based on the information we have learned. I also start my class with a slide each day that asks a very basic question (last week one of the questions asked about the best type of Cheeto) This gets students engaged and willing to share information. I have found The First Five by Edtomorrow to be an excellent resource. Sometimes I use their material, but oftentimes it provides me with an idea and I create my own.

[agykeen]

in reply to: Learning Communities and Engagement #9957

I love your list of 7 items that student interaction and engagement come down to. I wonder where you place student belonging and relationships on that list? In my experience, If students don’t feel a sense of purpose or belonging to a space, very little learning occurs. I think the environment you create in your classroom has a significant impact on interaction and engagement.

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