(2) Motivational Theory & Classroom Management. EDU 6150. October 2016. Powerpoint presentation. "Cyber-Bullying in Middle School and High School."

Rationale: Cyber-bullying is a problem in contemporary schools among students who have access to the internet. Although supervision while on the internet is a good precaution, it does not prevent cyber-bullying attacks. Therefore, even in the best of situations, students, teachers, parents, and the school-wide community needs to be informed about cyber-bullying. 

Reflection: Students were very interested in this topic when it arose in the classroom. The technical specialists that I spoke with were informed about reporting procedures should any student find anything troubling on the internet. Reporting can include contacting a responsible adult as well as contacting government officials, depending on the nature of the concern. It is important that students know they are not alone and can end cyber-bullying with a little help from adults and through peer discussions about the issue. Sometimes it is the students who can inform the adults, too, particularly on methods and techniques. We can all learn from one-another. 

(3) Teaching and Learning in Inclusion Setting. EDU 723. June 2017. "Six Good Grading Principles and the Differentiated Classroom."

Rationale: Six principles are discussed to help make grading well-aligned with curriculum goals, holistic, fair, and less driven by averages. The "effort to success" ratio is also discussed along with the 3-P report card (performance, progress, and process), each of which are approaches that can benefit all students in a differentiated classroom. 

Reflection:  These best practices in grading are important to know and implement when developing a grading policy. Schools may vary on grading policies, as they do on homework and other aspects of the learning environment. However, efforts to promote  fairness, reliability, validity, and timeliness are important. Grades should be justifiable, transparent, and at all times a good indicator of the student's knowledge and skill. Grades are also measures of how well a teacher has done in creating an optimal learning environment. Grades show progress or lack thereof, align well with course goals & objectives else appear as busy work, and are neither arbitrary, capricious, nor biased (mathematically or due to any prejudice) if they are rooted in good grading principles. Grades should not be considered rewards nor are they punishments. They are indicators of student understanding as well as teacher effectiveness. As teachers we need to consider both the student and the instruction when we think clearly about grades.  

(5) Using Technology with Inclusion. EDU 721. August 2017. "Assistive Technology: Middle School Solutions for ADHD and Cognitive Disabilities." 

Rationale: ADHD and cognitive disabilities or learning disorders can range from mild to severe. Accomodations for documented disabilities are always individually tailored since the spectrum of symptoms range from student to student, and not all students with the same symptoms respond equally to the same treatment. Furthermore, modifications to the learning environment can also be made without documented disability information. It is important for teachers to play a collaborative role with parents and other medical or resource specialists when addressing any learning disorder or disability. Teachers can also introduce certain technological devices and software to the whole class, as mentioned above. This paper discusses particular solutions for ADHD and other cognitive disabilities that will meet individual student needs for achievement of whole class goals and objectives. 

Reflection: As a substitute teacher, I do not always have immediate access to disability or disorder information. Other students in the class are aware often of my lack of knowledge and on occasion, some students will attempt to play with fidget spinners, or today's very popular "slime"  without having a need to do so. I always grant access without question, but mention that I will follow up with the resource teacher. The latter comment usually leads to a confession of sorts. I think what underlies this, apart from just enjoying teasing, are contemporary students interests in the new approaches to learning. Fairness is sometimes an issue at first. Students who do not have accommodations sometimes inevitably wonder about the accommodations of others in the class. For example, why is one student allowed to use the bathroom whenever he wants but another student must wait? Or why can one student bring in what look like toys (i.e., spinners) when other students' toys are withheld during class? But after there is shared knowledge and understanding, students begin to take a broader perspective, often showing considerable compassion. When I do mention that one student finds that the spinner helps him or her concentrate, I have noticed appreciation on the part of even young students. I find that by responding to questions directly, without conveying too much information but by also being truthful, students accept and even guard the rights of the other students in the class. One time when I asked a student who was standing in the back to please take his seat, it was another student in the class that told me that he was allowed to stand to work off extra energy. I allowed him to stand and then later that day, I read about standing in the classroom. (It is one of many fascinating approaches to learning!) I find that it is ok to make a few mistakes like this if you are honest about your error. Students who are informed like to share that information and they expect to see honest recognition of the problem and solution. Students who are not well informed generally appreciate the information and broaden their horizons in response. All are eager to find new approaches to learning! After all, it is the natural state of students to want to learn.