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Week 2





Week 2: Time, Tools, and Teaching from the Heart

Life of a Support Facilitator

Time is of the essence.

Tuesday was filled with back-to-back meetings, but even on the busiest days, I’m learning to use my time wisely with students. I often wish I had all day with them rather than just 30-minute sessions a few times a week. Still, those minutes matter — and I’m learning to make the most of them.

One student told me I was the best part of her day. That simple comment reminded me why I love what I do. She also wasn’t afraid to tell me when she didn’t understand a math concept — and that’s growth. Fifth grade is a big leap from fourth, and helping students navigate that transition means being both teacher and encourager.

Being a Support Facilitator is not for the faint of heart. My days are a constant shuffle between classrooms, students, and personalities. My head spins sometimes, but my heart stays steady. I want to help everyone, and saying “no” doesn’t come naturally.

One lesson I’m learning quickly: Collaboration is only effective when everyone contributes equally. Every teacher, every staff member, and every student plays a role in student success.

Accommodations and Accessibility

Understanding testing accommodations is a critical part of my job. Students may test in groups of 1:1, 3:1, 6:1, 8:1, or even 12:1 — depending on classroom size and student needs. Some students benefit from text-to-speech or speech-to-text technology to access material or express their ideas.

As students progress beyond third grade, word processing skills become increasingly important. It’s okay for students to type an assignment instead of handwriting it if that approach better fits their needs and still meets the teacher’s expectations. That’s the purpose of accommodations — to provide equitable access to learning, not an unfair advantage.

Students can have accommodations in four key areas:

  • Presentation – how information is given

  • Response – how students show what they know

  • Setting – where learning or testing takes place

  • Scheduling – when and how long they have to complete a task

Our job as educators is to provide the right tools to level the playing field so that every child can demonstrate their knowledge in a fair, supportive environment.

Learning in Action

This week was incredibly productive. I assisted teachers with 1:1 testing, completed diagnostics, and deepened my understanding of reading accommodations. One insight that stood out: some students comprehend material more effectively when reading orally rather than silently. The act of reading out loud can support processing, focus, and memory for many learners.

I also explored ways to support sensory needs in the classroom. One of the simplest yet most powerful tools a teacher can provide is access to fidget toys or sensory items. These items help students regulate, focus, and manage stress.

One of my favorite resources for sensory supports is Therapy Shoppe, which organizes items by need type. Whether it’s tactile, oral-motor, or movement-based fidgets, providing options gives students a sense of control — and that control leads to calmer, more productive learning.

If a student is in distress, simply starting with “I want…” can help them express their needs. Even students you’ve just met will often respond when given that language frame. Students with disabilities often need adult guidance to refocus, not punishment for reacting.

Motivation and Reinforcement

Another area I’ve been reflecting on is motivation.

Students, like adults, need to feel that their work matters — and sometimes, they need a tangible reason to keep going. Just as adults work for a paycheck, students thrive when they have clear goals and rewards.

Every classroom should have a reward or token system that aligns with classroom expectations. Some students are motivated by grades or verbal praise, but others need more immediate and concrete reinforcement. Examples include:

  • Tickets, tokens, or “Eagle Bucks” for on-task behavior or completed work

  • Physical token boards for students who need a visual representation of progress

  • Choice rewards, such as extra computer time, snack choices, or positive notes home

When students understand expectations and see that their effort leads to success, they’re more likely to engage, persist, and believe in themselves.

Final Reflection

This week reminded me that teaching is a balance between structure and heart. Every day is an opportunity to make learning accessible, to build trust through small moments, and to help students — and teachers — see what’s possible.

Even though I’m constantly moving, testing, and managing a whirlwind of tasks, I wouldn’t trade it for anything. This work challenges me, stretches me, and fulfills me in ways I never expected.

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