Observations Park Lawn

Detail Stuff:
*Volunteer from 9 am to 12:30 pm
*Classroom teachers: Patrick Middleton and 3 aides
*Class size: 12

Observations:
I began my day working with Nick, a severely CD kid who just came to Patrick's class. We spent a half an hour or so working on typing his name and phone number. I asked him to sound out the spelling, which took awhile. After that, he just had to recopy it over and over. We used different fonts and colors to "keep it fun." Nick seemed willing to work, and enjoyed the fonts/ect. However, he did get distracted everytime someone entered or left the room (which is quite frequent in a special ed classroom). He also got distracted anytime someone got yelled at (again, often since one of the students was having a rough day). We completed the activity (writing his name 9 times and his phone number 6 times) in about a half an hour, which wasn't too bad.

After working with Nick, I went with the fourth graders (Matthew and Patrick) to help in the kindgergarden class. The fourth graders from Mrs. Lippow's class go to help with the kindergarden reading and project every Monday, and the boys join them. (inclusive education?). This was particularly interesting for me. I observed story time, and noticed that immediately, Patrick and Matthew were isolated. They tried to fit in with the 4th graders, but wound up by themselves. After the story, the kindgergardeners were asked to chose a fourth grade partner - Patrick and Matthew were picked last. Patrick is only mildly disabled, and was picked before Matthew. As a result, I wound up working with Matthew, and his kindergarden friend Brandon. The project was "problems and solutions in the story," and Brandon wound up explaining and teaching Matthew how to do everything. They did complete the project, although it required quite a bit of prodding and guidance on my part. One interesting thing I did note was that the fourth graders were very friendly to Matthew. He said hi, and they responded. I wouldn't say that they treated him as one of the same, but they respected him. The only time he was treated as a regular member of the class was when he attempted to skip in line - the girls yelled at him the way they would anyone. David, on the other hand, socialized pretty well, and guided his partner nicely. Mixing the handicapped kids with the kindergardeners seemed to be an excellent learning tool for David - he could help guide someone and increase his self confidence.

We then returned from the kindergarden class, and I began an art project with Nick. We built an easter bunny box, but it was like pulling teeth. He was more distracted than he had been in the morning. Noises, other activities, the clock, the bells, everything distracted him. In addition, every direction I gave had to be repeated multiple times; even then he seemed to ignore most of them. I was thrilled when lunch and recess arrived.

Recess was interesting to observe also. The special education kids at first, didn't hang out with each other. They made an effort to hang out with their normal peers. In every single case though, their peers either ignored them or walked away. Eventually, the students wound up hanging out in small groups with each other.

General Classroom Observations
In general, each teacher or aide worked with groups from one to three students, depending on the activity or student ability. Particularly difficult and distracted students were taken to the gym to walk on a tredmill or swing on a swing for a few minutes. Everyone seemed to agree that this didn't help very much today; although Patrick said that most of the time it makes a difference.

Primarly, the activities today seemed to center around reading and spelling. Each student had a spelling activity; most were completed very successfully.

After recess, the students settled down to listen to Bridge to Tarabithia be read by Patrick. Listen is a very broad word in this case; each student was coloring and not really paying much attention. They interupted all the time to talk about other stuff, or ask extremely random questions. (ie "are we shaving today?" from a sixth grade boy who was due for his next shave).

In general though, it was a productive day.

Conversational Notes
Talking to Patrick, I noticed a few things. He commented that their biggest challenge was the fact that they are extremely understaffed. After that, he said that distractions are abundant, and they manage the best they can.