Krishnan,+Vijayashree

====Hi I am Viji, a special education teacher, teaching special needs children. Their disabilities range from autism, ADHD, Down's syndrome to Cerebral Palsy. I enjoy teaching these children. They are innocent and pure hearted. Their world is simple and uncomplicated and they become happy with simple joys of life. A hug or stars against their names are sufficient to brighten their day. ==== ==== I love meeting these little angels every day. I teach them English, Science and basic Math. I like to teach them through stories and my kids love role playing. I am interested in dramatics and enjoy putting up plays with my children for the School Annual Days. ====

To make my interactions and my teaching more meaningful to them I joined Master’s Programme with Buffalo.
==== I have been gaining a lot of insights in teaching special children through this program. Last year a course – EXE 503 with Susan introduced me to Multiple Intelligences approach to teaching. I planned a unit on Plants using MI approach and taught the children. They simply loved it. I could not implement all what I planned, but still it was a big step forward for me. From Hank's classes I learnt a lot about technology. A CP boy in my school has trouble talking clearly. I introduced him to "Xtra Normal". In one of our school programs he enthralled the parents with a short animated clipping that spoke about his goals and aspirations. ====







__ ASSIGNMENT ONE: CONCEPT PAPER WORKSHEETS __
** Classroom management for Differentiation ** Insert your groups definition of a learning community and the bullets your provided. You may modify the statements or bullets any way you wish.

Safe, motivational, cooperative environment where learning and teaching take place. //Safe: // //Motivational: // //Cooperative: //
 * risk takers able to share ideas
 * mutual trust/respect/tolerance
 * extrinsically motivated in order to ultimately create intrinsic value/meaning
 * excite students to become inquirers;
 * teaching with the end in mind
 * socially connected; invested in each others’ success, mutual respect
 * physically and emotionally present; ready and willing to teach and learn from each other.
 * Hopes and Dreams**

In our classroom we have hopes and dreams that we plan to reach during the this academic year. These hopes and dreams will enable us to establish guidelines of how we will work together as a community of learners.. //1. “My hope for this class is that we learn to respect each other..”// //2. “My hope is that we discover our gifts and talent. And that each of us participates in opportunities to nurture them.”// //3. “My dream is that all of you will actively engage in learning.”//

1. To help non-verbal autistic children in my class to communicate better and reduce their challenging behaviour. Teach picture exchange communication skills to children Make pictures of basic needs like food, water, want to play Teach them to request for what they need by modelling, showing and verbal prompt.
 * Goals: **

<span style="font-family: Verdana,sans-serif; line-height: 1.5;">2. To be a good special education teacher and serve the children better. <span style="font-family: Verdana,sans-serif;">Enrolling in Master’s course in Buffalo with special needs as core <span style="font-family: Verdana,sans-serif;">Doing course projects and action research projects that would be meaningful for special needs children in school.
 * <span style="font-family: Verdana,sans-serif;">Goals: **

<span style="font-family: Verdana,sans-serif; line-height: 1.5;">3. Beat the boredom in learning

<span style="font-family: Verdana,Geneva,sans-serif;">Make the learning more fun by introducing games and movement. <span style="font-family: Verdana,Geneva,sans-serif;">Create an interest centre in the classroom on the subject/unit being taught. <span style="font-family: Verdana,Geneva,sans-serif;">Enabling children to learn through their interests and strengths rather than their weaknesses.
 * <span style="font-family: Verdana,sans-serif;">Goals: **

<span style="font-family: Verdana,sans-serif;">ROUTINE

<span style="font-family: Verdana,sans-serif;">Circle Time

A Student places the roll call book, pen, pencils and calendar sheets on the table. All the students and teacher sit in a circle. Start with a song - I sit ready, I sit ready Look at me, look at me Feet flat and back is straight Just like Christo ( all the children's names will be said one at a time) Roll call each student will take turn to count the no. of students present and absent write them on a white board distribute calendar sheets fill the date change the date and the month in the date sheet. Put the roll call book, pen and all the stuff back in the shelf.

PROBLEM CHILD

At times lies on the floor in the middle of the class room.
Logical Consequences is one of the powerful strategies a teacher can use to deal with behavioural problems in children and to manage the classroom efficiently. This strategy requires a teacher to be firm and assertive, calm and responsive when dealing with problematic kids. It helps children to understand their actions internally, take responsibility for their actions and learn from their mistakes. It is not punitive. A logical consequence has generally two steps. First step is to stop the misbehaviour. Second step is to recall the rules, reinstate limits and teach an alternate behaviour. According to Ruth Charney there are three approaches to Logical Consequence - the three Rs. They are Respectful, Relevant and Realistic. Respectful: Students are apt to learn from their mistakes if teachers implement consequences with respect and firmness. Relevant: Consequences must be relevant to student’s actions. Realistic: A consequence is something that a teacher and student can follow through on.
 * Article Summary of Responsive Classroom Strategies – Logical Consequences teach Important Lessons by Ruth Sidney Charney **