EDLD 5352- Status Report

Status Report:

EDLD 5352 Technology Skills

    If not for this course I would not have known about Google documents and how useful they can be. To be able to work on a variety of documents from any computer, and without a pin drive, is ingenious. GoStatus Report:

Campus Supervised Internship Activities

    Throughout the 2012-2013 I was able to complete many of my internship activities. I learned a great deal from the responsibilities that I was fortunate enough to have been given. The activity that I learned a great deal from was handling multiple duties. I was able to accumulate many hours during morning, lunch, and after school duties. Through these duties I was able to interact more with my students, and at times, handle situations with parents. Being the music teacher for my campus gave me the opportunity to address parents at all school programs. Through this internship activity I was able to speak to parents and remind them of the importance of homework, reading at home, and attendance. Serving on the Grade Placement Committee was also an internship activity that was a great learning experience. Being on this committee allowed me to learn how our administrators inform parents that their child is at risk of being retained due to STAAR results. I watched as they explained and broke down test data, and presented many possible scenarios in a supportive manner. One of my internship activities that I need to complete is serving on the Site Based Decision Making team. I will volunteer for this committee for the 2013-2014 school year. I will continue assisting with any and all school related activities and encouraging my principal to call on me with any duties that I can learn from.

Status Report:

Action Research Project

    I gained a great deal from my selected action research project. Safe Places in the Classroom was very successful and I am very glad that I chose this topic. Implementing safe places in the classroom is a behavioral strategy that is not only inexpensive for the classroom teacher, but very effective in working with students with emotional problems. First, I added a clutter free area in my classroom that was located in the back. This area had enough space for a student, who upon feeling anxious or frustrated, could stand, pace, or stretch to calm themselves down and avoid a possible meltdown. Students with these behavioral tendencies were reminded that the safe place was for them, and they could use it at any time. Many of my identified students took advantage of the classroom safe place, and I did have fewer classroom disturbances. The next step is pairing up with my school counselor and sharing this information during a 2013-2014 in-service day. I will encourage staff members to implement this strategy and document their findings and experiences.

ogle documents are very similar to Microsoft Word. A person using Google documents can change the font size, color, add pictures, spell check, and much more. Also, having the option to change settings allows for multiple persons to work on the same document. This is a great tool for professionals to easily share information with one another. It was a great experience forming a group with my fellow 5352 classmates and creating a team Google site. On our team site we shared what we learned about the different Web 2.0 tools and Project Based Learning ideas.

EDLD 5352 Web Conference Reflection

EDLD 5352 Web Conference Reflection

Week 5 Assignment

    I’m still in awe of the ability to interact with my college professors and fellow classmates via web conference. I attended the first web conference for EDLD 5352. Before the web conference officially began, many of my 5352 classmates interacted with one another by asking questions about the upcoming assignments, forming groups, and getting to know one another on a personal level.

    The web conference was at full capacity. Due to the fact that there were so many participants, many technical problems occurred. Audio kept cutting in and out and the problem was not resolved. Many students became frustrated and logged off.

    Before the problems began, many students were able to ask a few questions about the requirements for week 2. Clarifications were given on the google document assignment and the team assignment. Luckily, we are able to view recordings of web conferences to answer any pending concerns or questions.

My action research project is coming along well. My hyperactive students are responding well to the use of safe places and technology. The biggest change has been their ability to move to the back of the classroom, on their own, when they feel anxious or unable to sit and listen to my music lesson.  Also, before entering my classroom I reassure them of taking deep breaths when they feel the “wiggles” coming. They are aware that I will not

Allow my classroom to be disrupted, that is why they are able to move to the classroom “safe place” to calm down. In the classroom safe place there are two laptops available to them in case they are too frustrated to follow the daily lesson. On these laptops they are able to work on the program “Brain pop”. Brain pop is a program that has been purchased by our district. It has sections where these students can work on music note recognition and other music lessons.

Greetings to all- I hope your Spring has been awesome so far. My action research plan is coming along. I now have two laptops in my "safe place" area. My active students are also aware they have my permission to move to the back of the room whenever they feel the "wiggles" coming. Fortunately, all is going well and they have been responding to these strategies.

Action Research Plan- Revised

Action Planning Template-Revised
Goal: Success for hyperactive and behaviorally challenged students, and to improve the overall environment of the classroom, through the use of safe places.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Speaking to targeted students privately, upon entering music classes, that they may move to the safe place when feeling frustrated or need more room to move.	Music Teacher Assistant Principal School Counselor Classroom Teacher	January 2013/May 2013	January 2013/May 2013	Interviews with. Classroom Teachers Counselor Principal Classroom Observations Referrals Interviews with Parents of Targeted Students
Privately teach targeted students breathing techniques to “calm down” when feeling frustrated.	Music Teacher School Counselor	Jan./ Feb. 2013	Literature on Dealing with Kids with behavior Challenges. Recommendations from the Districts Diagnostician. Advise from PE Coach Advise from Yoga Instructors	Classroom Teachers Counselor Principal Classroom Observations Referrals Interviews with Parents of Targeted Students
Teach stretching techniques to the entire class to not single out any students. This will help with the feeling of anxiety.	Music Teacher School Counselor PE Coach Therapist	Jan./ Feb. 2013	Recommendations from the Districts Diagnostician. Advise from PE Coach	Classroom Teachers Counselor Principal Classroom Observations Referrals Interviews with Parents of Targeted Students
Tutorial of music computer programs that can be used when targeted students are unable to listen to lectures. After each class track whether there was difference in the behavior of the targeted child. Share documentation weekly with campus administrator and classroom teacher. Final Meeting with campus administration on findings of action research project. Final meeting to determine when action research project can be presented to the campus staff. Goal date would be the opening meetings of the 2013-2014 academic school year.	Music Teacher Campus Technology Specialist Music Teacher Classroom Teacher Music Teacher     Music Teacher Assistant Principal Principal Classroom Teacher Music Teacher Campus Administration Classroom Teacher Campus Administration	Jan. – May 2013 Jan. – May 2013 May 2013	Computer Music Programs Classroom Computer Station Headsets Charts to track date, strategy, and behavior. Charts to track date, strategy, and behavior. Spreadsheets/Weekly To track any changes. Spreadsheets/Weekly To track any changes. Charts and Spreadsheets Charts and Spreadsheets Final Spreadsheets showing documentation on action research project. Copies of documentation PowerPoint Presentation	Interview classroom teacher on whether there has been any difference in behavior due to implementing strategies and safe place. Interview with campus administration on whether there was a decline in referrals due to the implementation of safe places and calming strategies. Presentation to Campus Staff.

Action Research Project

Action Research Project Overview Action Research Project Topic:  Do safe places in the classroom aid in the overall academic success of hyperactive and behaviorally challenged students? Goal: Allow children who cannot engage in a regular classroom lesson due to hyperactivity, or behavioral challenges, an alternative way to learn without causing distractions for the teacher and other students. Setting the Foundation:  Each year there seems to be an increasing number of students who are unable to sit and listen to classroom lectures without causing some type of distraction. They are unable to engage due to hyperactivity, or are considered behaviorally challenged.  Many times, due to interruptions by some of these students, a teacher must stop the lesson and address behaviors that are unacceptable. In some cases, so much time is wasted on discipline that the remainder of the class misses out on learning, and therefore falls behind.  Although all educators pray for a class full of students who will sit quietly, love all material being presented, never complain, finish all homework, pass all exams, and behave, we know this is not reality. Instead of fighting battles day after day, we must meet some of these hyperactive and behaviorally challenged students half way.  No matter what we do or say, kick and scream, some students will not, and cannot, behave in a way that we expect. Even though their behavior is frustrating, as educators, we owe it to them to provide a quality education. The thought of my action research came when thinking of these special students and how to keep them engaged in a different way. I wanted to give them an outlet where they can feel comfortable and keep distractions from occurring.  A classroom “safe place” would be an area in the classroom where a student, who is feeling frustrated, or unable to sit still, can move to and listen.  This area would have enough room for a student to stand, or walk around, while continuing to participate in the discussion. Also, there would be a few computers close by where a student could work on a music program and not distract the class.  The idea is to keep these students, who need modified instruction, to learn and not cause interruptions so learning can continue to take place.  Analyze Data: When students are identified, then different strategies and techniques can be used when problems arise. After a situation, then strategies and techniques used to calm the situation will be documented on specially created templates.  Then after a few months of documentation, we will be able to tell if the “safe places” were effective. Developing Deeper Understanding: After the observations and the data have been documented, my assistant principal and I can see whether there is a pattern with my targeted students. If strategies, calming techniques, computers, and safe places, are aiding in the engagement of our hyperactive and emotionally challenged students, then this information can be passed onto the regular classroom teacher.  Engaging in Self Reflection: During this action research project consistent documentation is key.  After each problematic situation, records need to state what was the altercation? What was the strategy used to calm the situation? Was it effective? Did learning continue for the student and the rest of the class?  Also, I will continue to share information that is working through my blog. This action research project, if done correctly, can help educators from elementary to secondary.  Exploring Problematic Patterns: This action research project will also include interviewing and feedback from the school counselor and campus administration. Is there any information that I should know that will help my targeted students? Also, by interviewing district therapists, I can gain insight to more calming techniques and strategies that will help with my research. Determining Direction: Throughout my action research project I hope to meet regularly with my assistant principal to report my findings.  Also, I would like to keep in close contact with the teachers of my targeted students. Have they seen a difference in behavior after the implementation of safe places? Since I am one of their teachers, I would also document any changes negative and positive. Taking Action for School Improvement: If my action research project proves to be successful then I would like to encourage all staff members to incorporate safe places into their classrooms. With less discipline problems, learning can take place for the entire class.  If effective learning is happening, then the educational environment will be a positive one, promoting academic success. Sustaining Improvement: My goal is for my action research project to be promoted annually by our campus administration. If safe places in the classroom prove to be successful, I would encourage administration to strongly recommend that all classroom teachers have one.  It would also be very helpful for first year educators who do not have experience with hyperactive or behaviorally challenged students.