Monday, February 25, 2019

Billy Baines Middle School Essay

Billy Baines Middle School (BMS) is located in strengthen plication ISD, in Missouri City, TX. Its school t distributivelyes sixth, s notwithstandingth and eighth prescribe students. BMS unfastened in August 2006 and was named after Mr. Billy Baines. Mr. Baines was hired in 1959 as the first Afri arsehole American principal and he served Fort head off ISD for thirty age. BMS has approximately 1,400 students with an average 181 student-to- instructor ratio. BMS is a versatile school with equal distribution by gender and ethnicity. African Americans, Caucasians, and Hispanics be predominating ethnic radicals at BMS.Special Education at BMS consists of two split lives. I had the plea surely of find Ms. wheelers illuminate. Her class has 4 anthropoid students Deonte, Samuel, Jonathan, and Cody. Deonte is an African American boy who appears to be about 16 geezerhood old, about 64. Deonte arrangements characteristics compar fit to Autism, Attention shortfall inconvenience oneself and Obsessive Compulsive Disorder. Samuel is an African American boy who is about 52 and roughly 13 years old. He shows characteristics comparable to noetic Retardation, and Language Impairment.Jonathan is a Hispanic boy about 15 years old, 5 6, and shows characteristics comparable to Mental Retardation and Speech Impairment. Cody is a 51 Asian American boy who is left turn over and very active in the classroom. Cody shows characteristics comparable to severe Attention Deficit Hyperactivity Disorder and a delay in reading. Teachers spend an average of four years being taught to pick up, however each student learns variantly and in that location are about a dozen expressive styles to impart knowledge. Students occasion an array of techniques to learn information, virtually mathematical function music, others learn by doing, or by use a visual aid to assist in learnedness.Teaching has truly be develop an art because there are umpteen ways that students learn and process information. Teachers spend hours planning lessons that use each of our multiple intelligences. Howard Gardner introduced the multiple intelligence theory in 1983, and leads educators to think that man get hold of a wide range of cognitive abilities. By development galore(postnominal) methods of instruction teachers can keep students engaged in the learning process. Ms. wheel horses class although engaged, was not fully attentive at all eras. Her students had a difficult season staying on job.Ms. Wheeler was able to redirect students and keep them motivated. Ms. Wheeler motivated student with rewards for good behavior, be answers, and following instructions. She also keeps a high level of enthusiasm, by using statements like this is neat or this is an exciting thing. Ms. Wheeler spends time planning assignments that bequeath harbour each student and their learning mode. She uses incompatible instructional methods to keep her students engaged in learning, such as group activities and centers.She does not use a great deal of lecture because students slowly get distracted. Ms. Wheeler also uses the m whatsoever tools in her classroom to accommodate the class. For example, many students are only able to read at a gentleergarten reading level, so when the class read about the Ryder Cup golf she used the SMART Board. The students who could read took turns reading while others followed along, some words would have small pictures above them that represented the word. After the class had finished reading she played an audio clip of the reading to review. Ms.Wheeler also used the multiple intelligence theory in her teaching method, she taught students to drag their teeth and wash their hands after eating lunch, and this uses logical-mathematics intelligence. She also taught students by using the musical intelligence she had a music therapist come by to teach students how to use music to remember things they are learning in class. Ms. Wheelers c lass is located in room 1105, the front door reads Welcome to Ms. Wheelers class. Ms. Wheelers class has a welcoming and safe feeling even before you walk into the classroom.Walking into her classroom the first thing you leave is the centers arranged near the room. Her classroom is connected to the other special genteelness classroom by the bathroom and kitchen area. Ms. Wheelers class is unsheathed with little on the walls. She believes that posters and art causes distractions to her students. Although, it is hard to teach students who are substantially distracted, Ms. Wheeler accepts the distractions in a positive manner. She can get task with her students for a moment and find ways to easily transition arse to the task at hand.For example, Ms. Wheeler was teaching about the life cycle of a butterfly and Deonte asked her whom she spent her weekend with. Ms. Wheeler replied that she spent it with her cat. In order to get back to the task at hand she told a story about her ca t playing in the garden, and they saw a caterpillar. Her transitions between topics work well for her students. Ms. Wheelers students also show her a lot of affection she kindly and professionally returns the affection. Samuel loves high-fives and hugs, while Cody likes fist pumps.Much of the affection shown in the class is done after a task or during transition periods. Ms. Wheeler quizzes her students after each ideal task. She typically puts a worksheet up on the SMART Board and calls on students to come to the board and answer one of the questions on the board. Also during centers the teacher or teachers aide will ask many questions to make sure the student understands the assignment. When students succeed Ms. Wheeler always praises them with kind remarks. Ms. Wheelers class was at most times chaotic.Her class follows little rules and behavior varies between students. Ms. Wheeler does remind students often to use inside voices and to pay attention. However, because the student s are all special inescapably students you cannot avenge them for behavior that is relative of their mental or physical disability. The instructor utilizes individualised learning objectives she uses centers as a way to have one on one instructional time with her students. Each of her students are on different academic levels, so one on one time with her students is zippy to the education progression of her students.Based on the progression of her students it is sometimes essential to make adjustments to their individualized education program (IEP) and individualized schedules. In conclusion, observing Ms. Wheelers class has taught me about how to teach students who have any disability and how to individualize education even within the general education. My time in Ms. Wheelers class was spent only observing. Fort Bend ISD does not allow much interaction with their special needs students, because they want to keep their students on their adapted schedules.The theory behind this is the children are able to transition between school and home easier. My experience in Ms. Wheelers class has taught me the importance of patience when working with three-year-old students. It also taught me how important it is to have a student teacher opposition with each of my students and address their weaknesses and strengths. This will help me in making sure each student is succeeding to the best of their ability. I also have decided that when I begin teaching, I will use a large array of teaching strategies to accommodate the different learning style of all students.My desired degree is Education, Math fourth to eighth grade and in my classroom I can use an overhead or SMART Board to allow students a chance to student teach. I can also use personal white boards for fast math games. Observing middle school special education has support to me that I could not teach special education. Those who can teach these exceptional(a) children in my opinion must have a special note to handle the demand of their jobs. It takes an exceptional teacher to teach these amazing children. However, I have decided teaching middle school is where I will be most effective.For a long time I believed that teaching elementary was always the way to go, but allowing students to take action in their own education is a future goal of mine. The only way I can see this vision come to pass is by teaching students old enough to take charge of their actions yet preadolescent enough to mold. Nelson Mandela once said, Education is the most powerful weapon which you can use to change the world. I want to teach the new extension that taking charge of their education will change the world around them.

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