Module 2 - Connors

I really enjoyed this weeks readings even though I feel like I am so behind this week. Maybe because I really took my time reading this week. I feel like online classes take two weeks to get into the swing of things though. So Chapter 4 was all about learning needs and learning differences which is what I am most interested in when it comes to education. My daughter has a learning difference and it makes me so happy that all future teachers will be well versed in knowing the help that she needs. I feel like that piece was always missing for my sister who has a memory disability. I connected with much of what I read in Chapter 4, but one thing that I think that some teachers even at my work do not understand is the use of person first language. (Woolfolk, 121) Just the other day a general education teacher who has been teaching for quite sometime referred to my students as the "IEP kids." I was surprised by the label and corrected her. She took offense to my correction when I stated that it should be "students with an IEP. They are not IEPs. It was shocking that someone who worked with my students would use that term, but what I suspect is that her professional development has not been focused on (12 years of teaching) special education. So while there is hope there is also gaps in proper language and labeling usage. Another portion of Chapter 4 that I think is worth pointing out is that a learning ability may not mean a delay. It may mean that the student is advanced. You will have students who are at all levels within our classrooms and this may include gifted students. (Woolfolk, 157) One statement that stood out to me is that students who are gifted may be impatient with students, friends, teachers and parents who do not share their interests. (Woolfolk, 159) It's interesting to me that students who are at any level in a classroom can become frustrated and will face challenges. It makes sense as to why teachers use the growth mindset as a tool to help student understand their abilities as a jumping off point no matter where they are currently, growth is always possible.

So because I was so interested in Chapter 4 I will pull my last concept or connection from Chapter 5. So I am from the area and I know that we have certain dialects of the English language in our area like Woolfolk mentions about the Coke, Coca-Cola and bottlapop. We use the term pop for any brown carbonated drink. So while I have been aware of these regional differences I can honestly say I am surprised that I didn't make the connection to language, culturally or to the classroom. Personally, around friends who I grew up with on the south side I tend to speak in a different way then my co-workers who have only known professionally for 3 years. With my latina girlfriends we tend to say "girl, please" or "I ain't abouta" for example. While it may seem as though we aren't intelligent two of them are doctors, but this is just part of our upbringing and culture coming back into comfort with each other as old friends. The switching that we do is called 'code switching' I never realized that that was something we were doing. We're able to recognize that the two speech forms and use them in the appropriate settings whether that is formal or informal. (Woolfolk, 187) I never realized that that might be something I will encounter and can now label that and use it in the future. Just wait until I see my friends again so I can make fun of us for using a completely different form of speech with other! lol