Week 33

Monday followed a regular schedule. As I moved through the classes on my schedule, I focused on the skills each teacher asked me to support. One topic that came up was the FBS (Fundamental Basic Skills) block. Although many teachers refer to this as an enrichment block for Reading or Math, it is actually an intervention block. Schools use past performance and assessment data to group students based on need—targeting phonics, fluency, vocabulary, and comprehension during this 45-minute time.  The phonics group works with programs such as SIPPS or Tier 2 phonics materials, while the comprehension group is often considered enrichment and may include gifted students, though that is not always the case. These groups are flexible and change throughout the year based on student needs. In fourth and fifth grade, gifted students are placed with a gifted-endorsed teacher for daily instruction, where services are provided through differentiated curriculum.

On Tuesday, fifth-grade students took a science test. Testing often impacts the schedule, especially since ESE students receive extended time. I spent part of the day researching CORE Literacy materials, as our district uses the CORE Phonics Survey to assess foundational skills. I discovered additional assessments that provide a more comprehensive view of a student’s abilities. I truly enjoy learning about curriculum, and this resource will help me better identify areas for student growth.  In the afternoon, I brought a magic eraser to a third-grade student for her dry-erase board—something small, but meaningful, as they work better than standard erasers. Later, I tested a student who earned time with a friend after completing his B-R-E-A-K token board, reinforcing positive behavior.

Wednesday started unexpectedly when I stepped in to teach a 7th and 8th grade Civics class due to a teacher absence. I taught a lesson on domestic and foreign policy for about 45 minutes. It was a refreshing change and reminded me how much I enjoy leading a classroom. I continued working on fluency and administering CORE assessments, attended an IEP meeting, and participated in our staff photo.  At the end of the day, I supported my mentee in adapting her lesson for an upcoming formal observation. Understanding the difference between adaptation and modification is key. Adaptation helps make learning accessible while keeping the standard the same, whereas modification changes what is being taught, often for students on alternate standards.

On Thursday, I helped a substitute feel more comfortable in the Civics classroom before starting my day. I was delighted when a math class performed a “Median, Mean, and Range” song—it was a highlight. I was also asked to retest a student using Upar, to assess the impact of text-to-speech on comprehension.  Later, I worked with a student experiencing significant math anxiety. This reminded me of the importance of teaching the “whole child.” Beyond standards and expectations, we must meet students where they are emotionally and academically.

Friday was difficult. I felt defeated. My approach to behavior management may look different to others, but that does not make it wrong. I believe deeply in reaching the whole child. For some students, behavior is their only form of communication. I often start by asking, “What do you want to earn?”—making expectations clear: first work, then earn.  That day, I cried during lunch—tears for my students and for feeling misunderstood. I care deeply about what I do. Sometimes students need to feel that care before they can change their behavior. What I see as one of my greatest strengths—my compassion—is also one of my most vulnerable areas.  I don’t have all the answers yet, but I hope that with time, I will learn to trust myself and believe in my approach, regardless of others’ opinions.