ED 304-Teaching Alaya and Celeste to Make Stuffed Shells

This year in ED 304, we created a lesson plan and taught some of Brother Wilson’s children. In the event that GoReact no longer is a working site when I need this video, it is available here.

Teaching Alaya and Celeste


This is our final week of this class. To top it all off, we created a comprehensive C-Map. It shows what I learned about this semester as well as some basic skills and ideas I need to implement in my future classroom. My philosophy of education changed to be more full of accommodations and modifications for students who have need of it. I realized I need to spend more time working on creating a healthy learning environment for my students so they can all succeed in my classroom. I have included my C-Map here. Feel free to click on the picture and zoom in to check it out! Also part of it has a small key to understand the coloring with. Enjoy!

Final Map.png

Week 13 Reflection and Simulations (Learning Disability and Stuttering)

This week has been great. I have enjoyed learning about ways to manage behaviors with students in classes. I also have enjoyed finishing my simulations, which I will now include.

Learning Disability:

This was much more difficult than I expected. I went to the help desk in the Manwaring Center and tried to ask an associate where I could go to return my textbooks, and where I would need to go to do it. I will admit that I misread the simulation so I was working to avoid words with s or n in them, instead of n or l, but I really struggled. I could feel myself blushing and stammering and just completely stopping while trying to say words in a question. The poor associate looked pretty uncomfortable. He was kind though, and started offering words to me, which I could then confirm to him by saying “Yeah, that.” He found the information for me, and asked if I had any other things he could help me with. I felt so embarrassed and uncomfortable but told him he was very helpful and left. I can’t imagine what it must be like for students to have to process basic words this much. I can imagine I wouldn’t pay very much attention in class if I had this struggle.


I have put this one off for so long because it makes me so uncomfortable. One of my good friends has a stutter that is incredibly bad. When she is comfortable, it is like the stutter isn’t there. But as soon as she has to say anything to anyone else, her stutter controls everything she says. She has to avoid certain words so she won’t stutter, and it is difficult. I finally worked up the courage today to do this. I went to return my textbooks in the Manwaring Center, and tried to stutter a hello and asked if this was where to return the books. I asked, haltingly and with a stutter, if there was a way to see if there were any other books that I needed to return from renting. The lady was very kind. I did a lot of stammering and stuttering and she kindly waited. If she didn’t understand, she asked kindly to repeat what I said. She didn’t complete my sentences, and was overall just very nice. I appreciated her kindness. I felt uncomfortable, but I was thankful for her. I can imagine how scary it would be to talk to people if you had a stutter.

Week 12 Reflection Post

This week was great! It was interesting to learn about how we can help students to succeed better, before, during, and after tests. I think the idea of grading is interesting in that we can change what we require of students in order for them to better succeed. We can choose to have them perform a task or do an assessment that is not the stereotypical written test. This allows them to tell us what they know in a fair way. I also spent a large majority of this week contributing to my group’s visual impairment presentation and studying for the exam. I am thankful for the blessings I have in my life to not have any major impairments, and am excited to help those who may not be as fortunate.

Week 11 Reflection Post

I enjoyed the readings and materials this week. It focused largely on empowering individuals with disabilities, and helping them to be independent. I especially loved this one because my younger sister has Down syndrome. She is currently at a transition academy that helps teach her how to be independent in the community. She learns skills like taking public transportation, counting her change after a purchase, and volunteering. I think that teaching students how to self-regulate in the classroom is one of the most empowering things someone can do for an individual with disabilities.

Week 10 Reflection

This week we learned about specific tools we can implement as teachers to help our students to succeed. One such example is example selection and sequencing. As teachers, we ought to choose those examples that our students will understand and remember. We should also sequence them so they are not tricky, especially when they are first learning about it. Teachers can also aid their students through graphic organizers and review sheets. As students work on concept maps and diagrams, they put in place mechanisms to remember later in the future. As we give them study guides and review sheets, they remember the information with greater accuracy. I also liked the idea of considering the classroom environment and asking if it is helping or detracting from the students’ learning. I love the idea of displaying work in progress assignments, and making the classroom truly theirs.

Week 9 Reflection

This week I enjoyed learning about and reviewing differentiation. We also read about teaching individuals with exceptional abilities and those with ADD/ADHD. I enjoyed learning more about how to help students with ADHD. All five men in my family have ADD or ADHD, so I grew up with a lot of distraction in the home. I liked the idea of avoiding distracting mobiles in the classroom, or of having slides on presentations that are not too distracting. I think there is a lot that I can do to assist my students to focus. I think also it can be easy to forget about students who are exceptional because they understand everything. It is important to give students chances to work hard and push themselves, especially the gifted ones.