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Alternative Observation Reflection

Part 1
Video Selected: 5th Video- Small Group Rotations

Question 1: Is instruction delivered in small groups, centers, whole groups, individually?

Response: The instructions are delivered in small groups.

Question 2: Describe the teacher’s teaching style.

Response: In the classroom there is co-teaching and direct instructions

Question 3: How does the teacher incorporate the sensory modalities (learning styles)? Give

examples.

Response: When the students have completed their group activity they will move to the Sensory

Group. During this time the students are allowed to bounce on a ball, play with bubbles, stack

blocks, and jump on a color mat. This helps the students stay calm and stay on task.

Question 4: Do the students seem engaged in the lesson(s) presented? Please explain.

Response: Yes, the students do stay engaged with the lesson. For example, the teacher will

display some pictures and ask the students to point to the “monkey” and they will do as told.

However, one student may briefly walk away from the group, but the student is still listening to

the teacher. When the student returns he/she will point to the monkey.

Question 5: Are there any students isolated or not present/participating in the class? Explain?

Response: No, there are no students isolated. All students are present/participating.
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Question 6: Did you see any accommodations or modifications made to the lesson for the

student? If so what were they?

Response: Yes, I did see modifications made to the lesson. Some students may require a shorter

time frame in a group because they get overwhelmed. The teacher will set a timer for 10 or 15

minutes for that student in the group.

Question 7: How does the teacher handle transitions from subject to subject or activity to

activity? Are the transitions efficient?

Response: The students are on a timed schedule. The teacher will set the alarm for each group

and when they hear the alarm chime, the students know that means it's time to move to the next

group.

Question 8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.

Are they effective?

Response: The teacher uses direction instructions to gain the attention of the student when

working one on one with each student. Most of the students are non-verbal and using pictures as

part of the lesson helps implement the goals for each student.

Question 9: What specific behavior issues does the teacher have to deal with? How does the

teacher handle the behavior issues? Be specific.

Response: The only issue is when students will not stay in their seats long enough. It disrupts

their learning time. The teacher will practice with the students that when they hear the chime

they are allowed to get up from their seats. It takes practice, but they learn the method.
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Question 10: What positive reinforcements were used if any?

Response: One positive reinforcement I noticed is during math group is when the students

complete the lesson they get to use the iPad. The teacher used a picture with numbers showing

that they are going to learn numbers, then she showed a picture of an iPad which indicated that

after the numbers they get the iPad.

Question 11: Are there any policies or procedures that help or hinder instructional time? Please

explain them and how they help or hinder instructional time.

Response: The one policy or procedure that helps with instructional time is allowing the student

a break in the sensory room. When a student is feeling overwhelmed and need a break they can

go to the sensory room for calmness, but at the same time it helps put them back on task.

Another reinforcement was the students will get a treat when they complete the group lesson.

Question 12: What could the teacher have done better to assist the student(s) with learning the

material?

Response: The classroom was well organized and consisted of appropriate and the necessary

learning tools and activities to keep the students engaged. Which implemented a positive

outcome for each student to achieve their target/learning goals.

Part 2

Video Selected: 1st Video- Teaching Kids With Autism in the Classroom

Question 1: What drove you to choose this student?

Response: I chose Grace as my observation student. The reason being is because this video gave

more details on the individual student. I was informed on how her behavior was when she first

started at the age of two compared to how she has evolved at the age of five.

Question 2: Explain what the student did during the observation.

Response: There was no recording of Grace’s evaluation/observation. However, I did notice that

her first days in school she cried a lot and was non-verbal.

Question 3: Summarize the lesson given and the student’s responses to the lesson.

Response: The teacher gave Grace a list of instructions to: First, go to the library and read

books. Second, when the timer goes off she get to play with the iPad. Third, she does direct

instructions with the teacher, and Fourth, she works on her motor skills. During grace time in the

library reading independently she seemed happy, comfortable, and attentive. During direct

instructions with the teacher she was smiling, verbally communicating and giving feedback to

questions asked. She was fully engaged.

Question 4: Make sure to document ALL behavior in relationship to what was being presented

by the classroom teacher.

Response: I saw some behaviors from students that were participating in the lesson or activity

and I also saw behaviors in students who was distracted and had to constantly be redirected back

to the lesson or activity.

Question 5: Please describe what you discovered about the student’s learning styles,

involvement in class, and his/her educational needs.

Response: Grace’s learning style consisted of different centers that she had to attend and

complete each lesson or activity in the centers that she was assigned to. For example, she will be

assigned to complete a math center and then get a break. After her break she would continue on

to the next center then break again. This method kept her engaged and on task in completing her

learning goals.

Question 6: What positive reinforcements were used successfully? What behavioral

consequences were used?

Response: One positive reinforcement that Grace received is she was allowed to use the iPad

when she completed a lesson. I noticed in the beginning that Grace wanted to play with a kitchen

set and was not allowed to because she had to be engaged in the small group before she could

play. That was one lesson she had to learn and a lesson she overcame which is she has to do her

work before she can play.

Part 3

All the videos where very educational and I learned some interesting facts such as

providing specific instructions, how to manage the classroom, and basically understanding the

needs and wants of children with special needs. The video also included different methods that

can be utilized for each student to help them learn, transition and succeed.

I realized that every child and every teacher as well as the parents have a common goal.

That common goal is to see growth and improvement. I learned that no two children with autism

are alike, all students does not have the same instructions, students can be at different learning

level, and they all work on activities or assignments that are specific for their needs. It has been

said that it is hard to give a standard definition on the meaning of autism. In the video autism is

defined as: a developmental disability that can cause significant social, communication, and

behavioral changes. This video has prepared me to understand that children with autism don't all

have the same characteristics or behaviors. For example, there are some students with autism that

can be social and engage in social activities versus students with autism who would rather be to

themselves. There are some students who are non-verbal versus students who know words and

can communicate well.

All the videos were very educational and interesting. As an educator it is key to be aware

of the wants and needs of your students. Implementing appropriate and the necessary learning

tools will allow the student to achieve their learning targets. The overall goal for students with

special needs is to teach the student the skills to transition. With early intervention students can

learn important skills required to be a productive member of society.