Spero Academy
Tuesday, March 10th
8:30-11:30 (3 hours)
Ms. Roberston and Ms. Sieple
Since I have had a more challenging time connecting with each of these kids, I decided to integrate myself into the classroom a little more. In the previous weeks, I was the person that observed silently in the corner. I wasn’t introduced too many of the other staff members since they interchange throughout the week. So this week I made it a point to properly introduce myself to each staff member so they are aware of why I am in the room.
In the beginning morning meeting, I sat in the morning circle. This made the kids more aware that I wasn’t just observing for the week and, I hope, making them a little more comfortable with my presence. As they shared something about themselves I noticed that many of them seem to be artistic. So to find another way to connect I asked Ms. Robertson if I could send her a link to my portfolio and show it the next day during share time. I also began addressing the students by their name to let them know that I am paying attention to them.
We went through the daily routine and I started asking each student a simple question. Just addressing something that I noticed or something they seemed interested in. Some didn’t answer and some gave a short response. When we were on our way back from the gym one of the students asked if he could walk separately with me since he isn’t a fan of big groups. As we headed to the classroom he told me how his old school didn’t understand what Autism was. They would sit him down with headphones and leave him in the corner. He went into how grateful he is a place where he has specialized attention to his needs.
After gym time they started regulation time. They start with the “Zones” which is checking in where each student is at. I explained this in an earlier journal. After the Zone Check, they began the slime demonstration. The kids were given instructions to begin creating the slime. It taught them that they had to properly read ALL of the instructions before beginning, how to work in a team, and how to use measuring utensils. Just a heads up to whoever is reading. Do not stand in the splash zone when kids are mixing in food coloring. I was a victim of some aggressive stirring action and ended up with red food coloring on my white shirt and shoes.
After rinsing the dye off my shoes, Mr. Bryan came and asked if the student apologized properly and if I wanted a written apology. They wanted to make sure that he properly addressed his actions and vocally expressed them, through written word or speech. Since it was an accident I was fine with the apology he said in the first place. I thought this was a very interesting tactic. I have seen it happen a couple of times where they make the student sit down and write why they are apologizing so they can think through their actions.
Spero Academy
Wednesday, March 11th
8:30-11:30 (3 hours)
Ms. Roberston and Ms. Sieple
Today I showed my art during share time. They asked many questions, were amazed by what I did, got inspired to be an animator/artist, and gave some very truthful critiques, to say the least. This was the connection that I believe will help. Now most of them know my name and remember something about me. They asked questions throughout the day or shared how they like to be artistic. I think this was a very useful step to connecting and also getting them excited about my art lesson.
The class schedule went as normal except for the loss of one of the staff members. She was asked to sub in another room. This left Ms. Robertson a little short-staffed. So I got to jump in on a couple of activities and help out. Ms. Robertson and Mr. Bryan were very thankful. 8 students require a lot of attention.
Another thing that was a little different was I was allowed to go to music class. It was very interesting to see one of the students, who doesn’t excel in reading or writing, excel greatly in music. He is always singing and dancing whenever he gets the chance. So to see how much he connects with music is cool to see. He knew all of the lyrics to the song and was doing some small little choreographed moves in his chair. He will grow up to be a dancer. I bet on it.
While we were in music class a student was struggling with his emotions. While in his chair he began fidgeting and not staying still. Mr. Bryan started to notice and moved his attention over to him. He began repeatedly hitting himself over and over on the legs, each time with more force. This caused concern in Mr. Bryan so he went and grabbed a pillow to soften the blows. Mr. Bryan was calm and caring. He was asking what would make the situation better and the student was still speaking in a calm manner. Just a little more agitated. Mr. Elliot came in a little later with a fidgeting tool. This allowed him to focused his attention on the fidget and away from his body. After around 10 minutes he visibly became calmer and it helped when Ms. Alaina (Music teacher) brought out the drums.
Side note:
As I look through my notes I can see how my mindset has shifted. I was given a packet explaining each of the student’s behavioral situations and what usually works to help them regulate. After reading the packet I observed the behaviors and I created a mindset that these behaviors are linked to a specific thing. Like how they are raised, what school they were at before, what their expectations are etc. Now, as I am in my third week, I see that those are small pieces out of a whole. Some students at Spero are here for behavioral problems but most are for a disability that is out of their control. Being able to be around these students and see both their highs and their lows in an experience that will last with me forever. It has changed my way of thinking. I was a silent observer at first with preconceived ideas about how these students act and why. Now I can emphasize more and see how at times their behavior is beyond their control. The staff does an excellent job of helping them regulate themselves and find ways where they can be in control. At the end of the day, this experience is reinforcing the idea to not judge a book by its cover.