Resource teacher know how
Resource teacher know how
Particular questions are necessary for a resource teacher to understand before they assume their roles. In this case, the questions will reflect both the teacher’s need to know the needs of the students and the demonstration of knowledge on the particular issue.
Questions demonstrating the relevant knowledge for the students
Q.1.How does the school best develop differentiated instructions and guidelines to meet the diverse student needs? The teacher seeks to use the knowledge from this question to gain a deeper understanding of the institutional learning methodology, strengths, and weaknesses.
Q.2.How does the institution utilize the students’ background information such as demographic backgrounds, parent participation, gender, and social-economic status when forming the learning process?
Q.3.What is the school’s motivation for understanding the particular variables that shape a student’s learning process at the school?
Questions demonstrating pedagogy and content
Q.1.What are the various factors used in determining the present educational levels and needs of the diverse students in both functional and educational aspects?
Q.2.What are the school’s recommendations on setting the IEP goals or the short-term objectives to conform to the student’s present levels?
Q.3.What are the various resources besides the teaching curriculum are permissible in the institution?
Additionally, the resource teacher needs to develop a close relationship with the other teachers in ensuring there exists a collaboration between their various teaching approaches and learning outcomes. The resource teacher also needs to understand the administration needs and concerns before beginning their role at the institution.
Q.1. What is the teachers’ and the administration take on the students’ academic performance and what prompted this exercise?
Q.2.What motivational elements do you use with your students and what measures are employed to measure their feasibility?
Q.3.What is the institutional culture and what relationship do you recommend for the particular students?
Q.4.What facilities are available at the institution and what measures are employed in ensuring that the students have access to the necessary content? Other than the general teaching guide, what additional facilities are allocated to the needs of the special case students or rather those in need of special attention?
Q.5.How many members of staff are available at the institution regarding student-teacher ratio and how efficient will the special education program fit in with the mainstream learning process?
Q.6.What measures are put in place in determining the success levels gained from the special education program and where does the administration stand in support of this engagement?
Possible ways to structure the classroom setting
One of the crucial elements that define the success of learning is the physical environment of the said classroom. The arrangement plays an active role in shaping the conduciveness of the learning environment. A resource teacher tasked with ensuring the learning efficiency of ninth grade special education students has to guarantee that they feel relaxed discussing the issues affecting their learning process (Hannah, 2013).
Some of the possible ways to structure the classroom setting include developing strategies that ensure the existence of both student cooperation and classroom competition by grouping the students according to their performance levels. The approach would focus on pairing students depending mainly on their reading and mathematics performance levels where students belonging to the same category are grouped together. The approach allows students to feel more comfortable without feeling weaker or fear of intimidation by their colleagues.
Another method involves setting the class environment based on the pupils’ social-economic status in ensuring that the students can speak their problems in the presence of those they believe to be their equal. Students often feel intimidated by the economic status of their parents, and other feel challenged to speak in front of those they consider superior or rather better off. This approach creates a motivating and secure learning place judged by the students’ sense of emotional and physical security (Eggen & Kauchak, 2007).
The third approach involves using the students’ gender and age interactively to establish a class setting that promotes interactions and interest in the various learning activities. Assembling the best groups where children feel motivated to speak ensures that the students can make real-world connections and engage more in the learning process (Eggen & Kauchak, 2007).
Possible ways when structuring the class period
Two possible approaches can be employed in structuring the class period that include dividing by days or dividing by minutes. Children can either take half the allocated time for each subject namely mathematics and English or split days and assign a specific subject for each day. For example, Mondays and Wednesdays can be used to learn and teach English while Tuesdays and Thursdays can be used to teach English or vice versa. Fridays would be used to offer an interactive session with the students where questions or challenging units or topics are discussed extensively between the various groups.
Some of the instructional strategies include assistive technology (AT), inclusion, and the question-answer relationship. The question answer relationship involves the use of questions that systematically fit into a level thinking guide. The first level includes answers answered directly in the text; the second level is the think and search model, the third level entails students using background knowledge to respond to questions while the fourth level entails creating answers through critical reasoning. The inclusion approach involves using the mainstream learning environment for all students including the students with disabilities. Students can use support services and supplementary aids as additional resources to make sure that they gain the necessary understanding. AT, on the other hand, involves the use of high, middle, and low-tech devices to increase the student’s learning abilities. Some of the assistive technology resources under consideration include the computers or other inexpensive gadgets that are easy to use (Cavanaugh, n.d).
Cavanaugh, T. W. (n.d). Assistive Technology and Inclusion. Retrieved from https://www.unf.edu/~tcavanau/presentations/SITE/ATandInclusionFull.htm
Eggen, P. & Kauchak, D. (2007). Educational Psychology: Windows on Classrooms. New Jersey: Pearson Education, Inc.
Hannah, R. (2013). The Effect of Classroom Environment on Student Learning. Western Michigan University, Michigan. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context=honors_theses