Important Issues to Consider When Working with Elementary School Children

My second-grade students' growth in self-control has been aided by setting objectives. I have placed a strong emphasis on setting goals so that my students can assess their success and identify their areas for growth. For instance, I've noticed that my students are changing their leisure activities to leave more time for assignment completion. I have emphasized on the need for self-monitoring. Self-monitoring involves engaging oneself into a desired and specific behavior (Reid, Lienemann, & Hagaman, 2013). As a teacher, I have ensured that each pupil has his/her goals which are followed without my supervision. For example, pupils self-monitor their behaviors by ensuring they pay attention, meet performance requirement, and sticking to their tasks.

c. Self-instruction has also been encouraging self-regulation among my students. I have ensured that pupils evaluate themselves through self-guidance as a way of directing their activities. For example, I have been following up my pupils to ensure they do some planning by writing down statements aimed at helping them achieve some classroom tasks like completing a homework assignment.

d. I have used self-reinforcement as a means of encouraging self-evaluation among my pupils. Self-enforcement involves encouraging pupils to come up with a motivating reward which they should award themselves after achieving a certain goal. For instance, a pupil can opt to go for swimming or on movies after completing their weekend assignments.

e. Lastly, I have encouraged the development of self-regulation by ensuring pupils embrace purposeful learning. As such, I make sure that all s engage in learning to achieve a designated goal. For example, I ensure that my pupils get the grades they have set at the start of their term by rewarding those who hit their targets.


Self-regulation is an important aspect of special education learning. As a teacher, I have ensured that my pupils have a sense of direction where they plan and get work done. Giving pupils space to instruct themselves, set their goals and working towards achieving them is key to special education teaching.

2. What are some of the ways you have been multi-culturally sensitive to the students with whom you have worked?

a. I have always been accommodating and appreciating the similarities and differences exhibited by my pupils. I have been acknowledging that my pupils originate from culturally different areas which I must respect. As such, I have been able to have an easy time communicating with the pupils as well as in giving directions.

b. Also, I have been ensuring that I create good relationships with the pupils. The relationship has been enabling me to understand the behaviors of the pupils which are as a result of cultural differences. As such, I have been having an easy time delivering my teaching to the pupils.

c. Furthermore, I have been focusing how pupils observe and learn to aid me in orienting them before starting a task (“Strategies for Teaching,” 2017). For instance, I have been giving my pupils enough time to prepare before assigning them a test. As a result, I have been able to accommodate my pupils who are different by giving them enough time for preparations.

d. I have been matching my pupils’ behaviors to fit in the classroom setting. The drive has been that we behave differently in various settings. As such, there is a need to match my pupils’ behaviors to fit in the same classroom context.

e. Further, I have been using a variety of learning and instructional approaches. The methods ensure that there is all the pupils are incorporated despite the different cognitive and communication styles. As such, I have been able to strengthen and develop my pupil’s learning approaches.


When dealing with pupils from different backgrounds and cultures, it is advisable to appreciate the diversity. As a special education teacher, I have been trying to bring the pupils together by matching their behaviors. As such, I have been having an easy time dealing with pupils with diverse beliefs and cultures.

3. In what ways have you been able to integrate computers and related technology in your work with students with disabilities?

a. Computers have been helped me efficiently work with my second-grade students. I have used assertive technology where I use devices and services to increase capability and performance of my special students (Dell, Newton& Petroff, 2016). The assertive technology involves integrating computers with other programs which have more features that improve class lessons.

b. I have noted that students with disabilities are more attentive and respond quickly to technological gadgets making them feel motivated to do better. One of the methods I use is a program that has word processing, editing texts and has analytical tools. These featured programs aids learning for the disabled which still make them feel better allowing them to do much work.

c. Another example of technology I have used especially towards students with hearing disability is using devices that can pick teachers sound and filter extraneous noise from the background with a lot of activities. The devices use FM signal for information transmission from a microphone on a teacher’s lapel.

d. Using Pencil grips is another technological tool I use to help children who struggle with handwriting. They provide surfaces which a student can manipulate easily. I have used computer projects in teaching to help the visually impaired to see blackboard lessons.

e. Most cases as a teacher I have used recorded audios to teach my blind students. It helps them to listen to class notes as they use the Braille. The method has proofed worthwhile by making students have a deeper understanding of what I teach.


Integration of computers and technology should be incorporated in teaching students, especially in the special education category. Most students with disability need or require using another device to help the student achieve the specific goals such as writing, clear vision or and hearing. Computers have programs which are featured to help create images or lessons which motivates students with the disability.

4. In what ways have you learned to integrate literacy, reading, and language instruction across content areas?

a. As a special education teacher, I have learned the need to use a variety of communication methods in teaching. As such, I ask my pupils questions, ensure they label objects, and allow them to experience new vocabularies. By doing this, I have noted that I engage my pupil's literacy, reading and language instructions.

b. Also, I have noted that planning activities for the pupils are essential in the integration of learning instructions. I have learned that involving my students in reading aloud, listening to recorded tapes, and listening to others as they read the help in integrating the instructions above across content areas (“Literacy-Rich Environments,” 2017). Therefore I have realized the importance of planning activities for the pupils aimed at integrating the various instructions.

c. Moreover, I have realized that helping students use the material in their environment aids in integrating literacy, reading, and language instructions across content areas. As such, the pupils’ interests are promoted which help integrate the above instruction across content areas. By doing this, I have noted the pupils attachment with their environment as a right approach towards integrating literacy, reading, and language instructions across content areas.

d. Further, taking dictations for the pupils helps in the integration process. Dictation helps pupils improve their writing by integrating oral language into a written language. As such, dictation should be applied in the integration of literacy, reading, and language instructions.

e. I have also learned that integrating menus, phone books, and a variety of other written materials help combine written and spoken language. As such, the pupils are in a position to understand the application of written language in world settings. The result is the development of literacy skills as well as integrating them with written and spoken language.


Integrating reading, literacy, and language direction across content areas is significant when teaching children with special needs. As such, it is no doubt that knowing to incorporate the three is vital to a teacher dealing with special children. I have learned that special needs students need a combination of reading, writing, and oral language skills to achieve the best in their education.

5. What kinds of hands-on work have you learned to use with students in the areas of science and technology instruction?

a. Giving the students written assignments, more so the ones that require them to draw some of the scientific diagrams?

b. Taking them for practical lessons to make sure that they can apply the theoretical knowledge they may have learned to real-life situations.

c. Asking some of the students to use the chalkboard to demonstrate to their colleagues some of the critical lessons they may have learned in the course of time.

d. Forming the students into several discussion groups and asking them to write a report of what they may have learned in a selected unit.

e. Asking the students to make some audio or visual recordings of anything interesting they may have learned within a given period.


Hands-on projects are critical as they not only enable the students to have a comprehensive understanding of what they may have learned during a specific period but they also enable the teacher to gauge their (students’) understanding of the central concepts (Carrier, n.d.). Therefore, it is paramount for the educator to make use of them to ascertain that the students have a clear understanding of the main points put forward on a given topic.

6. We read much these days on teaching mathematics through problem-solving approaches. How have you used opportunities for problem-solving in mathematics instruction?

a. I have used such opportunities to assist the students in developing skills and the confidence to handle any mathematical problems.

b. Consequently, I have used the opportunities to show the students how they can gather, organize, and even interpret the main requirements that would be required to handle a given mathematical problem.

c. Also, I have used the opportunities for problem-solving to assist the students to develop an open mind, which increases their potential to handle various mathematical problems.

d. I also take advantage of such opportunities to show the learners how they can conceptualize and define the main requirements in a given mathematical problem to ensure that they get the correct answers.

e. By making use of the opportunities, I also encourage the learners to rewrite some of the mathematical problems, which increases their understanding of the various mathematical concepts they may have learned.


Taking advantage of the opportunities that present themselves in solving mathematical problems is critical as it enables the teacher to increase the students’ understanding of the mathematical concepts they may come across in the course of learning (Bostic, 2011). Besides, such opportunities give the students the insight they can use in handling any mathematical problem that may be assigned to them.

7. What are some ways you have learned to develop a caring, respectful way of relating to students?

a. One of the ways I use to enhance a favorable teacher-student relationship is actively listening to the students’ concerns, which makes them feel wanted and that their interests are catered for and safeguarded by the teacher.

b. After every lesson, I also ask the teacher for the feedback on the main concepts they have learned to gauge if they have had a comprehensive understanding of them.

c. I also do my best to safeguard the students’ self-esteem by making them realize whatever their opinion is on a given topic is important, which increases their participation in increases.

d. I also take time to have a comprehensive understanding of the students’ backgrounds, which enables me to avoid asking them some of the sensitive issues that may make them feel uncomfortable during my lessons.

e. Besides, I also take time to reflect on my actions and note anywhere I might have fallen short of the students’ expectations, hence, learning on ways through which I can improve my relationship with them.


A favorable teacher-student relationship is essential as it plays an integral role in making sure that the students understand what they are taught in class. Therefore, the teacher must always make sure that he/she creates a conducive environment that strengthens this relationship key among them being making the students’ feel valued and convinced that whatever they say is important.

8. What are examples of data-supported (or data-driven) instruction which you have observed in your Practicum? How might you use data-supported instruction in your future teaching?

a. An example of the data-driven instruction is the assessment of the students to determine whether they have fully understood the concepts learned in a specific unit.

b. Another example of the data-driven instruction is the provision of feedback on the questions raised by the students.

c. Also, the clarification of the primary learning objectives of a given topic is an example of the data-driven instruction.

d. Data-driven instructions enable the teachers to design favorable methods of teaching that would increase the students’ understanding of some specific concepts in future.

e. Data-driven instructions would assist the educators to have insight on how to develop better instructional plans that can be used to increase the students’ scope of understanding in future.


There are various data-driven instructions (such as assessment) which can enable the teacher to gauge the level of the students’ understanding on any issue (Schifter, Natarajan, Ketelhut & Kirchgessner, 2016). Additionally, such concepts assist the teacher in identifying better teaching mechanisms that they can use to enhance the scope of the students' understanding in future.


Bostic, J.D. (2011). The effects of teaching mathematics through problem-solving contexts on sixth-grade students’ problem-solving performance and representation use. University of Florida. Retrieved on 8 November 2017, from,

Carrier, S.J. (n.d.). Effective strategies for teaching science vocabulary. UNC School of Education. Retrieved on 8 November 2017, from,

Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.

Literacy-Rich Environments. (2017). Reading Rockets. Retrieved on 8 November 2017, from,

Reid, R., Lienemann, T. O., & Hagaman, J. L. (2013). Strategy instruction for students with learning disabilities. Guilford Publications.

Schifter, C.C., Natarajan, U., Ketelhut, D.J., Kirchgessner, A. (2016). Data-driven decision making: Facilitating teacher use of student data to inform classroom instruction. Contemporary Issues in Technology and Teacher Education. Retrieved on 8 November 2017, from,

Strategies for Teaching Culturally Diverse Students. (2017). TeacherVision. Retrieved on 8 November 2017, from

Zakrzewski, V. (2012). Four ways teachers can show they care. Greater Good Magazine. Retrieved on 8 November 2017, from,

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