Teacher Certification is a headache. Let me summarize for you, I have an M.Ed and in...
North Carolina: I am certified Birth-Kindergarten in regular and special education
New York: I am certified Birth-2nd grade but was told I needed 6 additional credits to obtain a Special Education license.
Alabama: Will be giving me a Preschool-Third grade teaching license but not a Special Ed license unless I complete an additional graduate program.
P.s. I have no coursework or experience teaching children older than kindergarten... but neither NY or AL seem to have a problem certifying me for older grade levels.
In turn, I'm pissed and sad and feeling a little rejected by AL and NY. I was a good special ed teacher! But I have been feeling like those skills are being wasted. I recently spoke to a wise, wise, WISE friend of mine who reminded me that I am using my "Special Education" knowledge everyday in my regular education classroom.
So for you fellow teachers out there, here are 5 skills I learned in the Special Ed world that have made a huge difference in my Regular Ed Preschool classroom.
1. Visual Cues
The BEST thing I ever purchased for my classroom was the Time Timer. In the special ed world, especially when dealing with children on the spectrum, we are taught to fill our room with visual cues for everything. The Time Timer provides a visual reference for time remaining until a transition, which is so helpful for all young children. I point out to the children when I am setting the timer for a transition, "When the red is gone it will be time to clean up!" I also provide 5, 2, & 1 minute warnings with a musical tune (sometimes with a slide whistle). By the time "the red is gone" the kids are prepared for the transition, and often very sick of my prompts. :)
2. Prevention
"Prevention is the best Intervention." In high school and college I worked in group homes with adults with special needs. I was trained, lectured, and taught again and again about "triggers" and "de-escalation." In other words, being observant so you can resolve a situation before it gets out of control. Paying attention to body language, who interacts well with who, if someone seemed particularly irritable, woke up extra early or missed breakfast. This attention to what seem like tiny details will save your life in the classroom. I know a few pairs of students who love each other but just drive each other nuts. I know that if they are going to play together they need an adult close by or facilitating. I have learned to watch my students as they arrive in the mornings and spend time asking parents how the morning has been. If your children are particularly obsessed with a toy, in my classroom it is Magna-tiles, limit the amount of time or the amount of children who are able to play at a given time. Itty bitty classroom management tools like this can turn around a tough day.
3. All Children Fidget!
My first semester of graduate school I walked into a class and was surprised to see a table surrounded by large stability balls. Our teacher instructed us to sit on a ball around the table. After everyone was seated she told us we needed to sit still because some of the slight bouncing was distracting the students around us. Now, I'm a fidget-er.. I am usually tapping a pencil or twirling my hair and this professor actually snapped at me to put my hands in my lap. I was shocked! So a few minutes later the professor asked if anyone could figure out where she was going with the lesson. Of course, we had all gotten it pretty clearly.
Early childhood teachers often forget that not every child is comfortable sitting still, not to mention sitting cross legged on the floor for an inappropriately long group time. In my special ed classroom many of the children had difficulties with muscle strength and tone so some of them sat in chairs, some would kneel over cylinder pillows. some would lay on their stomachs. I also had children with sensory processing disorders so I would give them a mound of playdough or specially designed "fidgets" to hold. Most teachers would shriek and say, "But didn't that distract them?! Didn't all the other children want one too?!"The answer is... Yes... sometimes. But guess what? I'd rather them be distracted for a few moments by something in their hands than the child next to them. In my regular ed classroom I have a few children who are more comfortable in chairs, a few who listen better when they have a small object to fidget and some who sit "criss-cross applesauce" on the floor and our group times are spectacular!
4. Be Resourceful
My first teaching job was in a Non-Profit school. We had enough supplies but often not enough to keep the kids engaged and excited about materials. I leaned early on that "homemade is the best made" and that the smallest changes to toys or activities can make it new and exciting again. For example: Not only can you make your own playdoh, but the kids can help! Flowers that are about to die can be turned into a science activity. Another example is the Magnatiles mentioned above. Typically they are in a bucket to use at the table but when I stuck them on the magnetic dry erase board the kids went nuts! Sometimes it's the smallest things that can make a huge difference in keeping your students excited and engaged. Bored children are troubled children...
5. BE SILLY
Guys, being a teacher, no matter what age/grade or if you're in regular or special ed... is f*cking hard sometimes! But you know what makes it better? A smile. I swear on my life that sometimes even if it's just the worst day and you're in the worst mood, if you force yourself to smile, it'll turn the day around. The kids can see that too. If I've had a stern talking with any one of my students I will make sure to smile and end it with a "Kapeesh?" or "okie dokie artichoke?" Ending on a positive note with a silly comment and smile will cheer your kiddo up and yourself! Try it sometime!
Lastly... specifically for Early Childhood teachers. Even if your kiddos don't have developmental delays or congenital disorders.. THEY ARE JUST KIDS. They have no idea what they are doing or why they are doing it most of the time. They have no advanced reasoning skills and can be impulsive little beasts on occasion (but we love it!). I often find peace in how simple children's actions really are. Larry was irritated by the high pitched music but didn't have the words to express this so he threw a toy at the stereo. Lucy wanted the toy that Jackie had, but Jackie wouldn't share. So Lucy smacked her and then Jackie slapped her back. I totally get it! Who hasn't wanted to do that in their adult life (refer to ever news report of Black Friday sales)?! Taking a moment to try to understand where they are coming from, or if there is something else going on with them that day (refer to #2) will help you manage your classroom and remain calm and collected through those tough situations. Also, these are not moments to punish, these are moments to teach. Give them the tools and words (or body language) to respond differently next time rather than just telling them they did something wrong.
I am no expert, but have been surrounded by amazing and wise teachers over the years. If you are reading this and have tips or tricks of your own, please share them in the comments. We teachers have to stick together!!!
Teach On!
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