Being Smart Alec

A day after Thanksgiving, we went back to my mother in law's house to meet another family member. There were lots of left over food including soft drinks.

Ryan pleaded to have Cola Cola from his older cousin, Katya. I told him, "No, you had enough soft drinks." He begged me again. Still, I was firmed with a big NO!

A few minutes after he and I walked into different directions, Ryan went outside to play with other cousins from Oregon and Utah. But this time, his cousin Katya caught him being sneaky behind my back. He was trying to get a can of Diet Coke out of patio's refrigerator. Katya was trying to warn him that I did ask him not to take any more soft drink.

Ryan sharply replied with a scolding facial expression:

"No! I'm an evil genius from the invisible summit* and I like Coca Cola and Diet Coke and YOU CAN'T STOP ME!" Katya tried so hard not to laugh with his comment. She walked back in the house and burst into laughter. She then told us what happened.

First, I was surprised he used longer words (21 words total..) Second, Katya happened to have a hood shirt saying, "Summit" because that is her high school. I even asked if there was an expression from T.V. Nope!

Thanksgiving Activities

This past week, I have had lots of Thanksgiving activities. One of the activities was involved in teaching them the surfaces about the masks.

Each of them created their own masks and write from simple sentences to one paragraph. It depends on the student's ability. It took them three days to put all of the masks and writing together before reading their paper to another class.

After they finished reading their paper to another class, the entire Deaf and Hard of Hearing Program started their first Thanksgiving feast. They all loved interacting with other students as well.
At the end, we all have to remind ourselves that there are many things to be grateful. Having the Deaf and Hard of Hearing program open along with a wonderful staff give a second chance for all of us. Many this program continues to many more wonderful years for the students.

Santa Cats

It was time for us to teach Star and Moonlight that there was Santa Claus. No one had taught them while they were living in Human Society for a couple of months. Thus, we thought it was appropriate for them to learn about Santa Claus.

Classroom Observation

On Wednesday afternoon, I received a final report from my coordinator and Special Education Director from the County after finished observing my class. They covered on four parts of the observation: instructional materials and strategies, classroom organization and management, student engagement, and communication. It was a two page worth of an observation, but I'll skim the statements.

Instructional Materials and Strategies:

The teacher did a good job connecting current and new learning to previous learning and across content area. She used a map and a globe to add clarification to details in the lessons.

The assessment materials developed around the story were exceptional. Those provided included excellent vocabulary development materials (including visuals/pictures with the printed words) and appropriate modification to the lessons. Also the student was given questions to respond to regarding the materials covered which required that the student use their writing skills to develop complete thoughts and sentences which included summarizing and making inferences.

Classroom Organization and Management:

The classroom is well organized with clear physical boundaries. Visual cues are used to label different materials, work areas, and expectations. The wall space was used efficiently and clearly delineated core topics by grade levels (math, literature, activities, word wall, noun-verb-adjective wall, calendar, maps, etc.) the classroom rules posted on the whiteboard, it was challenge to read. However, both the teacher and the IA used constant positive reinforcing language with the students, which demonstrates evidence of a positive behavior management system. The students were very responsive to the praise and appeared to be confident learners, as a result of the praise and scaffolded instruction.

Student Engagement:

The children were actively engaged in the direct instruction, and those who were doing independent tasks were engaged and on tasks the majority of the time. By grouping the students at their performance levels and utilizing staff, the instruction time was maximized and use appropriately to keep students on task and eager to learn.

Communication:

The teacher and the IA used very clear communication with t students, including ASL, CASE, sim-com, along with visuals to support language development. Both the teacher and the IA used very positive language, facial expressions and body language while working with the students, providing positive feedback and encouragement. Even when a student responded with and error, the teacher gave praise, and reinforced by providing the correct answer and clarification.

At the end of the meeting, I felt really good that I received an outstanding report especially from the director. Also, I was told that I have a natural talent in teaching.

Walrus

Look what I found Dylan while he was taking a bath!

I'm trying to figure it out why he decided to pretend to be a walrus.

Community Service

This time, my younger son has another project for his second grade class. His class was learning about the Community Services. He chose, "Mail Carrier."

I started helping him to put the blue paper over the little shoe boxes. The rest of the other part of his project, he did on his own.

At the end of his project, he was so proud of his achievement. But I wanted to tell you something funny. As soon as he finished the project, he told me, " I have an idea. Let's going to Ms. Welter's House (his teacher) and bring the cats to her house." (In case you need to review, look at his envelope on the side of his box.)

Triple Tattoos

Guess what I found this evening?

It's Ryan's triple tattoos. Although, I am grateful he did NOT use a permanent black pen.