Xiaoying Nie-Week 6-Journal

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School

University of Massachusetts, Boston *

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Course

530

Subject

Communications

Date

Feb 20, 2024

Type

pdf

Pages

3

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Week 6 Interactive Journal 1. Select a simulation from Understood.org to work through by clicking on the icon (reading issues, writing issues, attention issues, math issues, organization issues). What insights did you gain from experiencing a disability from this perspective? I felt sad for them after watching the videos of these children's problems. Many children mention that they feel "embarrassed," "stressed," "frustrated," and "numbing." it means not that they do not want to study well or concentrate in class or organize their belongings, but that they need to be effective, strategic help. Like me, although I can sit very steadily in the classroom and look at the teacher or the day class, my brain does not follow the teacher. Sometimes, I still think about the teacher's previous question because I have yet to understand it. Sometimes I will think about a particular point or something the teacher mentioned, but it is not a topic for the lesson. Sometimes my mind just goes blank. It is not that I do not want to take the class seriously, but that I cannot control my brain. During the teaching process, I also found that some children initially participated very actively in the class but began to lose focus after a few minutes. If I make eye contact or click his/her name, he/she will pay attention for a few more minutes. Therefore, teachers should prepare more classroom activities. For example, teachers can add animations and sounds to PPT, play PPT games on smart boards, play physical games with word cards or other teaching aids, sing and dance, draw, and do crafts. Let students get active in class to attend their attendance. , such as MD. Edward Hallowell says, “To burn off some of their energy ...... they keep their hands busy ...... By giving kids a mix of the structure they need and the novelty they crave, we can help them stay focused and be more successful.” Sometimes, students are given trouble in class for a reason. Teachers should understand students from their perspective and consider how to help students improve their reading, writing, attention, math, and organization issues. 2. Watch the following video about ADHD: An ADHD Experience. Based on what you have read this week, what could be done at school to help Billy work through some of the challenges he is experiencing? What role should the teacher play? After watching the video about ADHD, I think the school and teachers can do the following to help Billy:
• Communicate with parents and work together to help Billy. • With parental consent, let others in the classroom know that Billy has ADHD. Inform other students that Billy's behavior is not allowed but needs help. • Encourage Billy in all aspects. • Adjust Billy's seat away from windows and doors, as well as pencil sharpeners or other distractions, so he is as undisturbed as possible. • The teacher can help Billy make a daily schedule and add an organization check at the end of the form so that he can check whether he has brought anything he needs to bring before and after school. • When Billy does well, praise and reward him immediately and tell him the specific aspects he did well. In addition to communicating more with parents, teachers must communicate frequently with Billy to understand his needs and adjust strategies to help his behavior improve. 3. Based on what you read in Chapter 14, identify principles of effective reading instruction for struggling readers. 1). Create a good reading environment to promote students' reading. 2). Use appropriate assessments to understand a student's reading level, what skills and strategies the student has mastered, and which ones need development. 3). Provide early intervention and intensive guidance when needed. 4). Provide ongoing support for older readers with reading difficulties and find ways for them to complete reading assignments and tests or read aloud. 5). Support English learners and take every opportunity to use and promote English development.
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