Reflection
Part A – Engagement with task
I initially chose this subject because of an increasing interest in the subject of primary school students with Autism. During my last ten years working within education I have noticed an increase of students diagnosed with Asperger’s Syndrome and Autism Spectrum Disorder or those waiting for diagnosis.
Due to my employment within a supportive school, I have found it extremely easy and interesting to discuss and acquire background information on particular students so that I can begin to build a rapport with them in order to develop strategies to help them cope within mainstream classrooms.
For this particular student I have had many discussions with his classroom teacher to find out her main concerns for him within the classroom. I have also had multiple opportunities to observe Student A before school, in the classroom and in the playground. While the teacher is still unsure as to whether his diagnosis will come through, she still uses strategies with him to support his development within the classroom and school, according to his needs.
Following my discussion with his teacher, I approached this assignment from the perspective of myself (as the classroom teacher) and his actual teacher. The strategies and interventions I have included so far on this site are for the benefit of classroom teachers faced with similar situations. They are also simple strategies which can be modified and implemented in many different settings, depending on the individual’s needs.
This is what I did!
Step 1. Observe the student to discover his strengths and weaknesses within the classroom and school. Build a good rapport with the student so that there is a mutual development of trust and respect between the teacher and student.
Step 2. Decide on the most relevant issues the student faces in the classroom and research strategies or interventions to assist the students’ progress within the classroom, whether that be academic, social or physical. Research can be from prior teachers or staff who have worked with the student, previous school documentation, parents or caregivers or other professionals involved in the students’ care or simply other professional who have the knowledge base to assist you.
Step 3. Develop the strategies or interventions, making any modifications based on the student needs eg. If you know there are particular colours that the student reacts badly to, then ensure that you avoid using them in any of the matrix's.
Step 4. After explicitly explaining the use of the strategies or intervention methods to the student, begin using them within the relevant settings. Observe the usefulness of the strategies and make modifications to them if required.
Step 5. Don’t be afraid to keep trying! If one method does not work, then try another one and remember…. Not all strategies work for all students. You must be consistent.
Part B – Growth as an Educator
Upon reflection of this semester I have learnt that I am on the right track. I have enjoyed listening to the experience of others and especially enjoyed listening to the tutorials. They were presented in a way that was very easy to understand, but still gave me the option to think and consider how I could use the information to my benefit and the benefit of my future students. Practice and confidence in myself as a teacher is a key area in which I need to strengthen.
Along with learning new strategies to work with these students, I have also found that I am more successful at working with other students who require learning support or have behavior management problems. However, I do not consider myself now or in the future an expert. Instead I will probably always consider myself a student. There will always be new behaviors to observe, strategies and intervention methods to learn or modifications to old strategies to be made. The one thing I know for sure is that calmness, consistency and a good rapport with students is the foundation to success.
Part A – Engagement with task
I initially chose this subject because of an increasing interest in the subject of primary school students with Autism. During my last ten years working within education I have noticed an increase of students diagnosed with Asperger’s Syndrome and Autism Spectrum Disorder or those waiting for diagnosis.
Due to my employment within a supportive school, I have found it extremely easy and interesting to discuss and acquire background information on particular students so that I can begin to build a rapport with them in order to develop strategies to help them cope within mainstream classrooms.
For this particular student I have had many discussions with his classroom teacher to find out her main concerns for him within the classroom. I have also had multiple opportunities to observe Student A before school, in the classroom and in the playground. While the teacher is still unsure as to whether his diagnosis will come through, she still uses strategies with him to support his development within the classroom and school, according to his needs.
Following my discussion with his teacher, I approached this assignment from the perspective of myself (as the classroom teacher) and his actual teacher. The strategies and interventions I have included so far on this site are for the benefit of classroom teachers faced with similar situations. They are also simple strategies which can be modified and implemented in many different settings, depending on the individual’s needs.
This is what I did!
Step 1. Observe the student to discover his strengths and weaknesses within the classroom and school. Build a good rapport with the student so that there is a mutual development of trust and respect between the teacher and student.
Step 2. Decide on the most relevant issues the student faces in the classroom and research strategies or interventions to assist the students’ progress within the classroom, whether that be academic, social or physical. Research can be from prior teachers or staff who have worked with the student, previous school documentation, parents or caregivers or other professionals involved in the students’ care or simply other professional who have the knowledge base to assist you.
Step 3. Develop the strategies or interventions, making any modifications based on the student needs eg. If you know there are particular colours that the student reacts badly to, then ensure that you avoid using them in any of the matrix's.
Step 4. After explicitly explaining the use of the strategies or intervention methods to the student, begin using them within the relevant settings. Observe the usefulness of the strategies and make modifications to them if required.
Step 5. Don’t be afraid to keep trying! If one method does not work, then try another one and remember…. Not all strategies work for all students. You must be consistent.
Part B – Growth as an Educator
Upon reflection of this semester I have learnt that I am on the right track. I have enjoyed listening to the experience of others and especially enjoyed listening to the tutorials. They were presented in a way that was very easy to understand, but still gave me the option to think and consider how I could use the information to my benefit and the benefit of my future students. Practice and confidence in myself as a teacher is a key area in which I need to strengthen.
Along with learning new strategies to work with these students, I have also found that I am more successful at working with other students who require learning support or have behavior management problems. However, I do not consider myself now or in the future an expert. Instead I will probably always consider myself a student. There will always be new behaviors to observe, strategies and intervention methods to learn or modifications to old strategies to be made. The one thing I know for sure is that calmness, consistency and a good rapport with students is the foundation to success.
Some other key strategies I have learnt are
- Get to know your student....It helps when trying to build a rapport.
- Stay calm
- Be consistent. If you say you are going to do something then do it. If it is a consequence...follow through.
- Use a quiet voice
- Be genuine. All children will know when you are pretending.
- Instead of finishing a question with 'please', finish it with 'thank you' This turns a choice into a non confrontational direction eg. Can you pick up the pencils off the floor thanks.
- Keep trying. If one strategy does not work, try a different one and be prepared for it to not necessarily be successful the next time you use it.
- Keep your instructions literal and do not include too many directions at once. It is confusing and may be hard to remember them all in order.