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Lesson Plans


[ Thread ][ Subject ][ Author ][ Date ]
Maggie White (mwhite)
Sun, 13 Sep 1998 18:36:53 -0700


> My message was a question of what to do, not a negative message.

I remember your message, and I agree you were asking for help. It was in
all the messages after that I could sense a lot of frustration, but it
seemed to be directed towards the kids, rather than the powers-that-be
who allow these situations.

Most schools do
> not have this or the special teachers (art, music, ph ed) are excluded
> from the planning sessions, because they use those times to tell the
> classroom teachers how to work with the students.

I'm not sure I follow you here, but if I were being excluded from having
a say about my classes, you can bet I would include myself, invited or

> An ED student could not wait in the hall for you. Or help you pass out
> supplies while
> he/she is biting or kicking or throwing supplies. You must not have
> had the type of ED students that I am talking about in your room.

Well, I do teach HS, where perhaps the biting and kicking don't happen
_as often_. The helping with supplies is done while he's right by my
side; it and the waiting in the hall don't always work, but they're the
only quick solutions I have to try and re-establish some order. Violent
behavior does erupt occasionally, but certainly not every day (at least
not in my room; perhaps more so in their self-contained room).
Damien--who maybe not-so-coincidentally had the same name as the
character in a horror movie--was my benchmark student. I feel after
having him, I can handle 'most anything.

I make an effort to stop by their room often, to see former and current
students, and let future students get to know me a little. Then when
they are placed in my classes, I'm not such a total stranger to them.
Maybe they don't feel they have to test me quite so vigorously as they
would a teacher completely new to them. With some of them I've had to
let their teacher know in advance when there was going to be a sub so he
could keep them that day.

Continuity and structure seem to work best for them. I don't write
special plans for them. I try hard to keep them on the same curric as
everyone else, adapting as I go. That may mean doing their cutting for
them to keep scissors out of their hands, or devising new tools or
techniques for limited motor skills. Yes, it's a lot of work, and I'm
the first to admit I'm not always successful, but overall I truly believe
it's been a win-win situation.

Frankly, it _is_ hard for me to understand a district or a staff that
cannot cooperate among the various departments and come to some mutually
workable solutions to do what's best for the majority of the students.