Module 2

Module 2: Learner Differences, Language Development, Culture & Diversity, IQ, Mindset

Concept 1: Labels

Summary

Woolfolk did a great job at mentioning how every student has certain challenges, as it is a part of human nature. She talked a lot about how because of labels that are present in students with disabilities, often students are not being challenged. She also mentioned how labels are used as an excuse sometimes, as in, student A does this because of his/her disability. This can get to a dangerous point in a student’s life because it is only furthering the label that that individual has on them. Woolfolk also made a great point. Occasionally, if someone has a disability for one thing, we can say that that individual can’t do something because of their disability. However, that is not the case. Woolfolk gave this example, “A handicap is a disadvantage in certain situations” (Woolfolk 120). There is an emphasis on certain situations. A handicap or disability does not mean all situations, which Woolfolk emphasized greatly. In chapter 4, there was great mention of “person-first language.” This is when people do not emphasize on the disability, because the disability does not define a person. Person-first language is simply acknowledging a person for who they are, not their disability. This was a great chapter to read, especially if one is pursuing special education; Woolfolk made this a very impactful chapter.

Reflection

When I was in one of my observations, I could tell that labels were present in the classroom. My cooperating teacher often just gave students with certain disabilities an A on an assignment because they have a difficult time in school. I felt that this was not fair, as each student can be challenged (within reason) and can learn and improve academically. I did not agree with how this teacher handed out grades to students with disabilities but was a harsher grader on those who didn’t have disabilities. I felt that this fed into the “label” that these students had on them because teachers assumed that they couldn’t do the work that everyone else in the class was doing. This reminded me of what Woolfolk said in chapter 4, “Evidence indicates, for example, that teachers and counselors guide students labeled learning disabled into less-demanding courses in high school” (Woolfolk 120). That is not fair as students who are not challenged will have less advantage in their futures because of the lack of challenge that they received in education.

Another point that I thought was extremely important in this chapter was person-first language. This is exceptionally important for all educators to understand as students with disabilities will be in one’s classroom. As educators, this is essential because it is important to acknowledge the gifts that every student brings to the classroom. As a teacher, it is important to recognize the strengths and abilities that are brought to the classroom from every student. It is also important to acknowledge that every individual has limitations as well, no one should be labeled based on those limitations.

Concept 2: Challenges of ELL

Summary

As stated in Woolfolk’s chapter 5, she describes that teaching children English Language is no easy task, especially when students have disabilities. What makes this a challenge is that students already have a limited time talking, but those disabilities can be difficult to determine. “Sometimes students are inappropriately placed in special education just because they have problems with English, but other times, students who would benefit from special services are denied placement because their problems are assumed to be simply language learning issues” (Woolfolk 200). Woolfolk goes on to discuss that there are difficulties when trying to determine whether a student needs special services or because students just do not understand. Woolfolk talks a lot about how to carefully observe and determine whether a student is making slow progress and if that student should be recommended for special services. As teachers, she mentioned how important it is to decipher the difference between learners who need services or students who are affected by language barriers. Woolfolk talks a lot about what questions to further ask regarding diagnosing a student and how especially important it is to find out more information about the student and their learning.

Reflection

Sometimes it is difficult to imagine having students who don’t speak English – as I have only grown up with peers who do speak English as their primary language. Sometimes I forget that I am going to be in a situation where a student may not understand my teaching because of a language barrier that is in place. This is in no way a student or a teacher’s fault. This kind of topic; ELL, is especially important because I believe that I will come across a student who does not understand English. The things that Woolfolk mentions are especially helpful because she states that there are too many cases of students that are wrongly assumed to need special services or students who need special services but are denied. As a future teacher, it is my responsibility to understand the difference of the two. I do not think that ELL is talked about enough because there is so little that people know about it.

It is a teacher’s responsibility to be patient with their students to try and help them grow and learn to the best of their abilities; understanding ELL can help with that. It would be awful to wrongly say that a student needs special service when they don’t or deny a student who needs special services. Woolfolk talked a lot about trying to gain more understanding about students through different questions such as these, “what is the student’s educational background, and what is the background of his or her family” (Woolfolk 201)? These are important questions and using the student’s family as a resource is much more beneficial than we think. Along with understanding and properly helping a student learn to the best of their abilities, it is also important to get to know the families because it can bring information about the student that the teacher may not know. ELL is extremely important, and teachers should understand the challenges and obstacles that come along with it.

Concept 3: Poverty

Summary

In chapter 6, Woolfolk mentions the different types of challenges that can come about with students who are either in poverty-stricken homes or in homes that have high mobility (moving a lot). There were shocking statistics about children in either scenario and the effects that it has on students. “For example, even after taking many other risk factors and income levels into account, students who moved three or more times in a school year were 60% more likely to repeat a grade (Cutuli et al., 2013)” (Woolfolk 215). These were shocking statistics to read about because that consisted of more than half of students are at risk of repeating a grade if they move frequently. However, although Woolfolk mentioned the challenges that come about with poverty and mobility, she also mentioned that many students with these situations received test scores of average or better than other students in that same grade. “The researchers concluded that factors such as effective parenting, student self-regulation skills, academic motivation, and the quality of teaching and teachers’ relationships with students supported resiliency for these students” (Woolfolk 215). This furthers Woolfolk’s point as to say that teacher-student relationships do have impacts on student achievement. Although there was many positive things Woolfolk wrote about, there was also some more factors about poverty that were mentioned. She mentioned that about 10% of students are in extreme poverty, especially in urban schools. Woolfolk also wrote a lot about how race is a factor as well as various improvements and back falls there have been over the years.

Reflection

As in my Module 1 blog post, this concept is not a fun one to talk about. However, I think that future teachers can learn many valuable lessons from topics such as these. It can be hard to determine and imagine that extreme poverty exists in this day and age, especially in the United States. This is something that is important for teachers to understand and be aware about because, inevitably, there will be children from poverty or high mobility homes. It is essential to be aware about these situations that students are in because, as Woolfolk stated, it can have immense effects on student’s and their academic progress/success.

A major takeaway that I got from this chapter is how important and essential teacher-student relationships are. This chapter stated that despite students in situations like mobility and poverty, teacher relationships can have a very positive impact on students and their work. These types of relationships can bring support and encouragement in what may be the child’s darkest time. It is essential for any teacher to understand their students and provide them with love, support, kindness, and encouragement. I loved how this chapter mentioned some positive facts about students who achieve average or better than their grade level. A lot of the time, I feel as if when poverty is talked about, only the negatives are mentioned, never the positives. It is important to talk about the positives because it can help and encourage teachers to have the motivation to help their students in a dark and scary place in their lives.