1/13/09
Interesting Class
Hi everyone, I'm looking foward to the experiences that this class will bring. I am currently employed at a high school and work in the EBD unit there, so anything that I can learn from Mrs. White or the students in this class will be put to good use. After last nights class I'm positive that this experience will make me a better communicator with not only the kids I work with but the my colleagues at work as well.
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One of the issues we will look at (and the article I chose last semester) looks at the issue that language proficiency has on students who have been assigned the label of EBD. Did their behavior issue occur as a result of their language and learning problems? Are their learning problems a result of real or perceived behavior issues they had that impacted their opportunity to participate in classrooms and learn? How does their current ability to effectively "use" language with one another or adults impact their "success" in school? What about their "language ability" or ability to read and write? How does it impact their behavior? How are those issues being addressed in the EBD unit/classrooms in your school?
ReplyDeleteIn the last couple of years I have found that language is an enormous barrier for my kids. Most of the kids I get are in the 9th grade and if they can read on a 3rd grade level I'm usually happy. We try to be in the classroom with the children extensively to scribe and read for them. Most of the kids who act out in class are often acting out because they don't understand an assignment or can't perform the task asked of them.
ReplyDeleteHow did you decide that you wanted to teach in an EBD classroom, I'm not very familiar with the differences in classifications, I have my major set LDB but I'm tossing other ideas around to make sure I'm going into what fits me best. Do you truely enjoy your job???
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