One of the things I am loving about my new position is how much I get to learn. I am working with children with some significant needs and hopefully by the end of this year I will have a whole new skill set.
One of my students, Brown Bear (named after his favorite book) is a little boy with an intellectual disability. He is the younger brother of the Story Teller (if we had favorites the Story Teller would be one of mine, but of course we don't have favorites). Although I have worked with students with intellectual disabilities before I have never worked with anyone quite like him. His behavior is nothing like PJ's violent tantrums last year, but with PJ I felt like I knew what to do. I could see patterns in PJ's behavior and also knew how bright PJ was. His intelligence made his behavior somewhat predictable because we could anticipate what how he perceived the world. My new friend is different than that. We are not sure exactly what he understands and what he is confused about. When he breaks down in tears it is hard to figure out why. Is he over stimulated? Frustrated by a change in routine? Tired? Angry that he can't express his needs?
Sometimes we can put a finger on what motivates him and sometimes we are at a loss. It can be totally different motivators each time. What worked five minutes ago no longer works.
When he is happy his smile melts your heart. He has an uncanny ability to remember names and truly cares about the people in his environment. He loves physical touch and will cuddle up with you when given the chance. He can tell you all of Brown Bear, Brown Bear, exclaiming with glee on each page when a new animal appears.
I wish I knew more now to make a difference with him but I'm looking forward to learning more about how to reach him.
If anyone knows of any good books to read to learn about working with students with intellectual disabilities please let me know the titles!
Thursday, December 8, 2011
Wednesday, December 7, 2011
No baby love
During writing workshop Magical mentioned that he had a new couch and told me I would see it when (note not if, but when) I come to his house. I responded by telling him that I'd promised his mom that I would bring the baby over.
"Or maybe you don't bring her" he replied. "Don't bring the baby to my house. It will touch my things. You can come visit but you just leave the baby outside. By the door. But you can come in. Just show the baby to my mom and then leave it outside."
Nothing we said could change his mind- no baby is coming into his house.
"Or maybe you don't bring her" he replied. "Don't bring the baby to my house. It will touch my things. You can come visit but you just leave the baby outside. By the door. But you can come in. Just show the baby to my mom and then leave it outside."
Nothing we said could change his mind- no baby is coming into his house.
Monday, December 5, 2011
It's the little things
In the midst of trying to figure out what time which students were suppose to go where (it is going to take me awhile to get my head on straight) one of my little ones loudly announced,
"I am going to do it all by myself!"
I looked up, confused to what he was talking about, before I understood he meant the bathroom. He was going to go to the bathroom all by himself. This, I learned from my sub, was something they'd been working on.
We cheered to encourage him and watched as he strutted into the bathroom and shut the door- a sure sign that he fully intended to do this all by himself.
Moments later we heard the toilet flush and he proudly strutted out of the bathroom and announced to the class, "I did it!"
We cheered.
I love my job.
"I am going to do it all by myself!"
I looked up, confused to what he was talking about, before I understood he meant the bathroom. He was going to go to the bathroom all by himself. This, I learned from my sub, was something they'd been working on.
We cheered to encourage him and watched as he strutted into the bathroom and shut the door- a sure sign that he fully intended to do this all by himself.
Moments later we heard the toilet flush and he proudly strutted out of the bathroom and announced to the class, "I did it!"
We cheered.
I love my job.
Friday, December 2, 2011
Survived!
I survived my first day back from maternity leave, lack of sleep and all. It helps that my class is awesome and that they've made huge strides since I was last with them in August. Magical in particular is absolutely blossoming. There is a lot I've missed and a lot for me to catch up on, but I'm trying not to let it overwhelm me. A little bit each day...
It was odd, though, being in my classroom trying to figure out someone else's routines. What normally happens after snack? How do they transition to recess- sit on the carpet or just line up? It sounds like such small things but for children who are extremely sensitive to change these little routines are very important. I'll slowly start changing them to make them go the way I want them to, but I worry that too much too early on will cause a lot of unneeded distress and acting out.
The best part is having my own classroom again. I missed it so much the last 4 years- its so nice to be forming the community and routines again.
No matter how great a day it was.', however, I am utterly exhausted. I'll be lucky if I make it to 8:30 tonight.
It was odd, though, being in my classroom trying to figure out someone else's routines. What normally happens after snack? How do they transition to recess- sit on the carpet or just line up? It sounds like such small things but for children who are extremely sensitive to change these little routines are very important. I'll slowly start changing them to make them go the way I want them to, but I worry that too much too early on will cause a lot of unneeded distress and acting out.
The best part is having my own classroom again. I missed it so much the last 4 years- its so nice to be forming the community and routines again.
No matter how great a day it was.', however, I am utterly exhausted. I'll be lucky if I make it to 8:30 tonight.
Tuesday, November 29, 2011
Hidden treasures
In getting ready to go back to school (two more days... I can't handle this!) I've been going through my wardrobe to figure out what fits and what doesn't. It appears that every time I put on a pair of pants I pull out not a $20 like one hopes but a piece of a game or center from last year. Two sided counters, a candy land person, two zingo tiles, a toy bone (?), and some counting bears. Some pieces have clearly been laundered but managed to stay in the pockets throughout the winter. I'm sure if I got creative I could develop my own math game with all the random pieces.
Tuesday, November 22, 2011
Comfort
My daycare provider asked me to bring Baby L in everyday two weeks before I would officially leave her. The first day I sat and watched the program. The second day she sent me on a walk around the block, leaving Baby L behind. The third day she sent me twice around the block. The fourth day she sent me to Starbucks. She's very slowly getting me prepared to leave her, and slowly getting Baby L use to her daycare.
When we went on Monday I could watch Baby L visibly relax there. She was giggly and happy in everyone's arms. A huge wave of relief flooded over me- I might actually be able to leave her after all. (Still wishing I could just take her to work with me...)
The daycare provider has been so adamant about the importance of a slow transition. By the time I drop Baby L off the first day she wants her extremely comfortable with the other children, the care givers and the environment. She wants to make sure I am comfortable because that will send a message to my baby.
Obviously this is above and beyond what we can do in school for our kinders, but I think some of the principals behind it are the same.
We can make sure the parents feel comfortable with us because that their children will pick up on any anxieties they have.
We can try to introduce the environment to children with their parents beside them to help them feel safe. If their initial experience is safe and warm with their parent they are more likely to associate positive feelings and trust with the new environment. And obviously, when they feel safe and secure they are more likely to be open for learning.
It's hard to fully prepare our kinders for school, especially those who have never been away from their parents for this long. There is obviously a lot out of our hands- the parents have to bring them to open house and orientation for us to get a chance to try to make them comfortable. But we have control of how we set up those experienced, the patience we have with parents, and how we interact to send a message of security in the new environment.
When we went on Monday I could watch Baby L visibly relax there. She was giggly and happy in everyone's arms. A huge wave of relief flooded over me- I might actually be able to leave her after all. (Still wishing I could just take her to work with me...)
The daycare provider has been so adamant about the importance of a slow transition. By the time I drop Baby L off the first day she wants her extremely comfortable with the other children, the care givers and the environment. She wants to make sure I am comfortable because that will send a message to my baby.
Obviously this is above and beyond what we can do in school for our kinders, but I think some of the principals behind it are the same.
We can make sure the parents feel comfortable with us because that their children will pick up on any anxieties they have.
We can try to introduce the environment to children with their parents beside them to help them feel safe. If their initial experience is safe and warm with their parent they are more likely to associate positive feelings and trust with the new environment. And obviously, when they feel safe and secure they are more likely to be open for learning.
It's hard to fully prepare our kinders for school, especially those who have never been away from their parents for this long. There is obviously a lot out of our hands- the parents have to bring them to open house and orientation for us to get a chance to try to make them comfortable. But we have control of how we set up those experienced, the patience we have with parents, and how we interact to send a message of security in the new environment.
Friday, November 18, 2011
Two more weeks...
Two weeks from today I will be back at work. I can't believe my leave is almost up.
I've been going in once a week to get to know the kids and watch their routines. It's odd to be a stranger in my own classroom, observing as an outsider. Although the kids are all excited when we talk about me coming back I don't think they really understand what a significant change it will be. I don't think they realize that the teacher they have gotten to know over the last 12 weeks will be gone and I will take her place. For children with special needs who thrive on routines and structure this is going to be especially hard.
I won't respond to their behaviors the way their substitute did, simply because we are different people. I have a feeling we are going to have a period of testing and restlessness as we all get to know each other.
There is so much I've missed in these first 12 weeks. Developments in their behaviors, their diagnosis, the relationships with their parents and the school, their use of equipment, what works and what doesn't. I feel like I am going to have a steep learning curve of where each child is, right when I am not on my a game myself from lack of sleep and the emotional adjustment of leaving my little one.
This whole 12 week maternity leave thing is for the birds! No wonder women make less than men in the work place! When we come back from leave we are not the with-it workers we once were with our sleepless nights. I use to be able to throw myself into my job, now I'm going to have to make some serious readjustments in my expectations of myself.
I'm excited to go back and work with the kids. I miss them like crazy. But the whole getting up early, being productive, trying to problem solve, write IEPs, and be on top of the game... Not sure I'm ready for all of that.
I've been going in once a week to get to know the kids and watch their routines. It's odd to be a stranger in my own classroom, observing as an outsider. Although the kids are all excited when we talk about me coming back I don't think they really understand what a significant change it will be. I don't think they realize that the teacher they have gotten to know over the last 12 weeks will be gone and I will take her place. For children with special needs who thrive on routines and structure this is going to be especially hard.
I won't respond to their behaviors the way their substitute did, simply because we are different people. I have a feeling we are going to have a period of testing and restlessness as we all get to know each other.
There is so much I've missed in these first 12 weeks. Developments in their behaviors, their diagnosis, the relationships with their parents and the school, their use of equipment, what works and what doesn't. I feel like I am going to have a steep learning curve of where each child is, right when I am not on my a game myself from lack of sleep and the emotional adjustment of leaving my little one.
This whole 12 week maternity leave thing is for the birds! No wonder women make less than men in the work place! When we come back from leave we are not the with-it workers we once were with our sleepless nights. I use to be able to throw myself into my job, now I'm going to have to make some serious readjustments in my expectations of myself.
I'm excited to go back and work with the kids. I miss them like crazy. But the whole getting up early, being productive, trying to problem solve, write IEPs, and be on top of the game... Not sure I'm ready for all of that.
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