Teacher

I

am working as an art and music teacher in the public school system of New York City Department of Education. I am incorporating music to help students learning academic and life skills.

A universal design curriculum without differentiated materials is not enough when instruction time is being lost because of issues. Every student deserve appropriate public education. What may be appropriate to one learner may not be appropriate for the other.
“Education is not preparation for life, but Education is Life.” (John Dewey)

I am very much interested in tutoring children with down syndrome who are having developmental delays or syndrome covered by IDEA (Individual Disabilities Education Act).

am looking forward to teachers for a great collaboration that enriches our young learners’ educational experience. They come to schools to acquire skills to solve daily living problems. I understand that no-child-left-behind means creating an equal opportunity for all students to access schooling and curriculum too.

The purpose of education is to research how to educate children best. We have to follow scientific methods like questioning, testing, retesting, and again questioning. For example, in order to plan how to raise awareness of wearing masks in public places, what activities will be assessed as valuable learning outcomes from a planned lesson. What skills learners would gain? State the learning target, and set up the learning environment so that learners can be able to educate themselves. Education must be experiential. (Spencer, 2019). 

Dean Webb et al. (2013) said, In 1975 Congress passed the Education for All Handicapped Children Act (EHA) (PL 94-142). The EHA often referred to as the Bill of Rights for Handicapped Children, and its successors have served not only to guarantee the rights of children with disabilities but also to expand the rights of all children. Chapman cited In Foundations of American Education (FAE) that dropout rates also differ by family income, with those from low-income families over four times higher than those from high-income families (8.7% versus 2.0%). (FAE. 7th Ed. P 239-259).

The teacher needs to understand the children with exceptional needs. According to the standards provided by Council for Exceptional Children (CEC, 2020), the teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work. The teacher knows how to use technologies and how to guide learners to apply the appropriate, safe, and effective ways. The lesson needs to be relevant to real-world problem-solving skills. Szasz said (as cited in The Foundations of American Education, 7th ed. P 11) that:

As one American Indian agent wrote, Indian children progress much faster when thrown in contact with white children than they do when they are all kept together with whites excluded. By the turn of the century, 25 off-reservation boarding schools had been established. However, they were subject to much criticism. The physical and living conditions were often inadequate, and the discipline was strict and harsh. Disease and death were common. The dropout rate was high. Students often returned to the reservation rather than enter White society, and upon return to the reservation, they found that they were unable to apply the training they had received or that it was irrelevant. The on-reservation public schools tended to encourage not only assimilation but also learning.

The Foundations of American Education

Teachers need to know about technologies like Liveworsheets, Edpuzzle, Google classroom, BrainPop, Flocabulary, Udemy, etc. that improve learning experiences according to the standard provided by the International Society for Technology in Education (ISTE, 2020). Following the ISTE standards, a citizen Educator must inspire students to positively contribute to and responsibly participate in the digital world. Educators must exhibit empathetic behavior by sharing creative intellectual work that is original, protected, and documented. Using digital technology to contribute to the common good. Establish a learning culture through digital literacy and learning effective use of technology. Mentor students to be mindful of law through ethical practices like avoiding plagiarism and preventing cyberbullying. As collaborators educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Collaborate with colleagues to plan how to use students’ real-life experiences to solve real-world problems through leveraging technology. collaborate and co-learn with students about new digital resources.  Use collaborative tools like cloud-based shareable documents to solve real-world problems. Cultural identities can enhance student learning. Cultural differences are unique.

According to the International Society for Technology in Education (ISTE, 2020) code of standards- Educators continually improve their practice by leveraging technology and advocating for equitable access to digital content. There are three main elements to set a foundation for success: (1) accepting and understanding that behavior is communication; (2) getting your mind right for raising a kid with ADHD, autism, and/or other challenges; and (3) adopting a self-care regimen, including effective stress management. (Penny Williams, 2020). Moral development through the exercise of freedom is the ultimate goal of Education. Education is for creating opportunities to recreate resources and share them with learners for the welfare of the community. Educators in need of new tools are means of support in a new learning environment.

By the turn of the century, 25 off-reservation boarding schools had been established (Szasz, 1999). However, they were subject to much criticism. The physical and living conditions were often inadequate, and the discipline was strict and harsh. Disease and death were common. The dropout rate was high. Students often returned to the reservation rather than enter White society, and upon return to the reservation, they found that they were unable to apply the training they had received or that it was irrelevant. The on-reservation public schools tended to encourage not only assimilation but also learning. As one Indian agent wrote, “Indian children progress much faster when thrown in contact with white children than they do when they are all kept together with whites excluded (Szasz, 1999. p. 11). 

In 1975 Congress passed the Education for All Handicapped Children Act (EHA) (PL 94-142). The EHA often referred to as the Bill of Rights for Handicapped Children, and its successors have served not only to guarantee the rights of children with disabilities but also to expand the rights of all children (Foundations of American Education. P 239).

Dropout rates also differ by family income, with those from low-income families over four times higher than those from high-income families (8.7% versus 2.0%) (Chapman, Laird, & KewalRamani, 2010). (Foundations of American Education. P 259)

When we show our empathy it really changes in a positive way when they hear how I can help you, or I see you, and so on. These statements make monumental changes in a child’s behavior. We have to be open-minded to creativity to see the blessings. We do not generally empathize and try to open our minds to listen to and guide. We have negative people in our life. An autistic kid may get 30 times more negative messages versus one positive news; Penny Williams (PAP 2017-2020) added, “family is so way down with ADHD because of thought control. It is the mindset. It changes the way we think. We must believe that children with ADHD can have a successful adult life. As parents, be Open, Creative, Positive, Hopeful, Grateful, Empathetic, and Understanding. Parent every kid individually.