Student Subgroups

Apr 6 2020

Uncovering Strengths: Bilingualism for Middle School English Language Learners

By |2020-10-31T02:05:44+00:00April 6th, 2020|

At the beginning of the year, I asked my students - a group of 7th and 8th graders - to write about their bilingualism. Given that I teach English as a Second Language, I was expecting all of my students to dive easily into the activity. My students, however, sat in silence. After a few moments, one student shyly raised his hand and said, “Miss, I am not bilingual.” I asked him to tell me more. He replied, “I can’t read in Spanish and English is my worst subject…I am not bilingual.” Other students in the room nodded in agreement. The students who most vehemently agreed were those who were born in the United States.

Aug 20 2019

Explicitly Teaching Social-Emotional Skills in an Inclusive Classroom

By |2020-10-29T19:41:26+00:00August 20th, 2019|

When I first began teaching second grade inclusion, something surprised me. The activities I anticipated being the most fun and enjoyable parts of the day ended up being the most challenging. Learning games, independent literacy stations, recess, and PE were the most challenging parts of our day. I found that almost every day, students would return from recess yelling at each other, hitting each other, and crying.  

Oct 20 2015

MESH and Students Diagnosed with Autism Spectrum Disorder (ASD): Can they learn these essential life ingredients?

By |2020-11-09T22:45:02+00:00October 20th, 2015|

Students diagnosed with autism spectrum disorder (ASD) may be the last group of students one would think of when thinking about teaching MESH (Mindsets, Essential Skills & Habits) or the first depending upon one’s perspective. For me, the answer to the question, “Can we students’ diagnosed with ASD learn MESH is a resounding YES!  Therefore, we must teach MESH to all students! MESH involves teaching children about the mindsets, essential skills and habits they need to succeed in school, work and life...

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