Archives: special needs

Exploring Your Dreams

Today the mixed media project based on Surrealism and their association with the subconscious and dreaming ended.  The short period of time I had to work with these students (special needs) was very enjoyable and rewarding.  I made sure to go over the key points about Surrealism and the idea of dreams.  Dreams can be seen as “dreams from sleeping” or dreams as “future goals”.  Many of the students had a difficult time coming up with their project ideas because they had never had to think about these things in a creative way.  With added encouragement and a variety of materials, they were given the free reign to create from their own imagination.  I believe they created work that was not only personal and exploratory, they also created work that contained an element of surprise and mystery.  Their potential to create artwork from their own minds is what I hope this group of students will have gained from this project.  One student said that his piece was going to be hung on the wall because it’s the best artwork he has ever made.  Needless to say, I was very pleased. 🙂

No commentsAdd a comment

A Shoe for a Raver

Today I worked with the same TOC from yesterday.  She was supremely helpful in the classroom.  She stepped in when she could sense that the students were feeling restless or bored.  I really appreciated her suggestions and her attentiveness to the class I taught.  I knew that my teaching still needs work.

I taught a special needs art class this morning.  The more that I work with them, the more fond of them I become.  They are so sweet and genuine.  I find it a refreshing change from regular students.  The non-special needs students seem to be more capable of trickery while the special needs students tell you directly what is on their mind.  They continued working on their pinata project from weeks ago.  I’m surprised at the amount of time it takes for them to complete certain projects!  I need to take this into account when I start my unit with them.

The second class I taught was the ceramics class.  This class was filled with Grade 10s who enjoyed talking and not necessarily about the things we were learning about.  I had a quick presentation on shoes and engaged them in group discussions about different types of shoes.  They had to discuss the nature of the shoe and who could possibly wear them.  They struggled with the more conceptual and abstract shoes because they were looking at shoes as if they were meant to be literally worn.  I walked around to help them expand their range of thinking.  Think about the type of shoe that is depicted, the way it’s made, how it’s shaped, the designs and colours.  They weren’t used to thinking conceptually.

After the discussion activity was over, I had the students choose a number between 1-30.  The number they chose would determine the type of shoe they would need to design and hand in at the end of class.  Some of these shoes that they had to design include “raver shoes”, “a bad driver’s shoes”, “a librarian’s shoes”, and “a philosopher’s shoes”.  When they started to work, I could see that they began to think conceptually.  The group discussion we had I think, really helped prompt them to design their shoes.  I don’t think that without this scaffolding, their shoe designs would be much more plain and literal.  Although I did have one student who seemed rather eager to get started on the actual ceramic project, I feel confident that the presentations that I am doing will allow them to produce a richer and better art piece.

No commentsAdd a comment

Getting to Know the School

Today was a prep day for me so I had the luxury of running around to do the things I needed.  The morning began with a visit to the photo lab where I found the projector I needed for tomorrow’s lesson.  It was an adventure to get into the photo lab.  I had the keys for the photolab and subsequently thought I also had the keys for the outside door into the photolab.  Nope, I was wrong.  No one except the engineers and principal had access to the school.  Silly me.  I had braced the cold only to run back and forth to find the photolab inside.  It was like a maze but I did find it.

I picked up the projector and brought it back to the art room to test it out.  I took out my laptop and realized that it only supports an HDMI cable which was incompatible with what the projector needed.  So I told my SA and she said that there was a laptop back in the photolab I could use that does work with the projector.  I made my way to the photolab again and brought back the laptop.  I hooked it up the projector and it worked!  I was excited.  I am not tech savvy so hooking it all up on my own was very self-reassuring.  I hooked up my USB to the port and played the Powerpoint.  Everything was set.

I took the next block to prep for my social justice comic.  I decided to do a rough draft of my story on racism.  It was going to be called “Apples & Oranges”.  The story takes place in a grocery store whereby the grocery clerk brings a box of oranges to refill the orange pile and one of the oranges escapes.  This lone orange falls into the apple pile below.  A few of the apples give this orange a difficult time but an older wise apple reminds the other apples that he is just a fruit like the rest of us.  A story like this is simple but poignant.  I wanted to give the students an example of a social justice narrative they could create but without telling them exactly how to do it.  This is one fear I have: of using examples.  I don’t want them to work towards an example because they think this is what the teacher expects.  Instead, I think my comic will be done well, but it will be average, not stupendous.  I hope my students can surpass what I create.

After lunch, I went with a fellow teacher candidate to meet with one of the counselors but ended up talking to another one because she wasn’t there.  It was fine because we got to speak to two of the school’s counselors who were extremely knowledgeable, experienced, and engaging.  I was entertained by their enthusiasm and passion for helping the students.

My last block was spent working in the Special Needs classroom.  I wanted to learn more about how to develop lesson plans for them and how I would go about assessing them.  Because my inquiry is based on assessment, I am especially concerned with the reliability, validity, and fairness of the assessment.  After showing my lesson plans to the Special Needs teachers, they gave me helpful pointers as to how I should assess their work.  The emphasis with these students is on the participation, completion, and sense of accomplishment they should feel when doing any assignment.  It became more clear and I was given the task of drafting up a checklist of qualities that I would like to see my Special Needs learners accomplish.  I worked with one student for the duration of the class and learned how challenging school can be for them.  I also learned how patient one needs to be to work with them.

My day wasn’t over yet.  At the ring of dismissal bell, I went to the homework club.  It is a club that is overseen by one of the school counselors for students who require extra homework help.  I ended up socializing more than actually tutoring, but it was all good.  I got to chat with some young students who are considering the profession of teaching!  They have a few years to go but it’s nice to hear them voice their aspirations.  I plan on coming to the homework club once a week and to the Special Needs class once a week.  There is also a badminton club which I am interested in volunteering for.

No commentsAdd a comment

First Day Jitters

When September started, I knew that I had a challenging road ahead of me.  Plenty of coursework to prepare us for this big performance.  Nothing can ever really prepare you to perform as a teacher though.  Despite the tremendous amount of readings and assignments, nothing could prepare me for the mental toughness I needed to go teach.  Resilience and patience is what I had to get through the busy semester before and I needed it here.

I met some of my fellow teacher candidates and we shared stories about our fears, lesson plans, and extra curriculars we wanted to participate in.  I was happy we were there to support each other.

The first block I went to see my SA.  She was teaching the students how to make pinatas.  They were beautiful and I was very impressed.  I would soon be taking over this class and working with these wonderful children.  There were many familiar faces.  I got a chance to speak to my SA about my lessons and received positive feedback.  I was going to try inquiry in the classroom and will attempt this by giving them concept worksheets.  I’m a bit weary as to how they will react to the idea of “researching” for their ideas, but I believe this is a smart group.  I am hopeful that my lessons will be a success.  I am especially excited about the social justice comic that I will be introducing to one of the classes.  Promoting social justice has always been a passion of mine.

I was lucky enough to be given a demo on how to use the photocopier and booking library sessions.  I booked my class in for a research day in the library to explore their social justice topic further.  I also had the chance to visit the Special Needs teacher.  I expressed my interest in helping out with this group of students and she was very receptive.

Despite my fears of starting practicum, it started off on the right track.  I had plenty of support from my SA, student teachers, and I hope, the students.

No commentsAdd a comment