Hi, this is Matt Hutson here and this is my TEACH-NOW Teaching Certification E-Portfolio. During this program I will be updating this page with different exercises the program instructor has asked me to do. Below is the Module 2 video exercise talking about laws that effect expat teachers or teachers in general.
Here is the Module 2: Student Data Analysis Exercise Infographic.
Behavior Management Plan – TEACH-NOW Teaching Certification E-Portfolio
Case Study 2 – Nancy
Nancy is a 13-year-old Grade 8 student currently living at home in Toronto with her two parents and older sister. She was referred to Springboard Clinic for an evaluation to further understand her focusing concerns and her current learning profile of strengths and concerns.
Nancy reports that she enjoys arts and crafts, and participating in social media websites such as “Tumblr.” At times, she experiences mood fluctuations and irritability; she noted that anger and frustration tend to be connected with her sadness. Drawing, listening to music, and swimming helps her to relax.
Since first entering school, Nancy has experienced difficulties with school work completion, inattentiveness, and distractibility, disorganization, impulsivity, and mood fluctuations. Nancy’s teachers describe her as a hard-working, cooperative student, but they indicate that homework responsibilities have been an issue. They also note that she is a very reluctant reader, and has consistently scored lower than average on reading comprehension and vocabulary tests. Psychoeducational testing indicated average cognitive abilities.
Nancy states that she is struggling to meet expectations at home and at school, complete academic work, and communicate effectively with others who do not share her interests. Nancy indicates that she often becomes anxious when she is asked to speak in public or to spend time with people she does not know. Her parents note that Nancy has difficulties making new friends and taking risks – she “longs to get invited, but won’t make the first move.” She experiences ongoing sleep difficulties, primarily with settling into routines at night.
Her parents report increased anxiety around school participation this year. Nancy reports feeling nervous when going to school because of presentations and homework. She describes hating school and experiencing difficulties completing her work on time because “she can never focus.” Her parents note concerns with negative body image and self-talk. Her older sister has been identified as “gifted” and appears to be highly motivated academically and almost “driven” to excel in all her life domains. (She later was diagnosed with a serious eating disorder).
Both her parents are university graduates. Her father is a hard-working financier who stays fit, running marathons. Nancy’s mother is currently a full-time homemaker. There is an extended family history of alcoholism, marital relationship instability, and possible ADHD / LD characteristics.
Date: 19/9/21 Duration of Intervention: Three Months
Student: Nancy Class/Grade: Grade 8
|1. Since Nancy is having trouble focusing and having a regular sleep schedule, she must create a written routine schedule that she prints out and follows on a daily basis for her morning routine, after-school homework (completing this before anything else for at least two hours every day), free time, and sleep for a total of 90 days. She should sleep no later than 9:30 PM on weekdays and 10:30 PM on the weekends. In other words, she should schedule her whole day and try following it as best as she can. ADHD daily routine is essential to anyone diagnosed with ADHD themselves or who has a child with ADHD. Daily routines provide a framework on which your life and processes can run more smoothly (Smith, 2021).|
2. Nancy says that “she can never focus.” which is part of the problem because it is part of the negative self-talk. This is contributing to most of her problems at school and at home trying to meet the expectations of others. Therefore, Nancy needs to set expectations for herself by doing these three things: 1) Focusing on one task at a time. 2) Always saying that “she can focus if she only does one thing at a time.” before she starts on her tasks. 3) Always doing her best, nothing more, and nothing less.
3. Much of Nancy’s self-conscious insecurities come from the fact that she says that she cannot relate to others who do not have the same interests as her. Therefore, in the two weeks of setting this goal, Nancy should join a club at the school that fits with her interests. For example, arts and crafts and swimming. She would need her parents’ support in this, especially her father who seems to be busy with many of his own activities. In fact, it might do Nancy some good to do some running with her father two or three times a week if she agrees to it. This will increase her confidence in her body image and bond with her father.
4. Journaling is one of the best ways to reflect on one’s own progress. It is the perfect way to sort out one’s thoughts and feelings in a private/secret manner. Nancy should set a goal to write in her journal about her feelings and ambitions for a minimum of 5-10 minutes per day. How can writing make ADHD a more joyful journey? clarify your thoughts and feelings. know yourself better. reduce stress. Writing about anger, sadness, and other painful emotions helps to reduce the intensity of the feelings. You feel calmer and better able to stay in the present. solve problems more effectively. Writing brings an opportunity for unexpected solutions. resolve disagreements with others. Writing about misunderstandings, instead of stewing over them, helps you see another’s point of view (Jane, 2020).
Target Replacement Behaviors:
|1. Nancy will follow her routine to the best of her ability especially when it comes to completing her homework before she does other activities and getting at least eight hours of sleep every day.|
2. Nancy needs to take responsibility for her own actions and feelings. Rather than getting overwhelmed and frustrated or angry, she should focus on one task at a time.
3. Instead of saying or thinking that she can’t focus, she should say or think that she can focus especially if it is just one thing at a time.
4. Nancy should realize that she has the capability to do something just as well as anyone else as long as she always does her best, nothing more, and nothing less.
5. Instead of being shy to initiate a friendship and reluctant to take risks, Nancy should be the first one to offer a suggestion or try something new.
6. When she feels the urge to get angry or she is frustrated or confused about her feelings she should pull out her journal and reflect on what is happening and how and why she is feeling that way.
|1. The teacher will help Nancy to craft her routine and be there as a guide and to check on Nancy’s progress. Nancy will have to track her daily routines with a daily checklist to make sure she is following it.|
2. The teacher will take note of Nancy’s attitude toward learning and progress of turning in and/or completing her homework on time. This will be tracked by the teacher and Nancy will be informed of her progress on a weekly basis.
3. Nancy will work with the teacher and her parents when trying out one or two clubs that match her interests. On a monthly basis, the teacher will have a short meeting with Nancy to see how she is getting along in the club.
4. Nancy will keep a journal tracker that her teacher or parent will check on a weekly basis (not read the journal).
Methods to Monitor:
|1. Nancy will have her routine and journal tracker in both written and digital format. She will be able to check off what she has accomplished every day using this tracker. Teachers and parents will also be able to monitor it.|
2. Nancy will have short monthly meetings with her teacher about how she is feeling about her progress in school and in making friendships within class and in her club activities.
3. The teacher and parents will work in collaboration to monitor Nancy’s progress in all areas that have to do with routine, self-image, homework, sleep, and building friendships based on her interests.
|1. A parent-teacher and three-way conference will be held at the beginning of the goal-setting to make sure that all parties are on the same page and so that Nancy can feel assured that she has the support of both her parents and her teacher to help her succeed.|
2. A weekly email will be sent to the parents updating them on the progress the teacher has observed from Nancy’s behavior and routine tracker.
|1. A three-way reflection meeting will be held at the end of the 90 day period to reflect on what went well and what still needs to be improved and mainly to hear from Nancy about her own feelings and thoughts on her own progress.|
2. Nancy can choose to continue writing in her routine and journal tracker after the 90 day period if she feels that it has helped her to become more responsible lf her own actions and beliefs about herself.
3. The teacher and parents can continue to observe Nancy’s progress after the 90 day period. If Nancy seems to be slipping into her old habits she can be put back on the plan.
Jane, D. (2020, October 9). Writing My Way to a Happier Me. Additude. Retrieved September 19, 2021, from https://www.additudemag.com/benefits-of-journal-writing-for-adults-with-adhd/
Smith, J. (2021, June 29). ADHD Daily Routine: How to Create Effective Structure. FastBrain. Retrieved September 19, 2021, from https://store.fastbraiin.com/blogs/blog/adhd-daily-routine
Matt Hutson’s Reflection on Managing the Learning Environment – TEACH-NOW Teaching Certification E-Portfolio
Norms & procedures
During this module I learned a lot about how setting norms in my classroom can help create an effective and positive learning environment. Norms are basically positive reinforcement of how you want your students to behave or think. If you have students who have a tough time at school it is important to create structure and guidelines through the norms and procedures you create. This will help them to become better and more responsible learners.
One of my favorite norms to use in my classroom at any age is to help the students to have a growth mindset by eliminating the word ‘can’t’ or ‘I’m not good at…’ from their vocabulary. For example, if a student says, “I can’t turn my homework in on time.” you, as the teacher, would encourage the student to say, “I can turn my homework in on time if I create a solid routine working on it for at least 30 minutes per day rather than waiting until the last minute.” Or in another situation a student might say, “I’m not good at speaking English.” you would encourage them to say, “My English needs improvement so I will continue to practice.”
Moving from one task to another can be tricky for both students and teachers. Depending on the students, your transitions may have to be well planned. But regardless of your students’ abilities the regular use of transitions help both teachers and students to know when the class is going to shift focus to a different task. This could be as simple as letting the students know that they only have five minutes before they have to wrap up what they are doing and move on to the next topic or lesson.
Transitions happen usually at the beginning and end of class, when switching tasks, breaks, lunch, and at the end of the school day. Much of the time students will be anticipating the time before, breaks, lunch, and at the end of the day because they are excited to go spend time with their friends, or go home. Therefore, transitions need to be well planned before the most anticipated times.
Setting High expectations
Expectations of the teacher and the students are very important to set at the beginning of the school year. When setting expectations, they should be clear and timely so that the students know exactly what is expected of them and what they should expect of themselves, their teachers, and their classmates.
When a student sets their own expectations for themself, they become much more responsible of their own actions. If the expectations are written down, then they have no excuse but the follow them. If for some reason they fall back on their own expectations, they can refer to their own agreement and correct their course of action before it is too late.
Using Technology Tools
Having spent a lot of time during the TEACH-NOW Teaching Certification Program on using technology in the classroom has helped me tons. The reason why is because before this program I had not been using many technology tools partly because I had not searched for any. But after joining this program, I have discovered many technology tools through the Virtual Class and the other cohort members and started experimenting heavily with several of the tools at the new school I just started teaching at in Surabaya called Sampoerna Academy. Some of the tools worked very well for my class and the activity at hand such as Padlet, Google Docs, and Flipgrid. Others did not work out as well such as Mural and Pixlr.
These tools have helped to make my classroom a more lively and interactive place because he students get a chance to have hands on activities where they can create their own projects using educative technology tools. We have to remember that technology is just a tool though and the thing that makes a lesson great is the structure and purpose of the lesson as well as the students’ ability to grasp its purpose and internalize it.
Communicating with parents
Communication with parents is very important as parents are the guardians of their children. Therefore, the parents should know exactly what is going on with their child in the classroom whether their child is doing well or not. Communicating through various forms, such as email, Google Classroom, or another Learning Management System is essential to creating trust. A teacher who communicates well is a good teacher. Having parents’ involvement in the development of their own child is also important for the child’s confidence in their own learning abilities. If the child knows that both their parents and their teachers care about their education then they will become better learners.
Impact of video observations
Video observations are an essential part of a teacher’s continual development. Being able to rewatch a lesson you taught and got feedback from your principal or fellow teachers allows you to see things you would have not thought about before, or while teaching. After analyzing the feedback and rewatching the video of yourself, you can reflect and internalize what you will do to become a better teacher and what you will continue doing well for the future.
Watching other teachers and giving them feedback is also another way to learn how to teach better or observe what the other teachers can do better. I believe that all teachers should be given the opportunity to observe each other teach and have constructive feedback sessions.
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