Classroom Reveal 2015-16

Only 2 months late but it's finally here! It is not as clean as I would have hoped but I thought it was still important to share!

Door into classroom. I usually have our craft displayed. Here is our bee we made from Teaching Special Thinkers Art Packs. I also have our Severe Weather and Evacuation plan on the top of the door.

Right when you walk in I have student mailboxes, homework turn in bin, daily journals and Check In and Check Out Schedules. I also have my homework printed, copied and ready to go for the entire year in the black file crate. I use the Leveled Homework Bundle from The Autism Helper. 

Grab my Daily Journals here for FREE! 

On the wall on the right, when you walk in, I have our schedules posted. This way anyone who comes into my room (paras, ancillary, HS helpers, admins etc.) can figure out what we are doing or where the kids are. Even though my students spend the majority of their day with me, I do not teach in a self-contained classroom. All of my students have a different general education teacher, which all have their own schedules. Everything is posted here!!

Below our schedules we have a "How are you getting home" pocket chart. The kids put in how they are getting home. I like the students to do this to help build independence in their dismal routine. If they know how they are getting home they are more likely to be able to complete the task independently. It is also great for staff and subs to reference if needed.

This is my main teaching area. I always choose to have a u-shape for my student desks/tables. This allows for the kids to have their own personal space but I can also easily access their space if needed (for instruction or behavior management). I also like that there is still space in the middle for the kids to come and sit on the carpet. It provides a more intimate/contained space.

Behind our desks is our supply center. I have all student supplies (paper, crayons, markers etc.) on the left and all of our math supplies (counters, money, quick tasks) on the right. Our writing journals are located on top of the shelf along with our finished work bin, pencils and Clorox wipes :).

I am lucky to have double sided shelves. These shelves house our writing centers and table time tasks. I use table time tasks as "when you finish tasks" as well as for my students who have graduated from traditional T.E.A.C.C.H. tasks but still need structured activities.

Our middle table is used for word work and para instruction. My students complete the work work center independently everyday. Some tasks we do here are build words with magnet letters, play-doh and writing them on dry erase boards. Para professionals also work with students here during reading. I split my kids into 2 groups for reading instruction. They work on paper pencil tasks while I am teaching the other group.

Having a dedicated technology center has been great this year. Everything is in one location and the kids know that work is supposed to be done on the devices rather than play since they are sitting in desks. 

In the back of the room I have my teacher cabinet. That little picture of me is so powerful. The kids never even try to open the cabinet. Inside I have all of my teacher books and activities.

Teacher Center. This is where I house our visuals and laminator. I just used a tool organizer and labeled it with letters. It is so easy to locate what visual you are looking for :). 

This is our kitchen area. We make coffee for our Food Cart (that takes up most of the counter :).

Break area. This is where the kids spend their break time. They are able to pick games from the cabinet or hang out in the chairs. Here is a post about what I have in my choice cabinet and how it is organized. 

Our library. The students are able to pick books from the white bins. We use Fountas and Pinnell leveling system in my district. I have a list to the right that lets the kids know what bins they are allowed to choose from. The baskets at the top house our adapted books, theme books and teacher read alouds.

I used book shelves, filing cabinets and wall partitions to create a cozy work space. This is where my students do T.E.A.C.C.H.

We use this space for more independent work centers. As you can see we also store all of our bags for swimming and one of my students walkers. I let the kids work at the desk as well as on the floor as some tasks require a lot of space.

Our reading nook is one of the kids favorite places. They love that papasan chair...don't mind the hideous pattern :). We also have all of our book boxes in this space.

The last space in our room is my teacher area. I didn't take a picture of the desk because um...well it's a disaster!! But you get it, its a kidney shaped table :). This picture however is how I organize my students IEP goals/objectives work. Let's face it, not every task/lesson we do solely focuses on their individual goals. This is the way I have found that works for me. I work with the kids daily using these baskets. I put a page that has their goals and objectives listed as well as a few corresponding tasks. This is also a GREAT and easy way to be able to get data.

Thanks for taking a look at our classroom. What is your favorite place?

Follow my blog with Bloglovin

Visual Mini-Schedules

I am sure if you have been around a special education teacher, parent or in a special education classroom you have heard or seen visual schedules. Visuals are a powerful tool and help with behavior management, academic performance, establishing routines and independence.

Think about how many visuals we have in our lives; calendars, sticky-notes, emails etc. There are hundreds of visuals we see throughout our day to help us process information. It is no different when in a classroom....especially when students with special needs are present.

In my classroom we use a wide range of visuals including class visual schedules, individual daily schedules, center rotations, supply box labels etc. Here is a picture of one of our daily wall schedules.

The visual I want to dive into today are mini-schedules. I use these all of the time throughout my day. A mini-schedule breaks down a broad topic into smaller more defined tasks. Some students need to know exactly what you mean when you say (or their schedule says) reading.

What does that mean, look like etc. Here is a picture of a reading mini-schedule I use with one of my students.

I will admit I do not use these for all of my students. Some of my kiddos are perfectly fine with their schedule saying reading and then me telling them what we are doing throughout the lesson. However, some of my kids need more structure. Having a mini-schedule in front of them allows them to see exactly what is expected from them, approximately how long it will take and whether or not a break/reinforcer is in their future.

So how do they work? I think about my student first and how much they need the task broken down. Some of my kids are okay with their mini schedule small with only 2-4 tasks being pictured. While other students need more of an outline (like the picture above).

After you set the mini-schedule for the lesson you have prepared be sure to state what you are doing. That way the kids can reference their schedule. You may have to give additional prompts by pointing or saying we are now working on the first step of your schedule etc.

Once you have completed that task have your student take off the first task.

I have my students store the completed tasks on the back. It is a quick way to "make it disappear" and you are less likely to lose the pieces.

The students flip their schedule back over and you repeat. Do this until your lesson is over.

Make sure to extend these great tools into other parts of your school. Look how this mini-schedule is set up for art.

When the students are finished they put their pieces in the envelope.

Since this schedule will most likely be outside of your classroom you could store all of the extra pieces on the back of the construction paper.

In closing, mini-schedules have really helped teach independence and functional life skills in my classroom. Instead of answering the question "what's next" over and over I just refer them to their mini-schedule. 

The kids also take ownership of their schedules and they are proud of them. I love over hearing my students say "check your schedule" or "my schedule will tell me". 

You can check out my mini-schedule pack here! There are schedules for reading, writing, math, P.E, music, art and a "general" schedule. 

Do you think mini-schedules would be helpful for students in your classroom?

Follow my blog with Bloglovin

Para Professional Relationships

Being a special education teacher can at times bring up a lot of challenges. In college you learn all about curriculum, how to handle behaviors, write IEP's and work with parents. Even though those are all necessities in the classroom, I personally feel one of the most important things a teacher should know is how to work with and develop positive relationships with para professionals.

Let's face it, without para professionals, our jobs would be 100 times harder. There are so many things we are responsible for during the day and there is NO WAY I could get it done without them.

I am so fortunate to have amazing paras in my classroom but I know that not everyone is so lucky. So I have come up with some Do's and Don'ts when building, re-building or maintaining para relationships.

DO's

Treat them as equals: yes they work in our classrooms but we are in no way their superior.

Have an open line of communication: make sure to communicate the good and the bad. Don't be afraid to have a difficult conversation. Keep the focus of the conversation about the student. Don't make things personal.
     Example: if you don't like the way a para talks to a student when they are not following directions      you shouldn't say "I don't like it when you talk like that to "Johnny"" you should say, "The next  
     time "Johnny" doesn't listen you could try this....".
Maybe the para doesn't know how else to communicate with the student, so offering a suggestion is a nice gesture and the statement isn't attacking them personally.

Be Available: Make sure your paras have a way to get in contact with you. I know we are all busy, I coach and have practice right after school, but my paras know they are welcome to text, call or email me at anytime.

Be Approachable: Make sure you let your paras know they are welcome to come to you at anytime. Also make sure that you remain calm and be aware of your body language. You may be staring across the room wondering why you put that poster up but, the para across the room could think you are giving them the evil eye.

Allow for Their Input: Paras are the ones who work with the students most of the day. If you have a lesson that didn't go well or an intervention that could use some tweaking by all means GET THEIR INPUT!!! There is absolutely nothing wrong with getting feedback. I LOVE getting feedback and getting their suggestions about things. This also helps build a good foundation for teamwork!

Make Them Feel Valued/Appreciated: Make sure to give them meaningful tasks to do with the kids. If you give them the proper training, they can run interventions, take data, and teach lessons.

Also be sure to let them know how much you appreciate them, and do this often! I like to do this in person but also be sure to send an email every now and again and copy your admins (or their evaluators if they are different) on it.

DON'Ts

Expectations: Don't expect them to do something right if you haven't properly trained them. Also be sure to outline things in a variety of formats. I like to first tell them, then show them and then if that isn't enough write it out. Just because they don't get something the first or second time doesn't mean they won't be great at it. Make sure that you have done everything you can do to train them properly before thinking they cannot do what you are expecting. 

You should also not expect them to do something you wouldn't do. Example: If a student has a mess in the bathroom DO NOT make your para professionals clean it up because you don't want to. If it is your time to work with the student, it is your time to clean up the mess. On the flip side, if you are willing, make sure to jump in sometimes. That way they can see that you will do the dirty work too!

Have Them Do Secretarial Work: Para professionals are hired to work with students, not to be your personal assistant. They should never be asked to make copies or file your papers...in place of working with students. 

Claim Items: Yes the paras are in "your" classroom but don't make them feel unwelcome. Make sure they know that your stuff is available for use. I make sure when talking with the paras that I refer to the class as OUR classroom! What is mine is yours!

Not have something on the schedule: This is more for an administration side but, if the para pros are scheduled to be in your class make sure their is a task for them to do at ALL times. Even if it is a student break time, they could be cleaning up a work area, putting student papers in mailboxes etc. You never know when an admin will walk by. If they see a para not doing something productive enough times, I am pretty sure that para will not longer be scheduled in your classroom. 

In the end, just be sure to be kind and treat them as you would want to be treated. If you have any difficult situations you are dealing with please feel free to email me. I have a lot more suggestions on how to build positive para relationships that I would love to share.

What things do you do in your classroom to help build/maintain positive relationships with the para professionals?

Follow my blog with Bloglovin

Choice Cabinet Organization (Promoting Independence)

Do you ever have that moment at the beginning of the year before students arrive when you look around your classroom and smile? Everything is put in its place, pencils are sharpened and your cabinets are organized!! I have those moments too, it makes me feel like a kid on Christmas.

But before we know it our students have entered the room and have made it their home. The pencils are now dull, nothing is put in its place and those cabinets just make you want to pull your hair out. Well friends not anymore. I have found a way to keep my choice cabinets neat and organized while still allowing the students to be independent.

I start off by organizing my cabinet how I want it. I put the math games together, I have a section for reading games, puzzles, fun stuff etc. I then start to label the shelves with different color stickers. I use yard sale stickers but anything you have multiple of will work. I then put the same color sticker on all of the games/toys in that section.

(puzzles are green)

(reading games are red)

(math games are orange)

Now when the kids take their choices out they can independently put them back in the correct spot. I love setting up my cabinets like this because it teaches my students about organization. I teach life skills so this is a perfect opportunity for my students to practice :). 

Now if you're like me you may have more sections of "stuff" than you do stickers. So I just switched the shape of the sticker. 

(green circle is Play-Doh)

Ahh! Doesn't this just make you want to smile :). Being organized not only helps my OCD but it makes for a nice calming environment.

(nice and organized...makes the teacher happy:))

How do you organize your choice cabinets? Does it promote independence? 

Follow my blog with Bloglovin

Morning Meeting Activities (functional skills)

I love morning meeting because it gives me the chance to work with all of my students in a whole group. Since most of our day is filled with rigorous interventions, fluency timings, discrete trials and countless hours of data tracking I like to make our morning group a fun and predictable time! Even though I like to make it fun, morning meeting/group is a GREAT time to throw in some functional academics.

Here is a picture of our schedule. I color coordinate everything in my classroom. Everything to do with morning group is purple!

After the kids have gone to their lockers and turned in homework they start their personal information binders (you can read more about them here).  The kids are allowed into the building 15 minutes before our bell rings so I use the binders as our "morning work".

As soon as the bell rings we start our morning group. This year I am super excited to announce that I have a SMARTboard in my classroom. If you don't have a SMARTboard no worries. You can easily do the activities using our favorite tools (laminate and velcro!!).

We start off  by checking in.

I have all of my students pictures in the red and one by one I will have them come up and move their picture from red to green. Once everyone is finished we tally up how many students are in each column. Once we are able to master this, I will start to have the kids add the numbers together. And just like that we have already done a picture identification and counting activity. 

After check in we work on one of my favorite things, greetings.

Communication is a HUGE part of my classroom so it is so important to incorporate as many opportunities to socialize as possible. At the beginning of the year I greet every student using the same phrasing "Good Morning Name", I then ask them to say good morning or hello Mrs. Boysal to me. Then I ask "how are you?" and make sure they respond appropriately and then ask me how I am doing. As the year progresses I will add more phrases to the board and have students start to greet each other. I did this last year and it was so much fun to see how much growth my kiddos had with communication and interactions with each other. 

After greetings comes everyone's go to morning activity, calendar!

Calendar is a functional skill that must be done everyday. We don't do anything fancy for calendar but I do have a fun way of picking kids to put up the new date. Everyday I select an apple and a students picture will appear. That student gets to come up and add the date. To make this fun and suspenseful for the students I am going to recover the picture and rotate them every day. This is a great way for kids to practice turn taking. Sometimes kids have to wait more than a week to come up and participate.

Another portion of our calendar routine is learning about the weather. 

I am going to have the students look up the temperature ever day. I made the little thermometer a link right to weather.com (I was feeling so tech savvy when making this :)). We will also work on number writing by filing in the temperature and identifying and understanding seasons.

Our next part of morning group is practice.

I am fortunate to have ULS and love the spelling that they provide. We work on reading our words, using them in sentences, spelling them in funny voices and writing them. 

So as I said before communication is so very important. I close out our session almost the same way I start. I get the kids talking!!! During our Let's Chat session I use a number of prompts and questions to get the kids thinking and talking. (Both of these are from Sasha at The Autism Helper)

In the end, it is important to remember that when planning a morning group, or any lesson for that matter, ask yourself "what's the purpose of this?" If you can't answer that, then try rethinking what your central goal is. You want everything you do to serve a purpose. 

What activities do you do during your morning group? Do you keep it fun or do you incorporate functional skills like me?

Follow my blog with Bloglovin