IRIS module 2
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School
University of West Alabama *
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Course
SEC 405
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by UltraTankVulture24
1.
List what you learned about each of the characters in the case. What do you think is motivating the thoughts and actions of each character?
Mary- Mary is motivated by her students. She realizes that although modifying is not precisely what the other students are doing, it is necessary for some students. Mary cared about her students and was willing to work with Jim on his spelling by giving him strategies and flash cards. Helen- Helen seems unrelenting and only focused on the scores of the students. She wanted to oversee teaching but seemed unwilling to teach those with learning disabilities. She also seemed reluctant to co-teach with Mary. Jim- Jim seemed willing and ready to learn in the regular class but did not want to be in the LD room because he would face teasing from his peers. He probably feels ashamed and embarrassed about his disability, mainly because Helen was posting their grades. I am sure he feels like he is not getting the help he needs, leading to him skipping class. Mrs. O’Hara- is probably concerned for her son. It would be so frustrating to have a son motivated
to learn but too ashamed to go to class. 2.
What are the issues and problems in the case? Discuss the common problems and issues faced in co-teaching. What steps are required to establish successful co-teaching relationships?
There are several issues between Helen and Mary. They mainly stem from Helen not collaborating with Mary and being rather unprofessional. Mary and Helen also have different goals; Mary is determined to get all of them to her level because of test scores, but that is not Helen's goal. Common problems for co-
teaching may be a power struggle, difficulty communicating, having different expectations, goals, and philosophies, and being incompatible. Teachers should understand each other’s educational philosophies
and classroom beliefs to establish a successful co-teaching relationship. Co-teachers must have parity and respect each other’s time and classroom status. Discuss the classroom routine and schedule that works for both. Know how the other teacher best receives feedback; criticism is never easy to hear and should be done pleasantly and professionally. 3.
When is it appropriate to make instructional accommodations? Modifications? Discuss techniques
for modifying instructional methods and materials. What instructional accommodations and modifications in spelling did Mary make for Jim? Were they effective? Why or why not?
Modifications and accommodations should be made when a teacher notices a student entering a remediation category. The student should not have to fail before they are given modifications or accommodations. Some modifications for students are requiring them to learn less material, reducing the assignments and tests, revising assignments to make them easier, and giving students hints or clues to correct responses. Mary first tried to make accommodations for Jim by assisting him with flashcards, but those did not help. She then tried to give fewer words: first, four, and then three. The spelling cards were ineffective, and learning only three words was also ineffective. They were ineffective because Jim was at a first-grade selling level and needed modifications to the tests and lesson plans, like Mary suggested, not
just accommodations.
4.
Discuss the importance and benefits of communication and collaboration that promotes interaction with students, parents, and school and community personnel.
The students enrolled in schools with collaboration and communication have better success rates, engagement, and productivity. Parents and teachers can maintain an open line of communication and discuss progress and goals. Parents are also involved and know how to assist their children if needed. Schools that encourage collaboration have fewer workplace conflicts and higher morale. Collaboration and communication ensure parents and the public are engaged and active in schools. When teachers and schools communicate with parents, they want
to include them.
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