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Following are Meghan's Take-Aways from the SEC 210 class that will benefit her in future endeavors.
My secondary education classes have been a very valuable experience. Even though I have decided not to continue with the education program I feel that I can use what I have learned in the future both as a citizen and a parent.
What I have learned to help me as a citizen:
· How school funding works; by knowing this I am able to make informed decisions in elections where the issue of funding comes up.
· I have learned more about the culture of power in the Delpit book which doesn’t simply affect the classroom it is also evident in business and other facets of life.
· Also mentioned in the Delpit book is stereotyping. It is something that I already knew not to do but it did reinforce it. Most people even without meaning it stereotype people at some point.
· Learning about ADA will help me in the future if I should decide to start a business because I will have a basic knowledge of how to set up the facilities so that my customers with special needs are able to have easy access.
If in the future I have children I feel that this class will have been useful in making my decisions about how I want to educate my children;
· I will know what the different types of schools are and how they are put together.
· I will have an understanding about how to best support my child’s teacher.
· If my child were to have a disability I will know how best to help them with their educational needs.
· I will also know where I can find resources to help my child with a hypothetical disability to succeed. These resources include reading tools, large print editions of books, and Braille books among other things.
· Another thing is that before choosing a school district to live in I am now able to find the school report card and improvement plans so that I know what the problems with the schools are and how they are trying to improve.
· Learning about teacher standards has been useful because it gives me an understanding of what is expected of teachers and how my child’s teacher compares.
All in all I feel that this class has been a valuable learning experience even though I have decided not to continue on the path to becoming a teacher I feel that what I have learned in this class and in my field experience will help me as a citizen and a parent. I will be able to make informed decisions about how and where I want to educate my children. What and who I vote for in elections dealing with funding and in school board elections. I certainly have not felt that this has been a waste of a class.

Lessons learned from classroom visits Erica, Mike, Adam, Kaeli
Tips from John's lessons and feedback Matt, Tim, Stacey, Khristen, Tyler, S.
Meghan's Take-Aways

Following are Meghan's Take-Aways from the SEC 210 class that will benefit her in future endeavors.

Erica, Mike, Adam, Kaeli
This page is for your group to summarize the major takeaways from our class visits to schools this semseter. Be specific to the expeirences we summarized on Monday in class and general to the major points that stick with you. Put your group's responses here.
Social Relations
Know
Know your students for all.
Be
Be a leader, with it.
Hopefully
Hopefully as a productive one.
In
In order to fellow educators.
Take
Take criticism in any reason.
Classroom
Classroom Habits/Teaching Methods
Teaching
Teaching the test the students.
To
To be a be ordinary. Relax,Relax, don’t force cardboard cut-out. MixMix it up; two concepts.
Pay
Pay attention to classroom décor. StudentsStudents learn better affect that.
Be
Never let a student see you get flustered. Students will try to push your buttons to elicit a response, so do not let go of your professionalism. Don’t be a pushover—keep control of your classroom. Find constructive ways of dealing with discipline problems, rather than embarrassing the student and wasting time with interruptions such as sending the student to ISS. Such a method usually backfires, causing more of a disruption than the student had originally. Use the method of constant redirect to channel energy into activities you want completed.
Be diverse in as well.

Erica, Mike, Adam, Kaeli
This page is for your group to summarize the major takeaways from our class visits to schools this semseter. Be specific to the expeirences we summarized on Monday in class and general to the major points that stick with you. Put your group's responses here.
Social Relations
Know
Know your students for all.
Be
Be a leader, with it.
Hopefully
Hopefully as a productive one.
In
In order to fellow educators. Take
Take criticism in your students. Find a fellow teacher to act as a mentor for you. Do not be afraid to ask for help if you need it! Personal pride should never get in the way of a student's education for any reason.
Classroom Habits/Teaching Methods
Teaching
Teaching the test the students.
To
To be a two concepts.
Pay
Pay attention to affect that.
Be
Be diverse in as well.

Erica, Mike, Adam, Kaeli
This page is for your group to summarize the major takeaways from our class visits to schools this semseter. Be specific to the expeirences we summarized on Monday in class and general to the major points that stick with you. Put your group's responses here.
Social Relations
Know your students and their community. Work with those around you (faculty, fellow teachers, community members, and students) to facilitate work and education for all.
Be a leader, don’t be the students’ “best friend”. Educators are teachers first and "friends" second. That does not mean you should be completely distant from your students either, though. Find a happy medium and work with it.
Hopefully as a teacher you want to be liked by your students but you shouldn’t substitute this in exchange for lowering their educational experience. Teacher’s have to maintain a friendly relationship but at the same time remain professional so that the teacher-student relationship is a productive one.
In order to garner respect from others, one must give respect. Students have valid input as well as fellow educators. Take criticism in stride and be ready to tweak your style if it is not working for your students.
Classroom Habits/Teaching Methods
Teaching the test and not the material can lead to kids who will grow up to lack the basic fundamental education because they simply memorized it and forgot it a month later. I was horrified to see first hand that 90% of one class I observed was based on review. How can it make sense to us as educators to review more than we teach? Tests are important and a tool to measure a students progression or regression but I feel that to much emphasis on standardized testing can greatly handicap the academic growth of the students.
To be a good teacher, be innovative, don’t be ordinary. Relax, don’t force it. Be animated, not a cardboard cut-out. Mix it up; don’t turn it into a job. Be passionate when called for, don’t be emotionless. We are competing for our students' attention with their social lives and personal interests. We must find ways to keep and hold their attention and make them want to learn. Often, in order to do this, we must be entertainers as well as educators and know how to combine the two concepts.
Pay attention to classroom décor. Students learn better in an inviting environment. If they feel at ease, they will be more willing to work with the teacher. Put up student work, pictures relevant to student interests/course matter. If in a classroom where able, include a bookshelf students can pick books from. Make sure the room is well lighted, if possible with at least some natural lighting. As teachers, we are trying to set up an environment students feel safe and willing to learn in, and the way the classroom is set up and decorated can positively or negatively affect that.
Be diverse in your lesson plans! Not all students learn the same, and the methods of learning which help you most may not be the most efficient methods for others. Make use of tactile, visual, verbal, and auditory stimulus, along with any other different methods you can come up with. It makes things fun for the students to have a lesson plan which is not always the same, and they may learn better as well.

This page is for your group to summarize the major takeaways from our class reading, writing and discussion from the Choate book, Chapters 12-15. The intent is to list and summarize key points you do not want to forget as we move forward to student teaching and beyond.
Be specific to the text and general to the major points that stick with you. Put your group's responses here.
Chapter 12 Takeaways
•Mastering science depends on:
oInformation acquisition skills – includes both obtaining and expanding information
oInformation processing skills – organizing ideas, analyzing information, measuring properties and data, classifying information, predicting outcomes, and communicating objective information by speaking
oIntegration skills- integrate and apply scientific information in order to use their knowledge
•The same evaluation processes also seem to be important to studying and learning histories/social sciences. The crossover between history/social science and science is significant. Some information or sources of information may not be reliable, and students need to know how to determine what is reliable information and whether or not sources are credible.
•It is important to incorporate real-world use to the information and developing examples that have meaning to the students.
•Integrating different subjects is a great way to relate to a variety of students and help them to become more aware of the world around them.
Chapter 13 Takeaways
•It is important to observe and build relationships with students so that it is easier to personalize instruction to fit their needs and interests.
•Social studies skills are an integral aspect of the social studies, not isolates entities. They are taught in integrated units or around major conceptual themes
•Teachers must have information and methods organized prior to beginning the lesson. Develop alternative or additional means of presenting material to provide varying stimuli to the students. Have a binder with handouts, sample lesson plans, and other materials or directions for each section taught.
•It will be important for the students to develop analytical skills to determine what information has been written or presented with undue bias. Show how biases have influenced the writing of history, and present different versions to illustrate this concept.
Chapter 14 Takeaways
•Some skills that teachers can use to limit the amount of time for behavioral problems to occur. If you're teaching an interesting subject but you have to move on to something else it's important to make the transition flow as smoothly as possible. Don't leave the kids much time (if any) to act out or misbehave. I think this was probably the most important chapter.
•Developing an effective disciplinary plan is necessary but it is more important to use positive reinforcements so that disciplinary issues can be avoided altogether.
•10 steps to systematic behavior changes
1. Define the behavior of concern
2. Conduct a functional behavioral assessment
3. Observe and record the target behavior
4. Set attainable goals
5. Identify potential rewards
6. Select reaching procedures
7. Rehearse key elements
8. Implement plan
9. Monitor plan
10. Maintain and generalize gains
•The two worst things that a teacher can do for behavior problems is to: (1) Give up on the student, and (2) allow poor behavior to continue. Get to know the students before bad behavior gets in the way of learning. Knowing the students and having a decent relationship, with defined roles of student/teacher will help. When a student does not react in a constructive way, don't allow class to be distracted by in inappropriate actions of that one student.
Chapter 15 Takeaways
•A cluttered space lends itself to a cluttered mind. Have methods of turning in work pre-set in an organized fashion. Don't clutter the room with countless posters, pictures, and maps. Some are good, but having the walls filled is quite another matter. A teacher with a desk that is piled high with papers does not set a good example for the students to follow.
•Establish educational settings that are efficient, effective, and rewarding.
•It is important to establish a positive learning environment and implement preventive planning.

Chapter 6
Speech Disorders
the disorder
You
You should consult the class
Much
Much of this secondary education
By the point a student enters secondary, they will most likely have corrective plans set up with a therapist. You can consult the therapist to discuss ways you can help this correction in your classroom
Chapter 7
Language
your class
Do
Do not confuse communication disorders
Seven
Seven major factors language culture
Like
Like speech disorders, already begun
When trying to improve a student's communication abilities, do not leave any form unaccounted for; verbal, non-verbal, reception, syntax, semantics, etc.
Chapter 8
Writing
area information.
There is evidence to suggest that word-processing programs can improve the volume and quality of writing by students. (technology) p.183
Chapter 9
Spelling
our society.
Correcting handwriting problems will improve the students' performance not only in handwriting assignments but also in other academic areas.--this can be incorporated throughout daily instruction naturally. p.221
Correct spelling of both commonly misspelled words and difficult to spell words when possible

Tara, Meghan, Tyler, K., Taylor
This pageChapter 6
Speech Disorders
When you have a student with a speech disorder, supplemental activities should involve multiple students and not just the student with the disorder
You should consult a therapist about when it is for your groupappropriate to require a student with a speech disorder to summarizespeak in front of the major takeaways from our class reading, writing and discussion from
Much of this chapter is devoted to how to detect speech disorders, however, many student's speech disorders are detected prior to their entry into secondary education
By the Choate book, Chapters 6-11. The intentpoint a student enters secondary, they will most likely have corrective plans set up with a therapist. You can consult the therapist to discuss ways you can help this correction in your classroom
Chapter 7
Language
"Communication is active, not passive"--this may be an important point to listmake clear to your class
Do not confuse different cultural dialects and summarize key points youcommunication disorders
Seven major factors that influence language behavior: race and ethnicity; social class, education, and occupation; region; gender; situation or context; peer-group association or identification; and first language culture
Like speech disorders, communication disorders are typically detected prior to secondary education and have already begun the process of attempting to correct these disorders have already begun
When trying to improve a student's communication abilities, do not wantleave any form unaccounted for; verbal, non-verbal, reception, syntax, semantics, etc.
Chapter 8
Writing
Using writing to forget as we move forwardlearn mathematics, health, or other subjects improves written expression in general and facilitates mastery of content area information.
There is evidence to student teachingsuggest that word-processing programs can improve the volume and beyond.
Be specificquality of writing by students. (technology) p.183
Chapter 9
Spelling
The ability to spell simple and common words correctly is necessary for successful performance in our society.
Correcting handwriting problems will improve the textstudents' performance not only in handwriting assignments but also in other academic areas.--this can be incorporated throughout daily instruction naturally. p.221
Correct spelling of both commonly misspelled words and generaldifficult to spell words when possible
Chapter 10
Number Concepts
Basic Number concepts and writing and “summatizing” numbers are key foundations for student success
Math is needed in real life situations and can be applied across the major points that stickcurriculum. By looking at the pages mentioned above a teacher can identify minor conceptual errors in a student's mathematical skills to prevent larger problems from arising. Detection can be formal and informal and can be identified by any teacher no matter the course so be on the lookout for these math issues.
Key problems:
Understanding Basic Number Concepts (254)
Writing and Summatizing Numbers (256)
Remembering Basic Number Facts (258)
Adding Whole Numbers (260)
Subtracting Whole Numbers (262)
Multiplying Whole Numbers (264)
Dividing Whole Numbers (266)
Understanding Fractional Concepts (268)
Computing Fractions (270)
Understanding Decimal Concepts (272)
Computing Decimals (274)
Understanding and Applying Algebra (276)
Understanding and Exploring Geometry (278)
Chapter 11
Problem Solving
There are four basic skills to solve problems: p.291
Reading
Organizing Data
Selecting Operations and Solving
Evaluating Answers
If you have a student who has difficulties with you. Put your group's responses here.problem solving, you can try to teach strategies for accomplishing each step listed above
Teaching these students to pay attention to detail can also help with their problem solving skills

This page is for your group to summarize the major takeaways from our class reading, writing and discussion from the Choate book, Chapters 1-5. The intent is to list and summarize key points you do not want to forget as we move forward to student teaching and beyond.
Be specific to the text and general to the major points that stick with you. Put your group's responses here.
Choate Chapters 1-5
Our main takeaways:
The IDEA act ensures that students with disabilities receive a quality education, as opposed to previously only guaranteeing students with disabilities can access the LRE (least restrictive environment). It states that each student's IEP must be updated each year. It involves teachers and parents in the education of students with special needs.
Public Law 94-142 involves “mainstreaming” and least restrictive environment. It focused on students at-risk, and students with challenging behaviors.
Mainstreaming is the act of moving students with special needs into a classroom with a less-restrictive setting. Mainstreaming creates a very diverse classroom for the teacher, but can help the students socially and intellectually by the influence of surrounding students. Inclusion is sometimes used synonymously with mainstreaming, but insinuates the idea of “stay-put,” or keeping students in general education classrooms.
Students with special needs and how to overcome obstacles:
 It divides the students into two groups, “students designated as general education learners but who are at risk for school failure and students whose learning differences make them eligible for special education services.”
 The first group includes students who could be classified in 504, could be dyslexia, cultural and lingusitic difficulties, underachievement and slow learning rate,
 Second group are students with diagnosed disabilites.
 Each students problems should be seen as different and assessed individually then have the decided resolution after analysis.
Students with cross-categorical disabilities tend to require more time than and have a shorter memory than those around them. They can have a hard time expressing themselves, completing tasks, and being motivated to be in school and study.
In order to properly accommodate the needs of students with attention disorders, teachers should help students to monitor their behavioral interventions, try to reduce the amount of distractions, plan activities that require movement, insist students to become engaged in the class, and allot time for breaks, particularly during testing.
What are some ways to modify instruction for linguistically diverse students?
• Provide both oral and written directions.
• Provide both positive, corrective feedback on vocabulary and grammar.
• Involve students in structured cooperative learning activities.
• Support instruction with graphics, manipulatives, and experiences
• After consulting an IEP, Special Education teachers must differentiate instruction and provide supports, steps are, differentiate according to student needs, adjust for learning profile, offer appropriate accomodations and assistance and utilize universal design procedure.
• The teacher must use validated teaching methods, teach diagnostically, use realistic and concrete examplesacitively involve students and apply principles of behaviorism.
• Then ultimately teach the big ideas, essential skills and strategies not only for the classroom but for success in life.
• Teach a student to be enthusiastic.
Can use instruction such as:
Cooperative learning groups facilitate active learning, promote social interaction, and help develop social skills for most students, especially students with special needs. I feel that a variety of use between different learning styles will be the most beneficial to students.
The importance of realistic and concrete examples shows the students the importance of the concept and then applies it to the real world, where it can more be applicable.
Word recognition skills is vital in building a foundation in reading, starting with acquiring language foundations, refining visual and auditory skills, developing phonemic awareness, remembering letters and sight words, using phonic analysis, using structural analysis, using context clues, applying word skills across the curriculum
Refining visual and auditory skills:
Visual memory aids students in learning the letter names and words and remembering their visual appearances. Teachers can use stimuli (shapes, letters, words, phonemes) and then move on to similar stimuli. This can help students who may be affected by special speech problems or hearing losses. Weak or different language backgrounds may contribute to auditory memory difficulties.
In order to help students who are hearing impaired, teachers should build new vocabulary and language development into the lesson, become familiar with and use sound amplification devices, work with speech pathologists, ensure that the student is strategically seated, switch between auditory and visual tasks, and communicate with a normal voice and rhythm to these students.
Teachers of students with visual impairments should arrange the classroom properly for the student to learn and be safe navigating around. They should use auditory and oral methods to cue a response from students, become familiar with and provide students with proper technology to assist their learning experience, and lastly, provide materials that have been enlarged or printed in Braille for students to be able to read.