PROVINCE OF BUKIDNON Municipality of Don Carlos DON CARLOS POLYTECHNIC COLLEGE Purok 2, Poblacion Norte, Don Carlos, Bukidnon Contact number: 09778527030 Email: doncals_1507@yahoo.com COURSE MODULE-Educ4 Module 9 Week No.1 Introduction: This module characterizes the Special Education Teacher and discusses his/her roles and responsibilities. We tend to remember the best and the worst of our teachers and the impact these teachers had in our lives. We remember teachers who are caring , understanding, encouraging and strictly attend our lessons. We also remember teachers who are always absent from the class or who scold the class for the inappropriate behavior of one student when the class should already be solving math problems. We make conclusions that we learned a lot form this teacher and we learned nothing from him. These conclusions do have life-long impact in our lives since teachers are important variables in our school and learning experiences. Rationale: It describes personal attributes and professional qualifications of a special education teacher as well as its roles and responsibilities that are very important in the delivery of quality education to special students. Intended Learning Outcomes: 1. Describe the personal attributes and qualities of a special education teacher. 2. Enumerate the professional qualifications for a special education teacher. 3. Explain the roles and responsibilities of a special education teacher. Activity: Recall your best teacher in your high school days. What are the best practices she had that you consider it created a great impact in your life as a student? One thing I will never forget my high school tecaher taught me was to use open-ended questioning techniques. Open-ended questions are those that do not have a simple 'yes' or 'no' answer and instead require the respondent to elaborate on their points. Open-ended questions allow you to see things from the customer's point of view because you get feedback in their own words rather than canned responses. Discussion : Personal attributes and qualities of a special education teacher as mentioned by Hoy & Weinston (2006) are the following : 1. Has the ability to establish positive interpersonal relationship with students. 2. Has the ability to exercise authority to provide structure without being rigid, threatening and punitive. 3. Has the ability to make learning fun by using innovative and creative pedagogical strategies. To be highly qualified as a special education teacher, you must first all meet all the requirements of the Bachelor of Elementary education major in special education curriculum set by the National Competency-based Teacher standards (NCBTS) or other equivalent degrees such as Bachelor of Special Education. You must earn a certificate or licensure in teaching special education after graduation. you can earn this upon passing the Licensure Examination for Teachers with special education as major field. Good teachers are also good managers. They are able to maintain order, provide limits for behavior and create an environment where students feel safe. Students react positively to teachers who demonstrate both cooperative and dominant. The desire for clarity , structure and limits are strongest among children with disabilities and teachers are expected to respond these needs which are unique only to the individual child , he ability to be firmed without being punitive , to be strict without being “mean” and to come off as someone who has control are important for special education teachers. Exercise: In what way/s a special education teacher different from a general education teacher? The special education teacher has specialized skills and is familiar with learning styles and how to adapt teaching material to the abilities of individual students. The general education teacher should: Create and implement weekly lesson plans that encourage all students' participation and learning. All students' progress should be monitored and evaluated. Maintain contact with students, parents, and guardians. Assessment: 1. Enumerate the personal attributes of a special education teacher. Communication, listening, collaboration, adaptability, empathy, and patience are all qualities of a good teacher. Effective teaching also includes an engaging classroom presence, a value in real-world learning, the exchange of best practices, and a lifelong love of learning. 2. Discuss the professional qualifications of a special education teacher. To work in public schools, special education teachers must be licensed or certified by the state. State requirements vary, but most require a bachelor's degree from a teacher preparation program. For certification, some states require specific classes or a special education major. 3. How roles and responsibilities of a special education teacher affects the lives to students with special needs? Teachers of special education act as advocates for students with disabilities and special needs. This includes ensuring that all school officials and employees understand the value of inclusion and how to best incorporate it into all campus activities. Advocacy may include requesting inclusionfocused professional development activities, particularly programs that help general education teachers better understand inclusion best practices, or informing community members about inclusive teaching success rates. Reflection: How can you as a Special Education Teacher make a difference on the lives of your special students? Special education teachers are expected to do a lot of things, including: assessing students' skills to determine their needs and then developing teaching plans; organizing and assigning activities that are tailored to each student's abilities; teaching and mentoring students as a class, in small groups, and one-on-one; and writing individualized education plans in parent-friendly language. References: Danocup, O.B.,(2010). Classroom Management: Preparing Special Education Teachers. Pg. 157-169. Vaughn, S. et.al (2003). Teaching exceptional , diverse and at risk students in the general classroom. 3ed. Boston: Allyn & Bacon . Resources & Additional Resources: BEAM, (2007). No Limits: Teachers including learners with disabilities in a regular classroom. Hagger, D. et.al.(2005). Differentiating Instruction in Inclusive Classrooms: The Special Educators Guide: Pearson Education, Inc. PROVINCE OF BUKIDNON Municipality of Don Carlos DON CARLOS POLYTECHNIC COLLEGE Purok 2, Poblacion Norte, Don Carlos, Bukidnon Contact number: 09778527030 Email: doncals_1507@yahoo.com COURSE MODULE-Educ4 Module 10 Week No.2 &3 Introduction: The field of classroom management is replete with process-outcome research. The focus of determining relationships between classroom processes and student achievement with the intent of identifying teaching practices and behaviors associated with students learning and appropriate classroom behavior has been, time and again, the concern of researchers. Many issues in classroom management like approaches that foster development of selfregulation and emotional competence , proactive approaches to discipline or the dilemma of authority and power can be studied using the grounded theory research. Rationale: The need for research in all fields of endeavor cannot be understated . research is a powerful agent of educational change. It is a potential agent for action, progress and reform rather than stability and mediocrity (Mills, 2000). Research fosters a climate of empowerment to individual teachers through participation in social responsive research activity. Such action will help teachers embrace change which is an inherent characteristic of teaching. Intended Learning Outcomes: 1. Explain the need for research in classroom management. 2. Explore issues and future directions in classroom management research in special education settings. Activity: The field of special education is a rich source of research problems. What does this statement imply? Special education teachers who understand research methodology and supported practices can not only innovate in the classroom, but also assist other teachers in understanding and implementing new and effective teaching strategies, allowing all students to reach their full potential. Discussion : As a special education teacher, you should strive to hone your research skills because it is one of your responsibilities. Research skills do not only involve conducting research but should start with understanding research results. As a professional, you should possess the ability to read and understand research reports. Doing this can help you abreast with validated and tested practices enhancing your capabilities to be a better teacher. Reading research is likened to a continuous search for knowledge that can heighten your interest and involvement in your job. The nature of your job as a special education teacher is closely related to research activities. If you embrace the attitude of a researcher, you will discover that the research activities are just right “under your nose”. Exercise: Can you identify a school policy that has been changed from the first time you entered college up to this time? What do you think brought about the change? Has the change affected your life as a student? Justify your answer/s. There are numerous situations in which a major policy change initiative such as the one described in this section is simply unnecessary. If you can accomplish your goal – such as putting a crossing guard at a dangerous intersection or opening the school gym in the late afternoon for community use – by simply explaining why it's important to the principal and offering to help make it happen, that's the way to go. If the change is small, reasonable, and does not require major disruption to the school or system, you can probably make it happen quietly. Even major policy changes can be simple if the need is obvious. Don't assemble the community for a trivial request – the simpler you can make things, the better. Assessment: Why there is a need for research in classroom management? Classroom management has two goals. The first step is to create a quiet and calm environment in the classroom so that students can engage in meaningful learning in a subject. The second goal is that classroom management contributes to the social and moral development of students. Reflection: Why should schools establish a research culture? Research beliefs and norms provide support for conducting research and determining what type of research output teachers produce and why (Hill, 1999). Research culture can be defined as the values and ideas that researchers employ when dealing with research-related issues. References: Danocup, O.B.,(2010). Classroom Management: Preparing Special Education Teachers. Pg. 170-176. Vaughn, S. et.al (2003). Teaching exceptional , diverse and at risk students in the general classroom. 3ed. Boston: Allyn & Bacon . Resources & Additional Resources: BEAM, (2007). No Limits: Teachers including learners with disabilities in a regular classroom. Davao City: Philippines-Australia Basic Education Assistance for Mindanao. UNESCO,(2004). Creating Inclusive Learning-Friendly Classrooms. Thailand: UNESCO Asia and Pacific Regional bureau for Education.
