Resource Teacher Know-How
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Grand Canyon University *
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Mathematics
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Apr 3, 2024
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Resource Teacher Know-How
Resource Teacher Know-How
Jennifer Valle
Grand Canyon University: SPD 540
Professor Gretchen Hoff
04/05/2023
1
Resource Teacher Know-How
Part One: Teacher Inquiries
When beginning a new career, things can be a little overwhelming. Teaching is no different. The first year of teaching can be extremely overwhelming when you must learn school policies and find ways to assist your students. As a first-year resource teacher, it can be even more challenging because of the limited time spent with each student during the school day. It is essential to get background information on each student you work with as well as get to know them individually to build trust and a positive learning environment. To understand the expectations of the role and the duties of the teaching assignment, it is essential to ask as many questions as possible. It is also helpful to get to know the IEP team and the staff to build new ways of assisting and meeting the needs of students with disabilities. According to Jones (1999), “Before you meet the students, examine their IEPs to figure out how you are going to meet their needs…You cannot really plan anything until you have seen the individual needs of your students.” It is also recommended to ask about your students’ personalities, strengths, disabilities, and accommodations can assist you in developing a positive learning environment. Some great questions to ask as a first-year resource teacher include:
What is your teaching philosophy?
What professional development opportunities would you recommend?
What classroom setup has worked the best for you?
What daily schedule/routine will you be utilizing?
What legal concerns do I need to be aware of?
What is the best way to communicate with the staff if I need more support? (Jones, 1999)
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Resource Teacher Know-How
Additional information I would like to know before the end of the first week of school would be recommendations on how to organize the classroom to meet the needs of all the students you will be working with. I would also get recommendations on grouping the students to best utilize the time allotted for math and ELA. It is also important to understand that too much downtown can lead to behaviors, so having a schedule and routines that use up all the allotted time is very helpful. Routines and schedules also help create a positive learning environment for all students.
Part Two: Classroom Environment
The resource classroom is a unique learning environment. It is important to accomplish as
much as possible in your limited time with the students. According to NASET (2006), the station
model is where “the room arrangement is divided into stations that contain specific content area materials.” With the station model, the goal is to have at least three stations to provide enough opportunities for growth and success in the classroom. Here are a few ways to structure the classroom with stations.
Structure 1- Create stations around the student’s grade level and deficits. Students can be grouped based on their abilities. The groups then rotate through the lead teacher station, the assistant teacher station, a computer station, and an independent workstation.
Structure 2- Create stations where the lead teacher is teaching new information, a
review station with the assistant teacher, and an independent workstation for students to practice their skills.
Structure 3- Create stations where the lead teacher takes a group and works on either ELA or Math skills at one station while the assistant teacher takes another 3
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Resource Teacher Know-How
group to work on the other subject at a different station. It does not matter who teaches what subject as long as both teachers are working on different subjects. Another station will be an independent workstation and the last station will be a computer station.
Due to the limited class time, it is important to have stations set up before the students get
into the classroom and to have the students begin working right away. The schedule and rotation of groups should be posted for all students to see. Have the lead teacher or the assistant teacher manage the timer to let students know when to rotate stations. Here are a few ways that class time can be structured.
Structure 1- The class time can be split in half with 25 minutes for math and 25 minutes for ELA. There will be 3 stations. One station will be a lead teacher station to introduce the content lesson. Then there will be an assistant teacher to review the content of the lesson. The last station will be an independent workstation for the students to practice the content skills from the lesson.
Structure 2- ELA and Math can be scheduled days. Math will be on Mondays and Wednesdays and ELA will be on Tuesdays and Thursdays. This will leave Fridays open for review, educational games, or catching up on the work missed. Students will be able to go through 4 stations each day for 15 minutes. The stations will be set up with a lead teacher station, an assistant teacher station, an independent workstation, and a computer station.
There are a variety of computer programs that can be beneficial in helping students grow academically. One program is called iReady. iReady is a progression-based program that can help close the educational gaps students may have. This program works at the student’s 4
Resource Teacher Know-How
individual level and can be done independently at the computer station. Calculators will also be useful for Drew, Ella, and Manuel to support their academic growth and development in math. Due to Beth’s disability, she will benefit from receiving extra time to complete assignments and assessments. A reward system for Beth will also be beneficial to encourage her to stay on task and complete her work. I would suggest the students be grouped as follows:
ELA
o
Group 1- Emma, Manuel, and Beth
o
Group 2- Andy, Lebron, Sarah, and Thomas
o
Group 3- Christy, Drew, and Ella
Math o
Group 1- Christy, Ella, Manuel, and Thomas
o
Group 2- Beth, Drew, Ella, and Sarah
o
Group 3- Andy and Lebron These groups were put together using the student’s level of performance. This will minimize the need for differentiation in instruction. This will also help the assistant teacher keep the students on task and assist with similar content as the lead teacher. Collaboration with the assistant teacher will also help the assistant teacher with having appropriate tasks that relate to the content and students’ ability. According to Gargiulo (2013), “Both individuals are present, but one teacher takes the instructional lead while the other quietly provides support and assistance to the students.” The assistant teacher is an essential component of the resource classroom. Having weekly meetings to discuss student progress and areas of concern will help keep everyone informed about student growth. Having effective communication between teachers will help keep a structured and positive learning environment for all.
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Resource Teacher Know-How
References:
Gargiulo, R.M. & Metcalf, D. (2013). Teaching in today’s inclusive classrooms: A universal design for learning approach. Wadsworth Cengage Learning. Grand Canyon University (2019). Class Profile: SPD-550.
Jones, S. (1999). Resource Room – Tips for a working model. Retrieved from: http://www.resourceroom.net/older/resourceroomtips.html
NASET (2006). Classroom management series: Series I – step-step-guide to setting up your classroom. Retrieved from: https://www.naset.org/fileadmin/_temp_/Series_I_Part_III_Classroom_Design.pdf
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