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Amanda Hafner
Signature Assignment
classroom is something that takes me a lot of time to make truly unique and inspirational.
My classroom is an average size, with 15 students in it, an aid teacher, and then me as
the main teacher. 8 of my students are female, and 7 of them are male. The culture in
my classroom is diverse, I have three students in my room who are African American, and
I have two who are Indian. The rest of my classrooms culture consist of two kids who are
Jewish, three who are Spanish and the last five are Caucasian. I make sure that
everything I do is in the best interest of my students, and for holidays I not only make sure
to celebrate most holidays but I make sure to send a note home saying that if they do
not want their child celebrating specific holidays that they may either come after the
party or they can leave before it. I also give them the option of not coming that day at
I make sure to keep my classes routine the same, the activities will vary but the
routine and scheduling stays the same except for special occasions like parties and
holidays. Each morning starts with circle time, during circle time we always start with the
good morning song, after the good morning song we do the weather, and then the
name song. The name song is where we sing and spell the name of each song that is in
class with us that day. When we sing the name of the friend who is in class that day they
get to go in the middle of the circle and dance while we sing and spell their name. We
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use this time to do music, as well as weather. During circle time we also do the pledge of
allegiance (with help of course). Next after circle time we move on to centers. Centers
have play mixed activities that will change daily. During centers we will make sure to
have an art center, book center (to practice reading), blocks, dramatic play
(encourages creative expression and imagination), and small motor which allows
children to work on their motor skills such as fine motor. Examples for this would be things
like play doh, painting, beads, and puzzles. After circle we do clean up and snack, the
children know that they are responsible for cleaning up their centers (to the best of their
ability) and then we do toilet time where they can wash their hands for snack and then
snack time. The children’s parents are responsible for packing their child’s snacks, and of
course rules vary about how the snacks should be nutritional and not such things like a
chocolate bar. After snack we move on into the lesson, our lessons start with a small
circle where I will discuss what we are doing today, a lesson is basically art. We will do a
craft with every lesson to help the children be more hands on and have the visual. After
lesson we move on into story time where we gather on the circle and each day, I read
new stories. I will go through two to three stories, but the children are always wanting
more. After story time we move into nap time, their nap time lasts around an hour and a
half to two hours. The children who wake up first use the potty and know they must take
a book to their mat and be quiet as the rest of their friends sleep. After nap time we move
on to outside play, where they can get their energy out which if it rained it is moved into
inside play. Running in the classroom is prohibited so if it rains, we translate this into more
center time. After outside play we move into more centers, these centers focus more on
helping them to calm down. Ill set up four centers, one will be writing with me, while the
rest will consist of reading, blocks on the floor, and coloring. After these centers we move
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on to music and movement which is the music I will play off of the radio, and the music
names movements for them to follow while dancing along, and then dismissal at the end
of the day. I use Routine Matrix to run my classroom and find that for my students and for
me that this is the best-working tool to use for my classroom. I also use UDL (Universal
Learning Design) because I know that each child has different strengths and weaknesses,
each child has different interests and learns different so I make sure that in the changing
of my activities and lessons every day that I use this approach that gives all the children
This is the daily routine and is always followed, all my students follow the routine
very well besides my one student Rory. Rory is five years old and has an IEP for Autism
Spectrum Disorder. Rory takes longer to learn, and his challenge is when he falls behind,
he acts out in frustration. Rory’s bad behavior comes from his anger when he could not
activities his classmates were but couldn’t do them as fast or couldn’t do them in general.
Rory loves art, he loves being able to draw outside the lines and express himself on paper
with pretty colors and things he could see. Where Rory struggles is in things such as writing,
reading, and concentration. Rory gets easily distracted, so I find it important for aid to
not only spend time with him, but for me as the main teacher to spend one on one time
with him. We keep Rory’s schedule the same as the rest of the students, and make sure
that whatever we have learned frustrates him or makes him act out I adapt too in my
lesson plans or take out. By this I mean through trial and error I have learned about Rory’s
strengths, and weaknesses. For example, Rory gets really frustrated during centers like
blocks when he will build something, but it will fall multiple times, so I make sure that when
he goes to blocks his aid will help and assist him build so that it is less likely that the blocks
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will fall. I do not rely on the aid heavenly, Rory is my student, and I find it my responsibility
to get him through the day and help him learn as best as I can while helping him keep
environment. Everyone’s opinions matter, and everyone from the students, parents, and
teachers must contribute to make this a positive, and happy classroom. I understand
that each child is unique, and must have an expressive and stimulating environment for
them to be able to grow and strive in. In my classroom I strive for everyone to be creative,
and let each child know that their opinions and needs are heard. I make sure my
classroom is a place for them to grow socially, mentally, and emotionally. I bring as much
to the classroom as my students do, and I learn from them as much as they learn from
and I teach my students to always embrace the differences not only in themselves but in
clearly set my rules in the beginning of the year and I make my expectations for the
school year clearly known. I do things throughout the year as well to reinforce my
philosophy. In art and music, I encourage creativity and free expression, as well as I have
my classroom decorated in their own artwork as well as have other components to make
the classroom look colorful, positive, and overall expressive. I, as the teacher understand
each child is different and learns differently. I try my best to observe and learn all my
students as well as be the good influence that they need in an adult as I understand they
might not always have not only a good influence at home but that their needs might not
being met at home. When I say their needs, I do not just mean their needs of having a
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good influence, but I mean their needs of attention, affection, knowing their voices
As the teacher my role for the students who have learning differences is to make
sure that each child’s learning styles are being considered throughout the day and their
learning needs are being met. Maybe Brandon needs more assistance when he is
reading then I will make sure that I will take time with him one on one during reading
center and help him read and send some easy books home with him so he can practice
reading at home. I will support all my student’s learning styles and give them positive
reinforcement when they are succeeding and support when they are trying. If I know my
class is doing something that maybe Rory can’t participate in, then I make sure Rory has
another task to get done so he doesn’t feel left out. I will do things like have him help set
up snack, bring a note with our aid down to the office, just something he will find
rewarding and distracting because I never want any of my students to feel left out. I
encourage all my students to come out of their shell, and I understand that there are just
going to be some students who would rather keep to themselves and who will be
embarrassed if they are falling behind. There are many steps I take to handle these
situations to the best of my ability, for example if I know Sophie is shy, I will pair her with
Angela who does not stop talking and who will help get her out of her shell. Another
example is if Brandon is falling behind in reading, but Brody is a really good reader, maybe
I will pair them together and have them share a book. Sometimes kids learn better from
their peers and will feel less embarrassed. My classroom has its own set as rules and is as
unique as all the children who are in it. I make sure each kid looks forward to coming to
Rory has trouble paying attention at school, so my job as his teacher is to come
up with an intervention plan that is designed around him and his needs to make it as easy
as possible for him to succeed. The area I am focusing on is his behavioral and social, I
feel this area is very important because since he has autism this is an area that is
exceptionally challenging for him. I want him to succeed being social because any child
has a need for friends, and for Rory he does not understand when he is being too much,
and this makes it hard for him to make friends. Rory is a great kid, and I want him to be
all throughout center time, without getting frustrated and acting out. Center time is hard
for Rory, you are moving from one center to another, and some centers require group
play which is hard for him as he has a harder time understanding the concept for sharing.
Just from my time with Rory and notes from his previous teachers I knew that his behavior
and his trouble with socializing was a big issue for him, I made sure that as soon as he got
into my classroom that I really payed attention to him. I would watch the way he was on
the playground, and how he is in centers. Rory likes to play by himself, but he has a lot of
trouble understanding that not all the toys in the centers are his. When other classmates
will go to play with them or try to talk to him to play together Rory will either stay silent, or
he will get mad and hit them for taking what he thinks are ‘his toys’. Rory has language
barriers, as well as cognitive barriers. Rory can be hard to understand, but me as well as
his classmates and aid usually know how he feels through his facial expression. How I plan
as his teacher to help Rory reach our goal is to in the beginning of the day, go over the
daily schedule with him. I will walk him through what centers we are going to do that day,
and make sure to explain fully what centers that he will have to share toys in and what
centers he will do individual work in (with help of his aide of course). Letting Rory know
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what centers are going on that day and being walked through it before-hand will help
him feel more in control. This will help him be less stressed when changing centers and he
will at least know that certain centers require sharing and group play. I also will try to play
with him during recess, by me showing him and being a model on how to play with other
people this will help him learn what is acceptable and not. I also am going to have a
meeting with his aid and have her do the same thing in centers with him, modeling is a
great reinforcer to the behavior that is allowed in and out of the classroom. Rory getting
frustrated and having behavioral and social problems can affect his academics, when
you are mad and distracted then there is no way that you also focus on your academics.
None of this intervention is going to happen without a parent getting involved, so the first
thing I will do is email Rory’s parents and ask to have a meeting with them. During that
meeting I will tell talk to them about my assessments of Rory, my goal for him, and what
his aid and I will be doing to achieve that goal. I will also make a plan with them to show
them that what we practice and do at school, has to be carried on at home as well
because consistency is key. I will continue communication with the parents by sending
home weekly reviews of his academics as well as his behavior so that they can know at
home what needs improvement, and what he is doing really well on.
Rory is going to need an intervention plan, and this is how I and his parents will put
together what we need to help him succeed while in my class. There are three guidelines
we are going to follow in this, and it’s called UDL (Universal Designed Learning). We will
make Rory a plan that has three components which is means of expression,
representation, and engagement. For engagement we would use tools like smart touch
boards, this will entertain Rory because it is not group play it’s something he can do on
his own and the changing colors and amusement of the board will keep him interested
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in longer periods of time as well as make it fun for him to learn. For expression fun things
we will do in class are coloring, painting, art projects to help him learn his colors and let
him have free expression where for once he can feel like he isn’t being told what exactly
to do and get to explore with free range of colors. For multiple means of representation,
I would make sure I had multiple tools in my classroom for Rory to use to help learn that
he’s interested in. Rory likes picture books, so I would make sure my classroom had various
picture books in it that have to do with what we are learning in the classroom. I would
also make sure to have flashcards, a classroom computer, whiteboards for coloring and
plenty of clip art around the classroom with things such as the alphabet and colors and
names for reinforcement. This plan addresses the students’ needs directly and is
designed around him specifically to ensure his success in my class. Consistency is key
when it comes to ensuring this is effective, it is up to me as his teacher to ensure this plan
is consistent every day and to be in contact with the parents to make sure what we work
because my goal is to make sure that my students succeed but also to have an
expressive, uplifting classroom which means letting them be expressive in art and let them
have a little freedom while also making sure they are learning and growing positively.
As a classroom teacher, my essential inter and intra personal skills that I possess
that would maximize the learning of my students are being fully educated on special
education, disabilities, pre-intervention, and I would make sure to take the time to get
to know my students so I get to know what their individual strengths and weaknesses
are. I would educate myself on what strategies my schools follow when it comes to
educating our students and making sure every step of the way that I am meeting each
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child’s individual needs . My classroom will have open creativity, and expression. One
write about ethical reasoning because I gained so much knowledge through class time.
The power points that we were provided and the group activities that made us do
hand-on work on the things we were learning for that chapter. But where I gained the
most knowledge is these exams. I would describe these exams as long, time- consuming
and very, very challenging but this is where we gain the most knowledge and this is the
knowledge, we will take with us in our futures and what we will remember. This is
even if I couldn’t see it when I was doing the time-consuming work it was the work that
helped me pay attention and help me keep this knowledge. In this module we would
do class activities of going over an “students” information and for us we would make a
plan for them in the classroom and we would have to guess their age and diagnose
them. This is where we learn the most because this is what we are going to have to do
in the classroom. Doing activities working with specific children, with specific disabilities
and making plans for them helped us expand our knowledge on disabilities and how
each child is unique when it comes to their IEP’s. It taught us that even if two kids have
the same disability that it doesn’t mean that their IEP’s will be the same, one may have
different strengths and weaknesses then the other. Another learning outcome I grew in
was Information literacy. I grew in this just recently when I was required to write a five-
page research paper on ADHD. I gained so much knowledge in writing this paper, and
I was given a specific guideline on what was required to be explain in the paper, along
with what specific outside resources I was allowed to use for information. This really
made me realize what ADHD was, how to handle a child with it in a classroom, and
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what to expect from a child who has this disability. I learned so much about what signs
to look for in a child who might have this disability, and I had to write this all in a formal
paper using correct literacy tools, learning more information about disabilities and using
had to do helped me gain and grow in all the essential learning outcomes and give
me a clearer vision of how to carry on these tools in my classroom and why it is important
to do so. It shows me that all of the work is worth it, and now I know what is needed to