Standard 3: Adapting Instruction for Individual Needs
The teacher understands how students differ in their approaches to learning and creates instructional opportunities to meet students’ diverse needs and experiences.
Reflection
The ensuing artifacts pertain to Standard Three because demonstrate my understanding about adapting instruction for individual needs. The first artifact is my observation of a 504 accommodation. During the first semester of my internship, I worked with a group of students with diverse learning needs. One day, other teachers and I had a meeting to talk about one of the students who was acting out more than usual and accommodated lessons to his specific type of need. During the conversation parents, teachers and administration officers exposed their concerns about circumstance and talked about the measures to be taken with respect to the students. As his math teacher, I was going to created lessons that moderated content of symbols to prevent overstimulation of the student’s sense. It is important to understanding the special needs some of my students have and how I could help students succeed in my class room. When I was in this situation, I helped create lessons that seemed more appealing for this student and others with similar need like him.
The second artifact is a reflection on a story from my undergraduate Special Education class. It belongs to Standard Three because it made me aware of the possible reactions of students with learning disabilities and how teachers may respond to those reactions. This story, in particular, related very to much what I had lived during my internship year. Where I was working I had a student with a mild case of Tourette’s syndrome, who despite his abilities in math was constantly talking nonsense and distracting others. However, when approached cautiously and respectfully he would make an effort to behave for part at least of the class. it is important to understand the specific needs of each student to provided better lessons that help students develop their full potential. Finally, I have found a balance between adapting instruction for individual needs and providing support to students to adapt themselves to my instruction.
The ensuing artifacts pertain to Standard Three because demonstrate my understanding about adapting instruction for individual needs. The first artifact is my observation of a 504 accommodation. During the first semester of my internship, I worked with a group of students with diverse learning needs. One day, other teachers and I had a meeting to talk about one of the students who was acting out more than usual and accommodated lessons to his specific type of need. During the conversation parents, teachers and administration officers exposed their concerns about circumstance and talked about the measures to be taken with respect to the students. As his math teacher, I was going to created lessons that moderated content of symbols to prevent overstimulation of the student’s sense. It is important to understanding the special needs some of my students have and how I could help students succeed in my class room. When I was in this situation, I helped create lessons that seemed more appealing for this student and others with similar need like him.
The second artifact is a reflection on a story from my undergraduate Special Education class. It belongs to Standard Three because it made me aware of the possible reactions of students with learning disabilities and how teachers may respond to those reactions. This story, in particular, related very to much what I had lived during my internship year. Where I was working I had a student with a mild case of Tourette’s syndrome, who despite his abilities in math was constantly talking nonsense and distracting others. However, when approached cautiously and respectfully he would make an effort to behave for part at least of the class. it is important to understand the specific needs of each student to provided better lessons that help students develop their full potential. Finally, I have found a balance between adapting instruction for individual needs and providing support to students to adapt themselves to my instruction.
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