Teaching Children Social Skills...

      Children need to learn social skills to be successful.  Our students in our program, really needed to work on these skills. This past summer, during our Extended School Year,  my Special Education team, worked really hard with our students on social skills.  One of the ways we did this was to include a variety of games in the academic portion of ESY.

UNO Card Game

  One of the challenges in Special Education, is the variety of ability levels our students are in the classroom, along with the needs of every student's needs.  We started off teaching the students to play UNO.  The card game that many young people in the US mainland are familiar with.  What I learned right away, is that games like UNO are not well known here in Saipan.  So, I had to work with my aides and other teachers to teach them how to play so they could help the kids.  The staff had a great deal of fun learning how to play the game, and this helped the students later when the staff was helping them.  The students saw our staff having fun and they wanted to have fun too.

  Why UNO?  First off, my higher functioning students needed work on learning social skills, and UNO was a game that allowed us to play with many people and teach them those skills.  UNO also has numbers and colors, that helped some of my students who are having trouble with those skills.  Finally I have a few students who have areas of need that relate to their ability to grasp and hold objects.  UNO being a card game, gave them a lot of practice on these skills.  All the while we were playing, all students where included in the activity with the help of the staff. 

   Now that we are in November we have found that the areas we were targeting for each students seem to have retained.  However we do not have as much time for the games as we did during ESY.  This is why we are currently trying to build time into our scheduled to play other games to reinforce those lessons our students learned over the summer.  One of the ways we are planning on increasing the social skills of our students is to invite them to play games at some of the down time we will have during classroom parties.  We are also going to start having a variety of games our during lunch break so that the kids can interact with their peers who are not on an IEP.  Some of the games we are looking at are, Chess, Checkers, Scrabble, Dominoes, UNO and Boggle.   Each of these games, are games that reinforce critical thinking and social skills. 

   My ultimate goal is for my students to be able to play these games at home with their family and friends.  When I was in college, a friend of mine took me to his home for Thanksgiving.  It seemed if there was a nonstop game of Spades being played.  It was great fun and the entire family took part in the games.  The day before we were to go back school, I taught my friend's family how to play "Liar."  You may know the game as "Bullshit"  but the school safe name is "Liar."  I think many of our students will benefit from this, and I know that many parents want to be able to interact with their children in ways that are fun and educational. 

A Reflection on Reading, Chapter 1

Fialka, J. M., Mikus, K. C., & Feldman, A. K. (2012). Parents and Professionals Partnering for Children with Disabilities: A Dance that Matters. Corwin, A SAGE Publications Company.

Over the course of my career as an educator, I have had many experiences working with parents. Many of my experiences have been very positive. Unfortunately more than a few have not been as I had hoped. As part of an assignment for a graduate class, I was tasked to read Parents and Professionals Partnering for Children with Disabilities: A Dance that Matters.
     Reading through the first chapter, I was able to get a sense that the authors have many of the same experiences in dealing with parents that I have. It is clear from the onset of the book that the the book is designed to help foster a working relationship between teachers and parents. It does this by explaining the various roles of people at a meeting, and the function of each. It also uses a variety of case studies as demonstrations on how it is easy for people to get off on the wrong foot, and some ideas on how people can salvage a relationship that is heading the wrong way.
I was not surprised that some of what was discussed was covered in a different way than I had seen them before. For example, the book uses a three phase approach to the relationships. The approach seems very similar to the Tuckman's stages of group development that was introduced in the 1960's. The three phase are Phase 1: Colliding and Campaigning, Phase 2: Cooperating and Compromising, and Phase 3: Creative Partnering and Collaborating. Each one of these phases relates specifically to meetings held at a school setting as apposed to Tuckman's stages which I think are more of a generalized group dynamics.
     What I think was the most interesting portion of chapter one, was the case studies as examples. While these case studies are used to highlight disagreements that team members might face in an Individual Education Program (IEP) meeting, it also shows me as a professional that I am not the only person who has had these same issues. More importantly, are how the case studies are used to show some techniques to help create a stronger sense of direction between team members.
      Some of the key points I was able to take from the book are:
"Opinions on solutions, interventions, or next steps are fiercely held, and the ideas or approaches of the other may seem unfamiliar or contradictory... the behaviors seem negative and difficult such campaigning is actually a positive reflection of the partners' strength of commitment to the child or the program." (13)
"As trust emerges, so does a spirit of cooperation."(20)
"Teams never out grow their need to listen to each other." (33)
While there are number of other key points that are talked about, these are the ones that I took to heart. I think mainly because of my own interactions with parent in the past, and different ways I have tried to build relationships with them.
     Lastly, I wanted to also comment on transition, which I found to not be specifically addressed by the authors, but is present in the case studies. When we as teachers receive a student on to our case load, it takes a great deal of time for us to learn about that student. Parents also have similar apprehensions about the change in the case manager and the new challenges their child is going to face in the very near future. I teach in a High School, and short of some time as a substitute teacher, my teaching experience is confined to the secondary education. At the high school, we deal with transition in a number of ways. Primarily we are looking at post secondary outcomes. While this is an important part of the IEP, it isn't always the whole part. I was able to see some of the positive aspects of having portions of the IEP meeting run by the student as described in the book as part of the section on Phase 3. I think having students part of the IEP meeting is an important part of teaching the child to be an advocate, and to help them understand the parts of the IEP and how they suppose to help. Specifically in this case study, a presentation was used to introduce a new student to the new IEP team and school. Upon further reflection of this, I think that we as educators should do more vertical integration between school with regard to transition.
     So far, I really like the book and the way it is presents the information. I think that this book would have helped me a great deal more when I entered Special Education as a teacher because many of the topics discussed so far I suffered through learning. No doubt several parents that I worked with were suffering right a long with me.
   
Now for the Reflections:
(page 9) What can be done or said to ease the awkwardness, ambivalence, or initial uncertainty?
I think the first step is to start a relationship with parents that does not revolve around a high stress event such a discipline mater.  I think it is important for teachers and parents to be able to meet each other on a level playing field. The classroom is a great place, but it provides the teacher with a lot of home field advantage.  Perhaps, a neutral location would be a great place to start, and have the meeting be informal.

(page 11) "If I remember only one thing from my reading about the parent-professional partnership and the dance metaphor, it is:" that the expectations of each partner is going to vary based on experience.  Teachers who have been teaching a while will view things differently than a new teacher.  The same is true for parents. Parents are the product of their initial experience with teachers.

(Page 12)"What can professionals and parents do and say to acknowledge and ease some of the awkwardness of these initial meetings?"

Check the ego at the door.  I think of late we have parents who are very much helicopters and feel to be a good parent they have to fight for the child no matter what. I also think that teachers tend to place themselves as the expert with regard to learning.  I think the best way to combat this is to acknowledge it is the Child we are wanting to be successful, and the conversation should start with what are we wanting to accomplish.  What are the goals for the child.

(Page 14)" Think about a time in your own personal life when you felt strongly about a situation.  Describe the circumstance. What did you want to have happen?  What was the underlying that desire -- what values, dreams, past history, and expectations? What did you want the other person to understand about your perspective?"

In my personal life, dealing with my mother as her care taker was one area where I felt very strong about the situation.  I was challenged with the role of being her care-taker and advocate. Unfortunately, my mother, suffered from powdered-butt syndrome, and did not listen to anything I said.  My goal was to get her the best medical care, and work with her to overcome her challenges.  Unfortunately, because of the way our system of health care is setup.  It was difficult to advocate for my mothers best interests because of her situation.  I wanted the Doctors to understand her medical needs.  I think that in my particular case, I was able to find some medical professionals who let me speak, and took what I said under advisement.  At first, they did not act upon my request, but over the course of some time, they eventually realized that my information was more valuable to them, and they later supported me.

(Page 17) "Describe three feelings that the parents are experiencing and three feelings that the professionals are experience.  Identity some of  the interests and values influencing or shaping the two different opinions about where Josie should be next year- from both the parent's and the professionals;s perspective. "

I think in the case study, that the parents and professionals are experiencing some of the same emotions.
Fear, anxiety, uncertainty.  What I think the underlying issue here, is that the parents in this case, want their child to receive the same opportunities as all other children. This is shown directly when the father says that keeping his daughter in another class is segregation.  There experience with education is limited at this point to their own experiences and that of the older children.  They also are showing that they have had a good relationship with another teacher and feel that that relationship has been successful for them in the past. I think in this case, that I would have asked the parents if we could have another meeting and invite both teachers to the meeting, to see what we can come up with.

(Page 19) "Now that you've reviewed the list of possible next dance steps take 10 minutes and write a dialogue - a conversation between the parent and the school psychologist.  Free write what each might say.   "

(SP)  What are areas of need that you see for you child?
(P)    I want my child to be successful in school and learn like the other children.
(SP)  Tell me how do you measure success?
(P)    Good grades.
(SP)   When you say "learn like other children?"  what do you mean by that?
(P)    I want my child to not be separated out from the other kids.  I want her to have the same experiences our other kids have had.
(SP)  How would you like the school and teachers to achive this goal?
(P)   I do not know.
(SP)  PE Class with other students?
(P)  Yes
(SP) Same lunch period as other students?
(P)  Yes
(SP) Same curriculum as the other students?
(P) Yes
(SP)   What accommodations do you think would best benefit your child?

After this question, now we are not talking about what needs to be done, we have moved to what the parents are willing to do.  That makes it easier for the professional to make suggestions and give the parents some say on what is going on.

(page 20) "If I remember on one thing from my reading about the phase of "Colliding and Campaigning": it is:"  That parents and educators are both advocates for the child.

(Page 26) "If I remember only one thing from my reading avout Cooperating and Compromising, it is:" Parents and teachers working together, make life a lot easier on both.

(page 33) "If I remember only one thing from my reading about Creative Partnering and Collaborating it is:" Teams never outgrow the need to listen to one another.

     One last note, I wanted to include a link to some great transition information, and IEP help.
Dr. Amber McConnell works at the University of Oklahoma. She has published a IEP script to help educators and parents integrate student participation in IEP's. Here is a link to that. http://ambermcconnellphd.com/iep-script/

Pintrest!

So, I had the brilliant idea as a New Father, with a new job, that I had enough time on my hands for a masters degree.  So, I am not only doing all that, but I am finishing up an EDTech class, that started before Christmas.

One of the things I am working with is Pintrest.  Now if you are not familiar with Pintrest, let me bring you up to speed.  It is a way to pin ideas to a digital bulletin board.  You can look at other peoples boards and copy pins, you can add your own pins, and you can even have secret boards.

In both my Masters and my EdTech cohort, I have had to to do work with Pintrest.   The process is very simple to get started.

First navigate to http://pintrest.com
Sign up for an account, and then tell Pintrest what your interests are.

As a Sped Teacher, I spend a great deal of time looking for ideas to help my students, and I create boards to save those ideas.  Here is a look at some of my boards.

One of the homework assignments was to create a board for Autism.   I was to also look for different Pins to help me address my students with early intervention.

Here is a look at that board.
  http://pin.it/yUuKgh6

One of the really nice things about Pintrest, besides it is free, is that it is very visual.  In fact, a lot of the time, just by seeing the photos, I get ideas on how I want to attempt a project.

Let's be honest for a second, this site is not just for women.  It is great for men too.  In fact, I have found a bunch of things that intrest me, on this site, that isn't work related.  Lots of projects, DIY, and shooting sports ideas.  So take a look at it.

Opportunities & Failures

    The opportunities offered today to our young people are as vast as any ocean. The opportunities that our young people throw away are as vast as the stars in the sky.  As adults we observe young people through the lens of personal failures, personal success, and personal values.  It is no wonder why many times adults, think young people waste opportunities presented to them. Besides that, failure can be a wonderful learning experience for our young people.  What they learn from their failures can serve to make them a better person in the future.  More importantly, without a doubt a young person will fail at something.  If they do not learn how to accept that and how to deal with that, then we are doing them a disservice.

     Experience is learning that takes place over time, as a result of the good and bad decisions a person makes.  Each person will end up with a different experience that we will shape what we view in our life forever.  Good or bad, it is Experience, that shapes most of our views.

   I too fall in the trap of being to critical of young people when they make poor decisions about life.  That is not to say that a healthy does of criticism isn't good, but many times we overlook the all to real lack of experience that young people have.

     I cannot tell you how many experiences I have that are the result of bad decisions.  What I will tell you is it is a lot.  It takes time for people to learn the lesson from good and bad experiences, and often times that knowledge isn't tested until an opportunity presents itself.  For young people to get experience that is meaningful and helpful to them, students need to be encouraged to jump on opportunities.  The quote at the top of the page is just a text-bite of what he said.  Just too the right is what he said along with the first line.  He talks about how he was never better than the job he had.  He talks about hard work and how each job provided him with a new opportunity.
   
    With our young people, we need to be not only encourage them to get off the game console and get outside more, but we need to continue to help them seek opportunities to learn about themselves and the world around them.  We need to be there to guide and support them on what the best decision is, but allow them the space to make a bad decision and fail.

     As someone who has failed at a few things in the past, I can speak from personal experience, that it sucks.  It also taught me something about my self each time.  Those lessons are certainly something we need in the future generations.  We need our young people to know how to accept failure and how to rise from the ashes of that failure and to continue to move forward to bigger and better things.

    I you are a parent, teacher, friend or neighbor.  Don't be quick to fix things for our young people.  Let them have the opportunity to experience failure.  It is a lesson that will serve them well as they go through life.

Leadership... A winning trait...

Watch the video first then read the article.  


     My last article was about the misunderstood coach. People who I call friends who inspire others to be better.  Writing about my friends prompted me to go down memory lane.  Growing up I was a huge baseball fan.  I often think of some of the most amazing things I shared with my parent, and I think baseball had a huge impact on me as an adult.

      I intentionally posted at the top of an event that I recall with such vivid detail, it is indelible mark on my persona.  I am an avid Texas Rangers fan, so it is no surprise that when I watch the World Series I support the underdog.  The 2016 World Series, for a lifetime of fans, was an epic experience, one that people will talk about for all time.  Though for me, the 1988 World Series is one that is a true David and Goliath story.  

  Unlike the 2016 Chicago Cubs, by all accounts the 1988 Dodgers had no business being in the World Series, much less winning it, except for one little detail.  Leadership.  The two players that I recall from my youth that had the most influence on the out come of the Dodgers year were Orel Hershiser and Kirk Gibson.

   Without getting into too much detail about what these men did as individual feats, I want people to realize that it was how they inspired their teammates that made the Dodgers contenders and ultimately World Champions. 

     In education, many times we as adults forget about the valuable influence that students have on their peers and we many times miss opportunities to let students help each other.  Edgar Dale says,     "We remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see, hear 70% of what we discuss with others, 80% of what we personally experience 95% or what we teach others."  While, I believe this to be absolutely true, I want to add, that many times, peers can explain things better than an adult.  

     So it begs the questions, why don't we allow more young people to be peer tutors?  Why don't we have more peer mentoring?  The answer vary.  What is true though is that, when people are given responsibility they thrive.  

     One of the lessons of baseball, that we can apply to the classroom is that our classes, are full of leaders.  They need to be given the opportunity to lead.  Teachers would find it beneficial for students to take ownership in the classroom and for the learning that takes place.  It is an important life skill that all young people and adults need to learn.  

     I am going to leave you with one last video.  It is a picture of what I think is the Single most important play of Kenny Rogers career.  It is the catch that saved his Perfect Game. A game I might add, that I along with my dad and brother were in the stands for.  Team work is always required to win a game, and even if Rusty Greer didn't catch this the Rangers would have won, but Kenny Rogers would not have thrown his Perfect game.  We all can be successful when we work as a team, and that like Kirk Gibson's homer and Kenny Rogers Perfect game, allows for some spectacular individual achievement.