Jamie PG 16

1. TEACHER PERSPECTIVE

1.1. When Jamie’s behavioural and academic issues arose I was very confused at first since I did not know that this was an issue in previous years. I was getting really frustrated when Jamie would interrupt my lessons with his outbursts. I was very curious to know if it was my teaching strategies that affected his learning or if it was something deeper. After talking to Jamie’s grade 1 and kindergarten teacher it became apparently to me that my traditional ways of teaching wouldn’t be enough for him. I had to change the way I presented my lessons and the type of atmosphere that was present in the classroom.

1.2. After consulting with Ms.Markesh, we decided that she would work with Jaime twice a week and it seemed to help with his outbursts. We want this to continue to help Jamie, but we are also considering having Ms. Markesh come and help Jamie in our classroom so that he doesn’t feel left out or embarrassed.

1.3. Secondly, I would give Jamie more time to finish his work so that he doesn’t feel overwhelmed and frustrated. I will also make myself more readily available to Jamie and try to provide feedback as soon as possible to encourage his progress.

1.4. Next, I will also try to incorporate more group work and strategically place Jamie in groups that he feels comfortable. Furthermore, these groups will be composed of children who will encourage each other to talk but also listen to each other. In addition, I would like to place Jamie in situations where he can be the leader to build upon his self-esteem and gain confidence.

1.5. In addition, I will incorporate more visual aspects to my lessons to stimulate his learning. I will present my information in a variety of ways so that all type of learners will understand. Additionally, I will incorporate more technology into the classroom to stimulate and maintain his attention through appropriate use of a variety of softwares.

1.6. Lastly, I would like to create a welcoming and inclusive classroom where Jamie will feel safe and encouraged. I want to teach my students that everyone is different and that this is not a problem. I want my students to be able to try without the fear of being teased or laughed at because they had the wrong answer. I want them to know that trying is courageous and it is a way of learning.

1.7. My next step would be talk to a specialist and see if there are any other resources I could use to help Jamie in his academic journey. I would also want to continue having those meetings with Jamie and his parents to see how he is progressing, specifically what methods are working and which ones are not.

2. PARENT PERSPECTIVE

2.1. When Jamie’s behavioural and academic achievement issues were brought to my attention I was frustrated at first at the fact that Jaime’s previous Kindergarten teacher and Grade 1 teacher did not bring this to my attention earlier. I was told that he was brought to the attention of Ms. Markesh but she assumed that it was due to his age and as he matured so would his social and academic ability. I was frustrated that the assistance and support could have been provided for Jamie earlier on in his school years, which could have helped him develop his social and academic ability earlier on.

2.2. I was then thoroughly happy that my son’s Grade 2 teacher, Ms. Singh, approached me about the situation in the classroom and outlined procedures and next steps in order to get Jamie the assistance that he needs in class. I felt very comfortable about Ms. Singh’s proposal to take Jamie to be assessed by the in-house team and grateful for her attentiveness to Jaime and his particular needs in class.

2.3. My next concern would be how to approach the situation of Jamie’s behavioural and academic progress at home when he is working on his homework. I would identify different learning strategies and approaches that I could use at home to make Jamie feel more comfortable talking about his frustrations and focus on different ways he can control these frustrations in class.

3. SUMMARY

3.1. Jamie, a grade 2 student, has had difficulty both academically and socially in senior kindergarten and grade 1. Ms. Singh, Jamie’s grade 2 teacher, believes that there must be a change in Jamie’s program in order for him to be more successful throughout the school day. Jamie’s parents and Ms. Singh agreed to have Jamie assessed, but in the meantime Jamie has been meeting with the learning resource teacher twice a week. Jamie will work to complete his class assignments during this time, as well as catch up on skills that he needs to improve. Most importantly, Ms. Singh is comfortable with Universal Design of Learning and Differentiated Instruction, allowing her to adjust her program by taking her students’ strengths and weaknesses into account as she develops her lesson plans. Jamie’s outbursts have disappeared and he is no longer in need of identification.

4. STUDENT PERSPECTIVE

4.1. As a grade 2 student, I feel frustrated. I am being pulled from my classroom twice a week to work on class assignments that I could be doing in class! It is embarrassing! My friends ask me where I am going, but I don't feel comfortable telling them the truth because I don't want them to make fun of me. I feel like an outsider, I am the only student in my class who gets called out to go work with the learning resource teacher! This is a significant problem for me and I hope that changes will be made in the future.

4.2. I know that I am the youngest student in my class, and I think that this might contribute to my lower academic achievement and behavioural outbursts, but my teacher disagrees. I like when my teacher designs lessons where all students are able to participate and learn, including me. I work well in groups, and I think that I would benefit from working with others in the class rather than working alone in the Learning Resource Room. I will find alternative ways to control my behaviour and outbursts, and I will suggest alternative teaching strategies, which could both improve my learning. For example, I will explain to my teacher that I am a visual learner, and prefer when she teaches accordingly. Overall, I plan to be more cooperative within my own classroom so that I do not get pulled out and brought into an undesired environment.

5. PRINCIPAL PERSPECTIVE

5.1. When I first read about Jamie’s situation, I immediately connected with his story. When I was younger I had difficulties fitting in and succeeding in school, due to my age. I came to school earlier than others due to my late birthday and I believe Jamie was in the same situation. After reading the passage and hearing that the In-school Team has come together and adapted program planning Jamie warmed my heart. The program planning set in place for Jamie has seemed to work (i.e resource teacher sessions, more time for work) and allow Jamie to thrive in school. Not only did Jamie’s academics improve but his overall behaviour did as well, which is rewarding. Though, when it comes to not fitting in, I would assign more group work and constantly mix and match groups that way students can interact with multiple students, which will hopefully make or grow friendships.

5.2. I would respond and support the teachers decision in adapting programs and lessons for Jamie because Jamie’s behaviour and academics have increased since implementing the new strategies. I believe that visiting the resource teacher multiple times a week will help him succeed and move on to the next grade as well as work one on one to tackle his weaknesses.

5.3. Considering Jamie does have more time to complete tasks, I would hope to decrease or even eliminate this in the future. I would like Jamie to be given extra time when needed but I would also like the time to not be abused. Therefore, I would like to slowly lean him off this strategy that way he can work at a similar pace as his grade. And lastly, another approach I would use to eliminate behaviours is to put Jamie in more leadership roles within the classroom (i.e leading activities, handing out things). This will hopefully allow students to see a different side of Jamie in the classroom that can help him with fitting in.

5.4. My plan of action would be assigning more group work in order for connections to be made throughout the classroom as well as to eliminate cliques. And my second plan of action will be implementing more leadership roles for Jamie in order to decrease outbursts and make him feel like a leader.

6. INTERPRETATION

6.1. Universal Design for Learning Based on the architectural premise that improved access for people with handicapping conditions is improved access for all Encourages teachers to take the needs of all their students, whether academic, social, intellectual, or physical, into account when planning instruction Planning occurs before rather than after

6.2. Differentiated Instruction Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. In Jamie's case, the resource teacher, Ms. Markesh, adjusted her program taking Jamie’s strengths and needs into account as she develops her lesson plans for the day

6.3. Developmentally Delayed (DD) The student does not reach their developmental milestones at the expected times. It is an ongoing major or minor delay in the process of development In Jamie's case, the school's resource teacher believed Jamie’s developmental difficulties may be due to his age (as he was the youngest student in the class) and that these difficulties would improve as he matured

6.4. Part-time Regular Class/ Self-contained Class (Partially Integrated) is an arrangement whereby a student spends time in two settings. Jamie spends time in his regular classroom, as well as in the Learning Resource Room where other students with similar identified special needs are.

6.5. Social and communication skills are essential inside and outside the classroom, in order to succeed in the future. In certain situations such as Jamie’s, it can be helpful to introduce and rotate leadership roles within the classroom. Leadership roles can prompt conversation between students and develop leadership skills such as, respecting others opinions and gaining a sense of responsibility and respect. This is especially important in Jamie’s situation because it allows Jamie to meet new friends and gain a sense confidence within the classroom.