Be a DOer, Not a Dreamer... Or Be Both

As award-winning writer and tv producer Shonda Rimes said to the 2014 graduating class of Dartmouth College, “Be a doer, not a dreamer,” I’m a doer.  I like solutions.  I like decisions.  I like to make decisions and try solutions and if they don’t work, I like to try a new solution.  I like to help other people make decisions and find solutions, and when I found myself “taking a break” from the only career I had ever known (teaching students with mild, moderate, and intensive disabilities), I had to DO something.  I found myself in a job that I found lackluster; something about doing the same reading interventions over and over with little technology integration didn’t thrill me.  While I have found ways to make it more entertaining for students, I still find the process a little dry.  I needed to DO something else.  I needed to DO something else that could integrate all students, all types of learners and DOers into the school community.

What I started DOING with my professional (and personal) learning network blossomed into a movement at Highland Drive Elementary School (grades K-3) in Brecksville, Ohio that I had never planned for or imagined.  Six to ten educators hanging out on the weekend at a community woodworking shop in the city moved to a “club” during lunch and recess time which then transformed into the Highland Drive makerspace (aka “the STEAM room”); an entire classroom space complete with a mini library of “makers” books like Ish by Peter H. Reynolds, The Girl Who Never Made Mistakes by Gary Rubinstein, Ada Twist, Scientist by Andrea Beaty, and the Smithsonian Maker Lab by Jack Challoner.  

Thanks to donations from parents and staff, a grant from the Brecksville-Broadview Heights Schools Foundation, and an additional grant from a group called the GPD Employee’s Foundation (an organization that provides grant money to Northeast and Central Ohio as well as Atlanta, Indianapolis, Louisville, Phoenix, and Seattle), our makerspace boasts three desktop computers, access to 14 iPads (shared with the Reading Intervention program), 15 LEGO Education WeDo Kits and accompanying software, scrapbook paper, pipe cleaners, scissors, glue, googly eyes, a LEGO wall, and more!  

The makerspace is used for every Thursday and Friday at lunch and recess for “Makers’ Club.”  With help from my reading co-teacher Sharon Wiesler, second and third grade students are invited to the makerspace to work on a “challenge” or “project” each week during their lunch and recess times. They follow the design process and start by identifying a problem.  They then take time to brainstorm and plan, create, and then evaluate what they’ve created.  The room is also open for teachers to sign up to bring their Kindergarten, first, second, or third grade classes in to complete science experiments or complete the “Project of the Week” on a daily basis.  With every project, we try to make sure that students are engaging in the design process while also learning how to share, collaborate, and solve problems with other students.

Projects have varied so far, in length and intensity, but have been largely successful. Problems we have worked to solve and projects we’ve done this year have included:

• Using marshmallows and toothpicks, design and build a phone stand for the teacher’s cell phone that is at least 6 inches tall and will hold it up off the table for at least 10 seconds.
• The weather is changing (discussion on seasons).  What happens to the animals when the weather gets colder in Northeast Ohio?  What can we do to help? (Bird feeders and houses were created and placed in our “Highland Island,” an animal and plant sanctuary at our school.)
• Plan for and create LEGO “robots” using the WeDo kits and software
• Using the available materials (cups, cotton balls, straws, pipe cleaners, string, tape, glue, and a few other items), create a carrier for a ping pong ball that will carry it down the zip line (fishing line) in 4 seconds or less.
• Learn to use hammers and screwdrivers along with other basic tools.
• Create “Sticky Slime” that hardens quickly, but softens again based on heat from your hands.
• Using ten straws and ten inches of plastic wrap, can you build a boat that can hold 25 pennies without sinking for X number of seconds?

In the fall, the makerspace teamed with the Kindergarten teachers at our school to plan “pumpkin investigations” that were then modified for each grade level to complete during the week before Halloween.  Students were able to describe the pumpkins, use synonyms, measure the pumpkins using standard and nonstandard measures, determine if the pumpkins would sink or float, estimate the weight and then weigh the pumpkins, touch the insides of the pumpkins and count seeds, sketch different kinds of pumpkins, smell the pumpkins AND even taste the roasted seeds of the pumpkins.  There were lots of sensory opportunities built in and even the students with moderate-intensive special needs took a trip to the makerspace for this adventure; exactly the purpose of this “multi-purpose” space.  Just as Lisha Kraft states in her article “The Way We Talk About Education Today Reflects Growth of the Maker Mindset” in Make Magazine on Oct. 17th, 2016, “As more and more educators see the limitations often set by a typical worksheet, and they utilize such strategies as, project-based learning, differentiated instruction, inquiry-based instruction, collaborative learning, and student-centered instruction, educational barriers will continue to crumble and disappear.”

While I continue to take a break from teaching students with mild, moderate, and intensive special needs, Mrs. Wiesler and I encourage ALL students to both read and DO something every day.  Using the mindset “Create more than you consume,” we encourage students to use simple and recyclable materials to create while finding their own passions for learning.

TGIS- Thank God it's Saturday.

Today is Saturday and Thank God it is.

I will preface what I am about to write by saying this- I really love my job.  I feel like it is not a job, it is actually a calling.  I know that many people would argue that "good teachers" can be made and I believe that as well.  But I actually believe that I was born and meant to be doing this job...

...right now.

But after a week like this week, I wonder... is there more for me?

How long will I be able to continue to do this job? 

I've heard the warnings and the stories- "special ed. teachers burn out quickly."  I've heard 5 years, 10 years, 15 years... And I always believed that those people were a little weak. I mean, this is the best job in the world.  These kids... these kids are amazing.  They make me smile and they say funny things, and every success is worth celebrating!  And I mean cheering, clapping, and yelling horraaaaaay type celebrating...

But what about all the other stuff?

I keep hearing business people (and other "non-teachers") say that it must be nice to work 6 hours a day, 5 days a week, with summers off.

Riiiiiight.  You'd think it would be nice.

But I've already written a big blog about what I do, how hard I work, how much I work, how I don't take days off... So, I won't do that again.

But, I will say... THIS JOB IS HARD.

Staff meetings are hard.  PLCs (Professional Learning Communities) are worthwhile, but hard.  They're hard when you feel like no one in the room can possibly understand what you do.  Sure, they all do grades, they all grade papers (though maybe they would have less grading to do if they stopped giving so many papers), they all deal with behaviors and challenges and lots of kids and parents.  But can they really understand? 

Can they really understand that in 39 days of school, one parent has written me 33 emails, 25+ handwritten notes, and called 5+ times?  And our district has a policy of responding within 24 hours. 

There's communication. With parents.  With service providers like OT, PT, SLP, Therapeutic horseback riding instructors, and Music Therapists.  With special education coordinators.  With specialists.  With outside/private therapists.  With home program coordinators.  With SST3 staff.   With homeroom teachers and principals and special education aides.

And that's just the beginning.

There's paperwork.  Not grading the papers you hand out, but actual legal documents that must be completed within a time frame. IEPs. IEP progress reports. Report Cards. Doctors' forms about ADHD. ETRs. MFE reports. Alternate Assessments.

You get the point.

So how long can you go on like this?

I turned down a date last week because I didn't have the time to go...

How do I separate my calling from my life?

How do I refresh and recharge?  And will I need to refresh and recharge every 39 days this year???

And I just need to know... do you get tired... exhausted...

And do you feel guilty for feeling this way?

Because I do.

How Do We Teach Kids With Special Needs to Problem Solve and Think Critically?

Critical Thinking and Problem Solving.

21st Century Skills.

Autism Spectrum Disorder.

Buzz Words.

But when you are working with kids with moderate-intensive special needs, and your starting point is completing ANY task independently, how do you eventually move to critical thinking and problem solving?

I'll use Student A as an example.

Student A came to Kindergarten with autism.  Student A flapped his hands, jumped up and down, was relatively nonverbal with the exceptions of the approximations of the words 'yes' and 'mom' in the school setting.  Student A receptively knew all letters and letter sounds.  Student A did not complete any tasks independently with the exception of using the bathroom.

In first grade, Student A grew by leaps and bounds.  Starting with matching pictures and objects, pulling objects apart, putting objects together, putting together 2 piece puzzles, categorizing by color, pressing one object on the computer screen on a touch screen, pointing to the verbally named picture.  Contrastingly, Student A learned to read.  He receptively could show how he could read a text and choose the correct answer to a comprehension question.  He could use manipulative letters to spell words.  He could receptively choose numbers 1-100.  His expressive language grew by hundreds of words in the school setting.

In second grade, Student A grew even more.  He could read text on a second grade level and answer literal comprehension questions receptively.  He could complete up to 10 previously mastered tasks dealing with matching words and pictures, color and shape words, stringing beads, squeezing clothespins, tracing letters, completing puzzles, categorizing by color or shape, matching time to the hour with analog and digital clocks.  He could complete a 24 piece puzzle with minimal assistance.  He could play simple computer games on a touch screen on the computer.  He could communicate with words, gestures, and picture cues, and began to use an AAC device.

And now, as Student A enters third grade, while there are many skills that we will continue to focus on, I am becoming increasingly interested and focused on how to teach him critical thinking and problem solving skills.  He's proven that he can learn.  He's proven that he has many many skills.  He's proven that he can learn in many settings, that he can generalize skills, that he can communicate with "full communication..."

But how can a student with autism learn to problem solve and think critically?

We're going to start with the basics.  Here are my first ideas.  Please share more!

1. Take the chairs away from the table before working.  When we get to the "one to one teacher table," ask, "What do we need?"  If Student A does not get a chair, physically prompt him to go get a chair and bring to the table.  Continue until only gestural prompts are needed.  Continue until only verbal prompts are needed.  Continue until no prompts are needed.  Use visual schedule for prompting if needed.

2.  When completing work that requires scissors or pencils, move items farther away from Student A.  Repeat prompts from idea #1.

3.  Teach Student A how to turn on the computer.  Once he has mastered the process, begin to leave the computer off.  When it's computer time, say to Student A, "What should we do now?"  Fade prompts.

4.  Student A LOVES to play with cards.  Spread student's favorite cards on the table.  Leave one with a large rip in it.  Leave the tape dispenser next to the cards.  Wait for student to initiate problem solving.  If he does not, show Student A how to repair the card with tape.  Repeat process with faded prompts.

5.  In the Independent Work Station, items are always lined up correctly and appropriately to minimize frustration and increase motivation for success.  Move items around in the station.  Watch for frustration level.  Adjust as needed.

6. Continue work with feelings.  Look at a face.  Ask, "What is this girl feeling?"  "WHY could she be feeling this way?"  Make a list of reasons for a particular feeling OR a list of feelings or a particular "face."

7.