Including Samuel

Including Samuel

The movie itself is a great outlook on inclusion within the schools.  If you haven’t watched it I encourage you to check out the site and find the video on Netflix.  It is definitely worth watching.

Navigate around the page and watch some clips to see if your interested

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Another view of Surfers healing

A more personal interview.

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surfers healing—youtube

A more expressive youtube video of Surfers healing, less descriptive.

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What is APE?

This is a basic over view of what APE really can be.

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BLOGGING

At first I wasn’t really sure what a blog was suppose to be. Now that I’ve played with it a little, I know that it can be just about whatever you want it to be. It can be in a more formal writing style for professional use or a more relaxed journal style. Mostly you are just expressing yourself or sharing information in a more easily accessed form. My blog site, Wish for Sunshine but Build Dykes on WordPress is starting formally but I intend to utilize it next year as a parent and peer resource page. The URL to my site is:https://rrenkoski.wordpress.com/ (just copy and paste it in your web address bar if you ‘d like to check it out. Many other classmates have created blogs as well for our KINE 515 class. Here are a few URLs to get you to their blogs: Coach Greg Baldwin (http://baldy5150.blogspot.com/) Lindsay H. (http://collabrativemomma.blogspot.com/) and Lemy! (http://fishingforcollaboration.blogspot.com/)

We are all mostly just learning to blog. I feel I have really meet my learning curve in the last week. I really did have to just sit down for an entire evening to figure out all terminology and tricks. It is worth it if technology is your sort of thing. Look at the possibilities!

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Diversity in P.E.

Diversity can come in so many different forms. We are all righting group papers on that in class! Gender, socio-economic, ability level, and religion are just some of the categories in diversity that will affect essentially who your students are within a class. As a teacher it is important because we have to consider what we are teaching relating to its relevance and usefulness, prior knowledge and experience, and social ideas and expectations in relation to the student and the topic being taught. (haha. that made sense in my head.)

Essentially who we are, where we came from, our beliefs, our experiences, and how something is presented completely affects how we will react to the subject–whether that be accepting it, rejecting it, being excited about it, not caring one way or the other about it… and things like that.

If we can truly understand diversity in our classroom our lesson plans and actually implementing the lesson will go much smoother because we will be more prepared for all possible outcomes.

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Surfers Healing

http://news.yahoo.com/blogs/the-upbeat/watch-former-pro-surfer-inspired-smiles-164914449.html

This movie is a little peak of a great opportunity for parents, teachers, and surfer volunteers to enrich a child’s life— not just any child… why not a child with a disability?

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Swimming with Friends

WOW! What a wonderful and special “class” we had on Thursday. I felt very comfortable and relaxed working with our unique group of students in the pool. I had a partner that really had a way of connecting with our student. Initially she seemed hesitant and the instructor told me that she didn’t like to get in the pool. I said, okay and then turned around smiling and was like, “This is going to be fun! Do you want to get in the water with me?” and she said “Yes.” (Hmmm. Okay, this could be great. Let’s see what happens.) She got in slowly and then just developed a death grip on the side of the pool. (Ok, stay calm and just socialize with her and the others around.) I remembered to ask questions and give options that any response would be appropriate. “Would you like to walk over and see so and so or go over there?” Either response would end in a result of pushing our student out of her comfort zone. We slowly built trust and increased the distance we traveled or got her to take one hand off the side of the pool and then the other. Next my partner and I each held one of her hands and she stepped off the side of the pool. Then a break through… We made a circle and I started singing “Ring around the rosie, pocket full of posey, ashes, ashes, we all fall down.” We turned in a circle pulling our student away from the wall without her even struggling. She was distracted by the song and was singing and giggling. When we “fell down” we bobbed in the water and went half way under. 🙂 After that we were able to progress to walking diagonally across the pool holding hands to stopping in the middle of the pool to “talk to” other students and eventually floating on her back with supports! 

She really did exceed the instructors expectations (of just getting in the pool) and truthfully my expectations as well. I feel proud of her for being so brave and trusting two new people she just met to help her. I feel like this hands on experience beats any lecture information we could have received on this topic. What a great experience!

I learned that I work well in this type of undefined lesson situation. I draw on songs and when there is a silence. I really found myself singing and not knowing quite why; but i did use it as a conversation piece and a tool of distraction to ease our student. My partner had some great ideas for distraction from fear, like having our student kick her legs like a scissors or kicking to make splashes. I never would of thought of holding a person’s feet to help them float, but he did, and hit made her feel safe enough to relax. 

Collaboration was used to unite our class with this special group of student with disabilities. Our teacher and the other instructor worked out an appropriate location and time as well as what their expectations were for the experience. Parents collaborated by showing interest, getting there kids to the pool on time, and trusting us with their children. We as students collaborated in preparing for this experience and working well with our partners to create a positive learning environment. We used trial and error, communicated our ideas wittily and in a clear manner. If something didn’t work both parties brainstormed rapidly for some one the spot problem solving. Collaboration at it’s best!  

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Communication in Collaboration

The importance of Communication with Collaboration

Ultimately collaboration could not happen without the many forms of communication.  Collaboration requires working with 2+ people— Sharing ideas and giving honest opinions in order to generate tools and make positive changes.  These parts of collaboration could not happen successfully without effective communication strategies.  Put simply, it takes two people to communicate.  Both parties have to be willing, ready, and focused enough to speak clearly, descriptively, and sincerely.  Also as equally important both parties have to be present and listening without distractions to fully understand, process, comprehend, and react to the other party’s ideas and questions.

Communication through words, actions, and body language help convey a person’s true feelings towards the project or plan.  It is important to not only communicate what you want to do, but to come through and keep our word.  If one party is struggling, it is important to communicate their difficulties to the team.  For instance, I was asked to join a team that was creating a Behavior Specialist Plan for one of my children in my SDC.  I had very little experience with BSPs, but since I was the SDC teacher, I was technically responsible for running the meeting that explained the new BSP to the parent, the SPED representative, and the Principal.  I knew I wouldn’t feel the most confident in running the meeting considering I had never seen a BSP or really knew the lingo.  After calling my SPED supervisor and being honest about my lack of experience and comfort level, we agreed that I should play more of secondary role in the meeting.  Prior to the meeting I did some research and got up to speed on the BSP terminology and common practice.  During the meeting I was able to comment on my student’s behaviors, rate of occurrence, and things that might trigger him.  The parents were pleased with my knowledge of their son’s behaviors and agreed with my observations.  As a BSP team we communicated our concerns and expectations for my student.  Without clear communication this form of collaboration would not have occurred so smoothly.

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My Frame of Reference is Imporant

While talking about out Frame of Reference in class today, I realized that F.O.R. is what I have been referring to as “my reality”. Everyone’s reality is different based on their life experiences, successes, hard times, the home they grew up in, their parental expectations, friends, family, and colleague interactions. I have had many conversations with my boyfriend on points of view. I can relate to this in the fact that we are two very different people from two very different upbringings. Age, place of birth, role models, income level and values are more things that can affect the way that two different people view the same situation.

In education, F.O.R. awareness is important to be empathetic to all the people we encounter daily– students, parents, administration, and our peer teachers. If effective communication is going to take place there has to be a mutual respect and understanding from all parties involved. This does not mean sympathy, but awareness and tolerance.

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