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Sunday, November 14

  1. page Book Review - Classroom Communication&Diversity edited ... Analysis Powell and Powell have done an excellent job of bringing to light one of the prime …
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    Analysis
    Powell and Powell have done an excellent job of bringing to light one of the prime challenges in classrooms today: meeting the needs of such a large and diverse group of students. To reach all students we must pay close attention to the factors that play a role in making instruction effective. For example, culture affects how students learn and receive new information. In chapter 3, the author’s give the following statistic – “African-American students with a high degree of ethnic identification may relate best to instruction that is based on group activities” (Powell & Powell, 2010). These insights are helpful to many teachers who struggle with the best practices of such a diverse classroom. My “Icarus” struggle in the classroom is reaching students with special needs while challenging and meeting the needs of my students that are performing at average and above. The authors have accepted this struggle and given the reader information to take on such difficult tasks, e.g. RTI, Low-incidence and High-incidence disabilities, and IDEA to name only a few. While looking at these concepts in depth the authors stress the importance of communication and the extreme role it plays in the classroom and what it looks like when collaboration of education professionals is successful.
    Conclusion
    This book has unmistakable value, especially for those educators who are determined to master collaboration concerning diversity in their workplace. The authors of this text illustrate how education is effected by diversity and how collaboration is more than needed its necessary to be successful in teaching within these vivid circumstances that we find ourselves in. I would recommend this book to pre-service and beginning teachers to give them a full spectrum idea of how diverse one classroom can be. I would also recommend this book for teachers who have been in the classroom for more than twenty years because the classrooms they started teaching in have changed and this book gives great insight into how they can adapt to be more effective. This book would be most useful as a resource available from the library, whether it is a workplace library or a public library.

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Friday, November 12

  1. page Research journal article--preservice collaboration edited Journal Article Review edited Research Journal Journal Article Review Pamela Nolan EDU Kathryn Ack…
    Journal Article Review edited Research Journal Journal Article Review Pamela Nolan EDU Kathryn Ackerman EDU 713...
    Article Review
    Pamela Nolan
    EDU 713
    Oct. 13, 2010
    Reference
    Gardiner, W. & Robinson, K. S. (200). Paired field placement: A means for collaboration. The New Educator 5, 81-94.
    Introduction
    Collaboration is essential in high student performance, in the lower grade classrooms as well as the upper leveled learning environments. This is no different from the preservice teacher about to embark on the journey of field placement where they will assist the teacher in implementation of activities, writing lesson plans, and teaching the required curriculum in their first classroom experience. It is essential that the preservice teacher learn to collaborate through current political, social, economic, and other various factors to effectively maximize learning opportunities for each and every student. Many field placements in teacher preparation programs typically follow the pattern of placing one preservice teacher with one cooperating teacher. In this particular research study, the preservice teachers were given their choice of single placement with a cooperating teacher, or being placed with another curriculum methods student together with the cooperating teacher. The purpose of the study was to find out if the paired preservice teachers would collaborate, and if so, how much, why, and in what ways.
    The Project
    The participants were in their Junior year and enrolled in an Early Childhood Curriculum Methods course in a Midwestern liberal arts college. Each student t was a white female from both rural and suburban backgrounds. Each preservice teacher was placed in one of two K-6 schools that were not meeting the No Child Left behind (NCLB) guidelines for adequate yearly progress. The teachers at these at schools were required to employ district wide scripted curricula. The cooperating teachers were given a choice of one preservice teacher or a pair of preservice teachers. In the end, there were four peer placements and two single placements.
    Method
    Data for this study was collected through observations, journal entries, surveys, student work samples, field notes, and individual interviews with the preservice teachers. Teacher observations were conducted biweekly for 20 weeks and lasted 30-60 minutes each. Interviews were conducted at the end of the quarter.
    Results
    The data showed that two different types of significant forms of collaboration supported the professional development of the preservice teacher. It was found that these paired teachers engaged in meaningful conversations and evaluations of their teaching and learning with each other than with their cooperating teacher. Five out of eight of these preservice teachers stated that their own collaborative skills were more effectively sharpened and built. Secondly, six of these preservice teachers testified that the presence of another peer during their lesson made them feel more secure when taking risks and more comfortable. Two of the preservice teachers were concerned that having another there would create a crutch and hinder their readiness for student teaching.
    Discussion, Implication, and Recommendations
    The overall findings did show that the reciprocal interactions of the paired preservice teachers allowed them to share ideas, observes each other, problem solve, support one another, and overall contribute to each one’s professional development in a positive and productive manner. The researchers advocate the continued use of pairing in-service teachers together with one cooperating teacher. However, the researchers believe that the preservice teachers need to first be trained on how to be expert collaborators and operate more effectively with a collaborative partner. All agreed that more research needs to continue in the benefits of peer placements.
    My Thoughts
    As a cooperating teacher, having had several student teachers in my career, I would strongly agree with the practice of pairing preservice teachers in the classroom for student teaching. Collaboration is essential in any school environment and classroom. This is a skill that must be practiced in order for one to become an effective collaborator. This is not a skill that can be merely read about and instructed on in the preservice classroom. In today’s schools, with all of the academic expectations and societal issues, communication, elaboration, and teaming are of the upmost importance. As a member of a school and grade level team, collaboration is the very core of what promotes success and a positive working environment. As a first year teacher, there are so many new things to learn. If the preservice teacher has had authentic practice and genuine support in a collaborative environment during student teaching, they will be at a huge advantage when entering their own school environment. As the researchers stated, “Given the norms of autonomy that promote the “sink or swim” mentalities, it is also essential to reframe teaching as a developmental process that is aided, not encumbered, by engaging in collaboration” (Garnder and Robinson, 2009 pg.93).
    Connections to Course Material
    Friend and Cook (2007) are continually outlining and emphasizing the importance of team interaction. They discuss grade level teams, multidisciplinary teams, disciplinary teams, IEP teams, student support teams, and a variety of others that are involved in many schools across the country. Over and over, they echo the importance of collaboration and collaborative practices within all of those teams. Collaboration is a necessary skill which must be refined and practiced daily in any teacher’s classroom and school. Effective collaboration is a process that takes much practice and many experiences to achieve. Collaboration has many different aspects. In order for collaboration to effectively occur, the participants must understand the “rules” and expectations needed for collaboration to occur. These include, but are not limited to, shared pools of meaning, frames of reference, problem solving processes, verbal and nonverbal communication, effective questioning, and respect. This is a tall order for any professional or person in any situation, career, or high stake conversation. Effective collaboration is a process that takes much practice and many experiences to achieve. It makes much more sense to assist the preservice teacher, in the beginning of her/his career, in this process. When the preservice teacher enters the “real” classroom or school, they will be ahead of the game and better prepared to be a productive team member, teacher, and collaborative partner.

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  2. page Journal Article Review edited Journal Article Review Kathryn Ackerman

    Journal Article Review
    Kathryn Ackerman
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Wednesday, November 3

  1. page Book Review-Creating Effective Team- A Guide for Members and Leaders edited ... In Creating Effective Teams: A Guide for Members and Leaders, Wheelan attempts to provide the …
    ...
    In Creating Effective Teams: A Guide for Members and Leaders, Wheelan attempts to provide the reader with a manual that assists in building effective teams. Wheelan, a world-known author, speaker, and consultant, uses her knowledge and experience to offer advice on the effective formation of teams. The author emphasizes the effectiveness a group can attain when working together as a team. She discusses the transformation of a work group to a team. Wheelan states that this book of strategies will help the reader “find his/her work groups transformed into high performance teams” (pg. 5). The author creatively places interesting, suitable anecdotes throughout the chapters to help illustrate important points to be made. She also uses checklists after each chapter to help the reader self-reflect on the effectiveness of his/her current level of performance in the teaming stages. Wheelan’s teaming stages basically agree with Friend and Cook’s stages in Interactions, “forming, storming, norming, performing” (pg. 61 ) She discusses teaming formation stages in extensive detail offering advice and devotes a chapter on each stage: navigating stage 1, surviving stage 2, reorganizing stage 3, and sustaining stage 4. In addition to checklists and anecdotes, these four chapters also offer real-world scenarios and suggestions on “what you can do” in different situations throughout these stages. The author also designates one chapter to becoming an effective team member and another is devoted to becoming an effective team leader. This book is designed to be revisited when needed during the different stages of team formation.
    Evaluation:
    ...
    than a dictator.consultant. This information
    The strengths of this book include the following: the evaluative checklists provided after each chapter, the real-world scenarios provided to illustrate important points made by the author, the subject bibliography provided at the conclusion of the book,the in-depth detail devoted to each team formation stage, and the format was reader-friendly. The checklists allow the reader to assess his/her effectiveness as a team member during the different stages of formation. The real-world scenarios help the reader to relate to the information presented. The subject bibliography assists the reader in a quick-reference tool on other resources dealing with the same topics. The in-depth detail of the stages of team formation is very informative and helpful to a team who may be encountering similar experiences. Also the “What can you do” section provides the reader with the author’s knowledgeable advice on suggestions in which the team members can utilize during these stages of creating effective teams. The format of the book was easy to navigate and each chapter was divided similarly: Goals, Anecdotes or examples, Advice. To me, this format was very helpful in attempting to comprehend the material.
    The weakness of this book includes the following: the enormous amount of information presented in this book can be very overwhelming. The vast amount of content on team formation is very overpowering. The information is very detailed and can overload the reader. I felt the author attempted to assist the reader with the abundance of information by using a reader-friendly format, but I did experience this overloading feeling during my first read of this book. I feel that maybe a workbook of outlines or graphic organizers would better serve the reader to organize his/her information as he/she reads the book.
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  2. page Book Review-Creating Effective Team- A Guide for Members and Leaders edited ... Mary Jo Jones Gregory Summary: ... team formation. Evaluation: ... effective …
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    Mary Jo Jones Gregory
    Summary:
    ...
    team formation.
    Evaluation:
    ...
    effective team.
    The
    Wheelan does an excellent job at portraying the leader of an effective team as more of a collaborator than a dictator. This information will definitely help me become a more effective team member and team leader at my school, home, church, etc.
    The
    strengths of
    ...
    the material.
    The

    The
    weakness of
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    the book.
    Conclusion:
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    business, etc.
    References:
    Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals. Boston: Pearson.
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  3. page Book Review-Creating Effective Team- A Guide for Members and Leaders edited Critical Book Review EDU 713 Mary Jo Jones Gregory Summary: In Creating Effective Teams: A…
    Critical Book Review
    EDU 713
    Mary Jo Jones Gregory
    Summary:
    In Creating Effective Teams: A Guide for Members and Leaders, Wheelan attempts to provide the reader with a manual that assists in building effective teams. Wheelan, a world-known author, speaker, and consultant, uses her knowledge and experience to offer advice on the effective formation of teams. The author emphasizes the effectiveness a group can attain when working together as a team. She discusses the transformation of a work group to a team. Wheelan states that this book of strategies will help the reader “find his/her work groups transformed into high performance teams” (pg. 5). The author creatively places interesting, suitable anecdotes throughout the chapters to help illustrate important points to be made. She also uses checklists after each chapter to help the reader self-reflect on the effectiveness of his/her current level of performance in the teaming stages. Wheelan’s teaming stages basically agree with Friend and Cook’s stages in Interactions, “forming, storming, norming, performing” (pg. 61 ) She discusses teaming formation stages in extensive detail offering advice and devotes a chapter on each stage: navigating stage 1, surviving stage 2, reorganizing stage 3, and sustaining stage 4. In addition to checklists and anecdotes, these four chapters also offer real-world scenarios and suggestions on “what you can do” in different situations throughout these stages. The author also designates one chapter to becoming an effective team member and another is devoted to becoming an effective team leader. This book is designed to be revisited when needed during the different stages of team formation.
    Evaluation:
    Dr. Susan Wheelan, author of Creating Effective Teams: A Guide for Members and Leaders, is very well versed in teaming and collaboration. She has written many books and articles on creating effective teams and collaboration. She has been involved in research on group and organizational development, taught at Temple University, led the Training and Development Center at Temple University, and provided consultation to a wide variety of organizations and businesses world-wide on topics such as executive development, teaming, faculty collaboration, dealing with difficult employees, and conflict management. She presently serves as President of GDQ Associates, Inc. This edition of the book (2005) is the 2nd edition in which she has included additions such as: new case examples which she has witnessed, heard, or been told about over the last few years, and new information that has emerged since the 1st edition of the book was released. She works diligently to provide the reader with research-based information and notifies the reader if she is speculating. The coverage of the information on the stages of team development is in depth and very informative. In my opinion, this book would be beneficial to read to get the big idea of teaming and then consult the guide throughout the stages in which your team is engaged during the formation process. Otherwise, the reader may be overwhelmed with the immense information provided in this book. I think the author’s emphasis on creating effective teams from work groups is commendable. She describes each stage of team formation in great detail and provides real-world stories to help the reader comprehend her information. She also provides the reader with keys to productivity, which could definitely help a leader and a team member when creating an effective team.
    The strengths of this book include the following: the evaluative checklists provided after each chapter, the real-world scenarios provided to illustrate important points made by the author, the subject bibliography provided at the conclusion of the book,the in-depth detail devoted to each team formation stage, and the format was reader-friendly. The checklists allow the reader to assess his/her effectiveness as a team member during the different stages of formation. The real-world scenarios help the reader to relate to the information presented. The subject bibliography assists the reader in a quick-reference tool on other resources dealing with the same topics. The in-depth detail of the stages of team formation is very informative and helpful to a team who may be encountering similar experiences. Also the “What can you do” section provides the reader with the author’s knowledgeable advice on suggestions in which the team members can utilize during these stages of creating effective teams. The format of the book was easy to navigate and each chapter was divided similarly: Goals, Anecdotes or examples, Advice. To me, this format was very helpful in attempting to comprehend the material.
    The weakness of this book includes the following: the enormous amount of information presented in this book can be very overwhelming. The vast amount of content on team formation is very overpowering. The information is very detailed and can overload the reader. I felt the author attempted to assist the reader with the abundance of information by using a reader-friendly format, but I did experience this overloading feeling during my first read of this book. I feel that maybe a workbook of outlines or graphic organizers would better serve the reader to organize his/her information as he/she reads the book.
    Conclusion:
    This book would definitely be beneficial to corporations or schools who are in the process of moving towards a teaming environment. The book could serve as a valuable tool to these businesses in creating and building a teaming environment. This book of information can be overwhelming, so I would recommend that it would be useful in a yearlong book study. Using this approach, readers would have the opportunity to have time to digest the vast amount of information presented. Team members could perform the useful scenarios included in the book in attempting to comprehend the stages of creation of effective teams. I feel the book is definitely worth purchasing and keeping on the bookshelf for easy access. This guide provides advice on creating effective team members and team leaders while also giving the reader tools to evaluate their effectiveness as members of a team. The book is designed as a resource to assist in the transformation of groups to effective teams whether the team is in church, school, business, etc.
    References:
    Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals. Boston: Pearson.
    Wheelan, S.A. Creating effective teams: A guide for members and leaders. Thousand Oaks, CA: Sage Publications.

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  4. page home edited Pamela Nolan EDU 713 November 3, 2010 The best selling book, Crucial Confrontations, is a follo…
    Pamela Nolan
    EDU 713
    November 3, 2010
    The best selling book, Crucial Confrontations, is a follow up to its partner, Crucial Conversations: Tools for Talking When Stakes are High. It is written from the perspective and belief that problems routinely plague families, teams, organizations, groups, and everyday life. As an everyday occurrence, confrontation will occur. Unfortunately, the majority of individuals lack the skills to effectively deal with crucial confrontations. They give step by step instructions of how to deal with confrontations resulting from failed promises, disappointments, and performance gaps. They outline how to have a face to face crucial conversation with accountability, respect, and results. At the same time, they emphasize the fact that mastering crucial confrontations will allow a person to never walk away from a problem or fear again. It was written by a team of authors, Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler, who have since become speakers and consultants that have worked with organizations all over the world. In 1990, this team of four founded a consulting firm called VitalSmarts.
    The authors collectively spent over 10,000 hours observing real-life situations and confrontations. World, company, and organizational leaders were examined, along with many influential people. There were also observations on everyday people, handling everyday life situations. What they found, over and over, was that disappointments often occur because of missed commitments, broken promises, violations of common respect, and an overall lack of communication skills. The book outlines strategies to achieve results when confrontations and issues arise. It offers practiced and proven skills to succeed regardless of the circumstances, people, or topics. The authors outline a specific model they entitled The Crucial Confrontation Model (pg. 251, Patterson, Grenny, McMillan, & Switzler). It begins with choosing to work on oneself first and preparing for crucial confrontations. In essence, the person is encouraged to evaluate their thoughts, former confrontations, and emotions to better position themselves in a productive frame of mind. This can be done by deciding on what one really wants and mastering the entire “story” of what exactly the issues are.
    The model moves to confronting with safety. During this stage, one is encouraged to create an atmosphere that is easy and comfortable for each participant. This involves revisiting the original problem with less emotion and more concrete facts, without blaming. It is about understanding how to begin a crucial confrontation and how to set a positive tone from the beginning it involves describing the gap between what was expected and what actually occurred. The authors caution about not playing games, attacking by surprise, passing the blame, and expecting others to assume to read ones mind. This step is crucial in the safety and outcome of the confrontation and relationship. If handled poorly, one could loose relationships, jobs, and many other important facets.
    The final step is when one moves into action. This is when an individual takes steps to ensure that this type of issue will not happen again or continue to reappear. The parties involved must agree on a plan of action and follow up with that plan. The plan must be specific and include all of the details such as, who will do what, by when, and the follow up.
    This book grabbed my attention from reading its predecessor, Crucial Conversations: Talking When the Stakes are High. I am surrounded by daily circumstances that place me in a position to be involved in conflict. I have a family, husband, children, a classroom, colleagues, and friends. Crucial confrontations gave me a much better understanding of the importance of effective and essential conflict resolutions. I have a new appreciation for approaching others and am continuously self evaluating my words and behaviors in my daily interactions. Included is a self assessment to measure your own crucial confrontation skills. It is an easy to read book, with interesting scenarios to help with everyday life and results. I can put the book down and pick it up when I have an issue building that I need to effectively resolve.
    I would recommend this book to anyone wanting to create more positive and productive relationships within their families, work places, and life in general. The steps are practical, useful, and easily implemented. My life has already been affected positively by practicing the Crucial Confrontation Model.
    Patterson, Grenny, McMillan, &Switzler, K., J., R., &A. (2005). Crucial confrontations. New York, NY: McGraw Hill.

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  5. page Book Review- Crucial Confrontations edited Lindsey Evans EDU 713 Book Review Summary The authors, Kerry Patterson, Joseph Grenny, Ron Mc…
    Lindsey Evans
    EDU 713
    Book Review
    Summary
    The authors, Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler, of Crucial Confrontations: Tools for resolving broken promises, violated expectations, and bad behavior, provide and interesting read for those who are trying to improve their skills at dealing with confrontations in all aspects of their life. The authors studied a variety of people in their work environment to examine what makes a good communicator in the sticky situation of a confrontation. They also observed those who may not have been seen as great communicators; from them they learned many of the “Don’ts” of communicating during a confrontation.
    The overall purpose of the book is to give people a series of important steps to work through a confrontation; suggestions for before the confrontation, during the confrontation, after the confrontation, and what to do throughout the confrontation. By taking these steps, making sure the person that is being confronted feels safe, and by staying focused but flexible, the authors suggest that a person can greatly improve their skills at confronting someone who had failed to live up to certain expectations or has broken promises. The book is not only meant for those who need to confront those whose status is below theirs, such as an employee or a child, but also those who have higher authority, such as a CEO or boss.
    Evaluation
    While giving recommendations for how to confront someone effectively, the authors gave real life examples and made the suggestions meaningful. The stories that were included were from their own studies of businesses, school settings, and home life. Crucial Confrontations is an easy read that while very informational, is also enjoyable to read. The authors include humor within their writing to lighten the mood of these very stressful situations.
    I found it very beneficial to do the self-assessment which is included in the appendix of the book. It helps the reader better understand where their skills at confrontations stand. After doing the assessment, the reader can see what areas they need improvement in, skim the chapters where they are more competent, and really dig into the chapters in which the authors discuss the areas the reader needs improvement in.
    Conclusion
    I would recommend this book to everyone. It is definitely useful in the business world, and in personal life with regards to family members or friends. It would be beneficial for teachers who are co-teaching, working with paraprofessionals, have a problem with a parent of a student, or simply have an issue to bring up with the administration.

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  6. page Book Review - Classroom Communication&Diversity edited Brittney Shepherd Powell, R.G., & Powell, D. L. (2010). Classroom communication and diversit…
    Brittney Shepherd
    Powell, R.G., & Powell, D. L. (2010). Classroom communication and diversity: Enhancing instructional practice (2nd ed.). New York: Routledge.
    Introduction
    Within

    Within
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    of students.
    Summary
    ...
    group instruction.
    Analysis
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    is successful.
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  7. page Book Review - Classroom Communication&Diversity edited Powell, R.G., & Powell, D. L. (2010). Classroom communication and diversity: Enhancing instruc…
    Powell, R.G., & Powell, D. L. (2010). Classroom communication and diversity: Enhancing instructional practice (2nd ed.). New York: Routledge.
    Introduction
    Within this textbook is a rich source of information guiding educators to use today’s diverse classroom as a teaching tool to reach every student. The author’s stance is that lesson plans, technology, and textbooks will only get you so far within the four walls of a classroom – communication will bring everything full circle. The book title demonstrates how the author’s link effective communication to best practices when teaching in a diverse classroom. They resolve that maintaining a high level of collaboration within the classroom will bring various groups of students together by creating more equal educational opportunities. Robert G. Powell is Director of the Assistant Lecturer Program at California State University, Fresno. He is considered a Master Teacher by the Western States Communication Association. Dana L. Powell is an Assistant Professor of special education at California State University, Fresno. She has over 20 years’ experience, as a teacher, administrator, and therapist, working with students who have emotional, behavioral, and learning problems. The authors included their own research and experience along with insight from other teachers, parents, and students in the chapters of this textbook. In my professional opinion, this book can be helpful for pre-service, first year, or experienced educators. The authors give simplistic explanations within different diversity categories, i.e. what is an IEP, RTI, zone of proximal development, etc. It also reviews behavior management, a course that is surprisingly absent within most teacher education programs. However, there are chapters within the text that might be easier for experienced teachers to comprehend and apply to their classroom. For example, Chapter 6 discusses building relationships with students. This would still be an excellent source of information for an incoming teacher; nonetheless, the application would not be as immediate and therefore would not be considered pertinent to the here and now. Pre-service teachers, in my experience, are more concerned with engaging lesson plans, differentiating work assignments for students in special education and at risk students, and of course classroom management. The context of this book can be utilized by both experienced and first year teachers. Overall, the reader, no matter how many years of teaching experience, would gain insight into how communication will best reach the most diverse groups of students.
    Summary
    The authors focus on several main ideas pertaining to diversity including the foundations of diversity in the classroom, various categories of diversity, classroom management, and best practices. Throughout the text they tie in how important collaboration and communication are to the successful nature of a diverse classroom. In Unit 2, the authors delve into more details about students with special needs mainstreamed into the classroom and the role of culture and gender within the classroom. Within the chapter on students with special needs, they discuss how to collaborate effectively to meet students’ needs. Towards the end of the textbook the author’s write about instructional strategies including technology in the classroom, cooperative learning, and small group instruction.
    Analysis
    Powell and Powell have done an excellent job of bringing to light one of the prime challenges in classrooms today: meeting the needs of such a large and diverse group of students. To reach all students we must pay close attention to the factors that play a role in making instruction effective. For example, culture affects how students learn and receive new information. In chapter 3, the author’s give the following statistic – “African-American students with a high degree of ethnic identification may relate best to instruction that is based on group activities” (Powell & Powell, 2010). These insights are helpful to many teachers who struggle with the best practices of such a diverse classroom. My “Icarus” struggle in the classroom is reaching students with special needs while challenging and meeting the needs of my students that are performing at average and above. The authors have accepted this struggle and given the reader information to take on such difficult tasks, e.g. RTI, Low-incidence and High-incidence disabilities, and IDEA to name only a few. While looking at these concepts in depth the authors stress the importance of communication and the extreme role it plays in the classroom and what it looks like when collaboration of education professionals is successful.

    (view changes)
    11:32 am

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