Dirty Monkeys Steal Bananas

What does every good mnemonic device need to be remembered?... short, relatable, and a little silly! Enter in Dirty Monkeys Steal Bananas. I know it sounds weird, but my students crushed long division problems by the end of the unit after using this mnemonic device (and a lot of repeated practice) to help remember the correct order of operations.  
 
Dirty-Divide,  

Monkeys-Multiply,  
Steal-Subtract,  
Bananas-Bring Down. 

What's better is my students were actually excited to work on division problems because we got to say this silly sentence.

Video Modeling

Video modeling is a strategy I have used to help in teaching social and school rules to students with Autism and without Autism. This includes the use of video modeling or video social narratives. Different than typical social narratives, video narratives are digital and can included pictures and video clips of positive peer role models, the student, or can be taken from the students perspective. 

Video modeling begins with a skill a student needs modeled. This can be something as simple as preforming a routine task that may or may not include a narrative. A generic or original social narrative can also be paired with pictures or video of skill being preformed.

Since many students with Autism think in pictures or movie clips this strategy is beneficial to these students. The strategy can also be useful for students with memory problems or who need multiple exposure to expectations in order to be successful. My students have access to the video on their 1:1 devices any time they need it and paraprofessionals know how to access the video to show students. Also, when appropriate, I involve the student through the process of making the video either as an active participant or observer. This provided an other exposure to the material. 

I have used video modeling to teach school rules such as: walking in the hallway,  putting homework in the collection box, charging iPads, going to the nurse, and raising hands. I have also made social skill videos including: getting a drink from the water fountain, washing hands. how to handle changes in schedules, staying out of others personal space, and saying naughty words. Transitioning from one building to another (elementary to middle school/middle school to high school) is another example of using video modeling. I haven't used video modeling in this capacity yet, but I plan to in the near future when I will receive an incoming student who will need this support. 

Overall, I have had success with this strategy. As with all strategies it will not work with all students all the time. This is just another tool to fit in my tool bag and hopefully it can help others too.  

 

Social Skills Through Games

One area of need for many students with special needs is social skills. One way I have found to teach these skills is through playing games, specifically cards or board games. My classroom's favorites are UNO, Skip-Bo, and Monopoly. If you think about it games are perfect for learning how to win and lose appropriately, following a common set of rules, taking turns, maintaining attention on a task, thinking about another persons perspective, and communicating disagreements accordingly.

In the past I have taken this one step further and have even brought in peers to play with us on occasion. There are many benefits of the positive peer interactions. The peers help my students by acting as role models and my students impact their peers by exposing them to the diverse learners. The peers also guide my students to appropriate behavior. If they are getting too loud or excited the peers tell them. Peers also initiate conversations and model eye contact. I have also found it to be an incentive for students with behaviors, they can only participate if the meet set expectations with their goals.

Both my students and the peer buddies have looked forward to the days when they come play games. I even have these students come in during semester testing time wanting to help in the room or catch up with my students. This is something they don't have to do, they could just as easily stay home or sleep in, but they chose to come visit us. In this environment my students show a more relaxed side of themselves free from academic pressures. Due to changes in schedules I haven't been able to use peers as much as I would like lately, but these games are simple and effective tools in teaching the ever important social skills.

Where in the World is Ms. Gilbert?

As a special education teacher I can be anywhere in my building. (I am currently in a building with 3 floors and at any given time I could be in one of nine classrooms, the office, copy room, or storage closet.) Since  putting a tracker on my ID badge was not an option, I needed something to let my students and paraprofessionals know where I was if they needed to find me.  

This board helps them know where I am if I am not in my room. This is especially helpful if I have students come in to take a test or for an intervention time and I am not there. Instead of sitting and doing nothing they look at the board and can go find me. With 3 schedules to juggle I sometimes forget about where I need to be, or am late from another class. 

With this system in place students can easily find me or know to be patient because I will be right back (copy room or office for example). Since many of my students are low readers, there are room numbers and pictures of the content the teacher teaches to help those students find me (disclaimer: I am not an art teacher). One of my dyslexic students has looked at the room numbers and pictures to deduce what room I am in and has successfully found me using this strategy. I have helper students who will remind me and hold me accountable to changing the magnet if we are leaving or entering the room. At least this system lets everyone know where I am... as long as I remember to use it! 😀

About me

My name is Jenn Gilbert and I am a special education teacher. Ever since my formative middle school years I have wanted to be a special education teacher. I was crushed when I was enrolling in college and I found out one could no longer major in the area because of the high burnout rate. Fast forward ten years and here I am entering my 5th year of teaching. This is impressive because in special education there is a saying that 90% of teachers will burnout in the first 5 years. And as any special education teacher, new or experienced, will tell you burnout is real! After dealing with a challenging behavior or getting news of a new or up-and-coming student, others will often say, "That's job security." And my response is always the same, "No, that's 90% burnout rate."

In my 5 years of teaching I have primarily worked in a self-contained level II classroom. My students are a little more higher need, usually needing some life skills instruction. I teach middle school, grades 5-8. In all we are small to medium sized rural district with average class sizes ranging from 60-80 students. Like I stated I work with 4 grade levels and 3 different bell schedules, but we don't have bells, so it is just a free for all especially when your one of my students who can't tell time on an analog clock. This year my students were transitioned into general education classes, which is another reason I wanted to start this experiment. I want to share how I am able to make this work or get ideas on how to make it better.  

Reflecting on the last 5 years I realized I want to connect with others and share some of my experiences with those who are entering the profession. In doing so, I hope to share what I know, hold myself accountable in learning new strategies, and keep myself from being a burnout statistic. So here it is- an insight to to my classroom and how I want to improve myself, my teaching, and my students.