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I don't know of any resource teachers that work one-on-one with a majority of their students. I have worked as a special educator in four states and pursued graduated education in a fifth and did not see resource teachers working in the way you describe. They have caseloads of 15-25 kids.
It must be different in larger or alternative ed school districts (I'm in greater Los Angeles). If the student's IEP states X amount of time individually, it has to be adhered to. Our RS teachers have similar sized caseloads; they travel from site to site. I have seen Speech and Language teachers working in groups, though.
It must be different in larger or alternative ed school districts (I'm in greater Los Angeles). If the student's IEP states X amount of time individually, it has to be adhered to. Our RS teachers have similar sized caseloads; they travel from site to site. I have seen Speech and Language teachers working in groups, though.
I have visited and observed in LA Unified. It is a different from other districts. Never worked in a district where resource teachers traveled from site to site.
In my experience we never put individual, meaning one-on-one time in an IEP. It spoke to methodology which isn't required by IDEA.
Very IEP dependent. One meeting can change a lot. I don't know of any resource teachers that work one-on-one with a majority of their students. They either have groups or do coteaching in the general education classroom. I have worked as a special educator in four states and pursued graduated education in a fifth and did not see resource teachers working in the way you describe. They have caseloads of 15-25 kids.
But kmb is not in a normal school at all. I'm not actually sure about the details, but it doesn't seem to adhere to anything familiar. I did work in a school with one-on-one specialists once - severely disabled students, some so badly that they needed someone with just them all day.
But kmb is not in a normal school at all. I'm not actually sure about the details, but it doesn't seem to adhere to anything familiar. I did work in a school with one-on-one specialists once - severely disabled students, some so badly that they needed someone with just them all day.
She is working in a detention center, not special education.
I would not read the hero books. I would pay careful attention to the deficiencies noted in the last observation/evaluation report and ask the supervisor for very specific remediation strategies. I would follow those to the letter and ask for feedback.
I would focus on interactions with my students. Follow the 4 to 1 rule. Four positive comments to every 1 negative to each student. Shape their behavior by noting what they are doing right and what you want them to continue to do. That will help formulate positive student relationships.
I'm watching one of the videos now. I think I want to order that teaching system. It really kind of breaks down common core into something manageable. The special education teacher was explaining something like that to me, but it was pretty difficult for me to understand at the time.
I've asked twice on this thread about whether kmb501 suffers from paranoia, and that question has been ignored on both occasions.
It's my opinion that what is holding the OP back is paranoia and fear that people are out to get her. I think most of us can honestly say that if we fear that students are writing grievances as the teacher is teaching, that is not a friendly environment to teach in and one hard to be successful at. I think kmb501 will have to work with a therapist on her paranoia before she can be successful. Please, ask for help with this.
You are clearly very intelligent. Your English is very strong. You make no typos when you write and you write extremely well. I think you have the knowledge and aptitude to be a successful teacher.
I've asked twice on this thread about whether kmb501 suffers from paranoia, and that question has been ignored on both occasions.
It's my opinion that what is holding the OP back is paranoia and fear that people are out to get her. I think most of us can honestly say that if we fear that students are writing grievances as the teacher is teaching, that is not a friendly environment to teach in and one hard to be successful at. I think kmb501 will have to work with a therapist on her paranoia before she can be successful. Please, ask for help with this.
You are clearly very intelligent. Your English is very strong. You make no typos when you write and you write extremely well. I think you have the knowledge and aptitude to be a successful teacher.
Dude, I have ASD; no, the kids really DID fill out the grievance forms. I don't think I'm being irrational when I say there is definitely something the kids do not like about me as their teacher, and I'm not being paranoid when I say that someone in a high enough place to recommend I get replaced has read those letters and taken the kids' side. My principal told me that was the case on Friday when he did evaluations.
From the OP's posts, it doesn't sound like she has paranoia. She has posted in the past some of her issues, including some appearance issues including surreptitiously engaging in some physical ritualistic behavior. Kids are merciless about people who look or do "weird" things, especially when they have not received any sort of explanation (nor should they as it is a private matter). They just see someone who looks odd or dresses odd or old fashioned or whatever-and that's enough for them not to "like" the OP.
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