Dara Marquez

Introduction to Special Education 203

Instruction
Question 1:
The daily schedule is posted on the back wall between the water fountain and the

projector cart. The schedule is as follows:

8:55 Breakfast

9:20-9:30 Bathroom

9:30 Centers:

Math

Reading

Kindle

Computer

10:00 Kindle

Computer

Reading

Math

10:30 Writing

11:30 Lunch

Bathroom
12:00 Circle Time

12:35 Specials (different classroom. Ex: Music, Art, Library, etc.)

1:45 Centers:

Computer

Kindle

Math

Reading

2:15 Reading

Math

Kindle

2:45 Pack-Up

Question 2:

Instruction is given in small groups, the whole class and individually. The

determining factor on how instruction is given depends on what the students are doing.

During Writing the lesson is done as whole class. During their weekly evaluations they

are worked with individually. At the Math and Ela centers instruction is done through

small groups. The students receive each form of instruction throughout the day. I felt

that by doing things this way each student was able to receive any and all help they

needed and no one was ever bored.

Question 3:
 While I observed Mrs. Ventic teaching I felt that she has a Progressivism and

Essentialism teaching style. She has things set-up to cater to the student’s interests

and is willing to give them incentives for their good behavior and academic work. While

at the same time her day is systematic and structured. I feel as if she has to use an

Essentialism approach to some of her teaching only because of the students and what

works best for them. Her students do very well with her teaching style and make

progress with their academics.

Question 4:

Mrs. Ventic uses all the learning styles of Auditory, Visual and Kinesthetic. She

talks to the class about the day’s schedule and where the students will be at that day

starting off. Each student is assigned a colored bear (taped to their desk by their name

tag) and that color is their group (Blue Group). Then during Reading she was drawing

pictures on the white board to go along with the story. And in the different centers of

Math and Ela different activities are used that incorporate the Kinesthetic learning

styles. Such as, in Ela the students had to write their vocabulary words and cut them

out to put into the slots on the hanging poster display.

Question 5:

Students are engaged in the lessons of the day. I felt a huge part of that was the

way Mrs. Ventic broke the day up into separate centers and allowed an allotted time at

each so no one was overwhelmed or bored with any one thing. Example: At the end of

the 30 minutes some students did not want to work on the vocabulary words any longer

and before their behavior could suffer because of that it was time to change centers.
Question 6:

The only time any student was isolated from the class was when they were in the

Mat Room. Usually when a student was in there it was because they chose to go in

there to get a break from the class. So no student was intentionally/wholly isolated.

Question 7:

Individualized instruction time is managed efficiently through Mrs. Ventic’s

schedule and each student is either working with the teacher or independently working

in their centers. Every Friday Mrs. Ventic conducts her evaluations on each student and

has that testing time with them as an individual. The majority of the time the class is

working in small groups.

Question 8:

Mrs. Ventic uses a timer to indicate when a transition needs to occur. When the

timer sounds she puts on a specific song (one about taking your seat) while the

students sit down in their own seat from whatever center they were at. Once everyone

is seated and quiet She dismisses each group (Red Group) to their next center. I was

impressed with how she managed her class during this period and found that having

everyone start over in a neutral area (their own seat) was beneficial and wise. Also

when it is time to line up for lunch or specials she uses “The Tickler” which is a stick

with craft feathers attached to the end to use on the student’s shoulder to indicate that

they are able to line up.

Question 9:
 Mrs. Ventic did not use “attention grabbers” so much as addressing an individual

to help them be aware that their behavior needs to change. The students are very

productive while in their centers and Mrs. Ventic has things scheduled and rotating that I

believe help control and maintain the student’s behavior thus limiting the need for any

overall attention getting concept.

Question 10:

The most common behavioral issue that Mrs. Ventic had to deal with was if

students would veer off from their center and go into another one. She would then ask

if they needed anything and if not redirect them back to their own center. Another thing

she did was re-direct their attention if they were getting distracted with the material. For

example: While she was reading a passage a few students in the group were not

focused and she switched her focus from reading the text to engaging them in the

pictures and asking the students how that related to the story or what they thought

would happen next or what they saw in the picture and then returned to reading once

they re-focused.

Question 11:

The only procedure in place that both helps and hinders instructional time is the

timer for rotating centers. I felt that the students were used to it and that even if a

student was not finished they did not get upset. Any unfinished work was allowed to be

taken home or could be left for the next day (many of the students were asked if they

wanted to take the work home or not and most answered that they wanted to). For the

most part all of the procedures and routines were helping the instructional time by
allowing time for everything to get covered and for the students to get time at each

center. Everything went smoothly when instruction was given. One thing that Mrs.

Ventic did that I feel helped with the class overall was she used a “Brain Break” when

the students came in from lunch and were being taken in groups (boys/girls) to the

bathroom. She had a program on the computer that she used the projector for and it

showed the class silly dancing and music or sometimes yoga moves with soothing

music. They all participated and had a positive outlet for their energy and could move

forward with the school work after that.