Ann Example

Evidence 9.1 Evaluations by Supervising and Cooperating Teachers

Evidence 9.2 Student Teaching Journal

See Attached Files

Evidence 9.3 Teaching Special Education Reflection

Those who were finished in Period 2 began to find photos for the new Scratch Board Project. Two (identified having IEP's) students repeatedly decided to surf the Web instead of looking for a proper picture so they were asked to leave the computer lab. I also concerned about a student (with a behavioral IEP) who refused to find a photo of an animal but would insist on a cartoon animal, or a logo with an animal, or a copyrighted drawing of an animal. She backed off on Tuesday and found a photo of a puffer fish; however, when back at her table she decided to do nothing but chat. I repeatedly asked her and her tablemates to start their drawing process but nothing got started.

With permission from Mr. Worthman, I began e-mail correspondence with the mother of another 8^th grade IEP student. After his behavior using the Web, refusing to paint, "entertaining" students at his table (note this is the same table as the before mentioned student), and after his having a cell phone in his pocket he was asked to move to another table. His behavior pattern is well known, but now his mother will know specifics in Art class. She has been receptive and is trying to resolve some of the issues.

• Many students were very hesitant about proceeding through the steps; constantly seeking guidance for even the simplest task - knowing their IEP status would help. Others just needed to get the confidence by allowing them to do the work themselves versus the teacher doing it for them. I found this especially prevalent when an aide was present. Felt compelled to tell them to let the student do the work -the outcome would be the student's-not the aide's!