Auditory Processing Disorder

Auditory Processing Disorder (ADP) is a term that seems to be frequenting classrooms recently.  This is most likely because of the awareness of the condition and the stress on differentiated instruction.  Unfortunately, ADP is a term some teachers use incorrectly because the signs a student suffering from and auditory processing issue will resemble the signs of many other learning disabilities from ADHD to Autism to Dyslexia.

 

Simply put, because of an Auditory Processing Disorder, audible information taken in by a student does not get processed accurately by the Central Nervous System and thus, is retained inaccurately. 

 

Only a licensed audiologist can diagnose a condition of ADP.  They will use a series of tests that will utilize a variety of audio stimuli and repetitious signals. 

 

That being said, parents and teachers of a student are on the front lines and can see signs of an APD long before a child’s condition will be determined by an audiologist.  In the classroom, be on the lookout for:

 the student who has a delay in processing and explaining their thoughts

If a student confuses similar sounding words such as “three” vs “free” or “got” vs “hot”

A student who is distracted or confused by background noise and has difficulty focusing on one audio stimuli over another

A student who seems to ignore instructions or has difficulty following verbal tasks

The student who has difficulty understanding relationships between written words such as similes and metaphors or understanding sarcasm

If you notice any of these signs in a student, be sure to start a conversation with the students Child Study Team immediately.  It will take the input from a multidisciplinary team to shed light on a student’s academic difficulties and cognitive functions.

 

Every APD is different and will be treated as such.  There is not one “go-to” solution in this situation and the treatment plan will be highly individualized and will require the effort of many people.  As a teacher, the most effective thing you can do to help is be sure to present information and instruction in a multi-sensory way.  Don’t just tell, model and show.  Supplement your instruction with manipulatives, visual cues, and graphics.  Give directions in the form of an easy to decipher, visual list.  Explain discipline specific vocabulary before you start your lesson.  Also, change your classroom environment to make it free of distractions.

 

ADHD

I would like to designate the next posts to some of the most popular and sometimes most misunderstood learning disabilities among students in our schools. 

The first disorder I would like to address is not a learning disability at all but it is still a challenge that affects many students and is often tied to learning disabilities.  It is ADHD or Attention Deficit Hyperactivity Disorder.

Throughout history, ADHD has been known as many different names as the condition was studied and more was known about it.  Before ADHD had a name assigned to it, physicians would diagnose patients as having a “minimal brain dysfunction.”  In the 1950’s, the condition was named “hyperkinesis”; the Latin word for “super active”.  Those with hyperkinesis were diagnosed as “hyperkinetic.”  In the 80’s, the American Psychiatric Association changed the name to Attention Deficit Disorder or ADD.  A few years later, ADD was changed to ADHD to include the “hyperactive” element.  In 1994, the American Psychiatric Association recognized subcategories of ADHD to included hyperactivity, attention disorder or both in the name.  ADD, AD/HD and ADHD are all names for the condition that are currently used and often interchanged in the United States. (Hill)

The Learning Disability Association of America defines ADHD as “a disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity.”  Numerous cases of scientific research show a direct line connecting a student’s high stress or anxiety level and a potential ADHD condition.

Unfortunately, it is estimated that over two million children in the US struggle with ADHD.  That means that the average classroom of 25 students will have at least one student struggling with ADHD.

There are three main subcategories of ADHD.  The first being the hyperactive or impulsive type where the person with the condition does impulsive things without thinking of possible consequences or acts unintentionally.  The second subcategory is the inattentive type of ADHD where the person with the condition finds it hard to focus on specific tasks for an extended period of time.  The third subcategory is a combination of the first two.

ADHD is a disorder and not a disease that can be tested for and confirmed.  A child’s behavior and habits must be trended and observed by family, doctors and school officials in order to diagnose the condition.  Because there is no easy “yes” or “no” answer or solution, ADHD is very controversial.  Although it is hard to argue against, some officials believe ADHD is a sign of poor parenting, it is a sign of a lazy personality or a refusal of the condition because of the stigma attached to mental disorders.

ADHD can also be confused for other conditions in children such as Oppositional Defiant Disorder, Conduct Disorder and Generalized Anxiety Disorder. It is estimated that 30 percent of children diagnosed with some form of ADHD also suffer from one or more other learning disabilities.   

 

 

Works Cited

"ADHD." Learning Disabilities Association of America. N.p., n.d. Web. 31 Oct. 2015.

Hill, Beth Ann., and James Van Haren. The AD/HD Book: Answers to Parents' Most Pressing Questions. New York: Avery, 2005. Print.

Writing a PLAAFP

PLAAFP.  It is a very helpful tool used in student IEPs and serve as a great narrative about said student.  The PLAAFP, or Present Levels of Academic Achievement and Functional Performance, is a perfect opportunity for the teacher of a classified student to have a formal and written voice in their student’s IEP.  In the PLAAFP, the teacher provides input and shares expertise on how successful the student is in their current placement, discusses the appropriateness of the student’s goals, objectives and expectations as well as sharing observations of modifications or accommodations that are part of the students program or making recommendations that will aid the student’s success.

In order to reflect the most current and accurate portrait of the student, PLAAFPS must be completed by the student’s current teacher in the program they are currently place in.  Many general education teachers have asked my help in writing PLAAFPs for their students.  THERE IS ABSOLUTELY NOTHING WRONG WITH COLLABORATION!!  (In fact, I think it is one of the strongest tools in my arsenal) Unfortunately, I think there is a stigma attached to the PLAAFP.  Because it is an integral part of an IEP document, it is easy to assume it needs to be written by a special education teacher.  I believe ALL teachers need to be able to pen this simple yet pivotal statement.

Although the PLAAFP is a tool of great use, they can be intimidating to write.  In this article, I will spell out and provide a basic outline I use to craft my PLAAFPS.  That being said, there are essential items that must be included in a PLAAFP but no two PLAAFPs should ever be the same.  There is not a “cookie cutter” or “mold” that applies in this situation.  ALL students operate, learn, retain and apply their knowledge differently and your PLAAFPs should reflect that.

As I mentioned above, there are a few things a PLAAFP MUST include.  First off, include a brief introduction telling your name/ position, the date, the subject you are referencing and the student’s placement.  Discuss the student’s performance.  Note skills the student is showing that make him/ her successful in the class.  Also talk about how the student’s learning disability affects their classroom performance.  Tell of the skills you expecting from student and what would be the general education curriculum for you class.  At this point, I like to mention assessment and baseline data from the student.  By showing assessment data and using researched based programs and numbers or levels, you are showing the student’s current skill level and are either providing a starting point for data trending or you are helping to continue data trending.  Describe what accommodations and content modifications are being used with the student and what is effective or what COULD be effective.  One last topic I like to hit is personal behavior of the student.  I make sure to bring out the positives of the student here.  I discuss what their interest are, what strengths they have outside of academics and what they prefer or like.  Remember, your PLAAFP is telling a short narrative of a human being with BOTH strengths and weakness.  It is very helpful to incorporate a strength into a plan to support a weakness.

There are tons and tons of sample PLAAFPS available on the internet so I will offer an outline I use.  Below is a basic chart I follow when writing.  (My PLAAFPS are usually one well-constructed paragraph.)

Sentence #	Material
1	Teacher name, class, grade
2	Student’s placement
3+4	Student’s performance in class (what makes them successful)
5+6	Student’s learning disability in your class
7+8	Assessment Data
9+10	Present accommodations and modifications
11+12	Positives of Student

Class Dojo

As educators, we all know how important it is to keep organized and accurate records, manage our classrooms, keep strong communications with parents, collaborate with our team members and motivate our students.  What if we could do all of these things at once.... with one tool?  It is not just hopeful wishing! 

Two years ago, I was introduced to a tool, Class Dojo, that claimed it could do all of the above mentioned.  I did not give it much thought and instead resorted to tried and true methods to complete these tasks.  Last year, however, I decided to give Dojo a little test run.  I loved it.  It made my day so much easier and run smoothly.  Without sounding too much like a promotional advertisement for Class Dojo, I want to share with you some of the awesome and beneficial aspects of the tool.

Class Dojo is a FREE program used by millions of teachers that allows you to keep track of your student's progress and behavior and to easily share it with parents.  A cool thing about Class Dojo is that you can log on from any computer or download the app and reach it from any phone or tablet.

The first plus of the program is how it bridges you with your student's parent and ensures constant communication.  As I mentioned, Class Dojo makes communication with parents simple.  You can use to program to send out messages to parent groups like "Class A will not have homework tonight" as well as holding conversations with individual parents.  These conversations can happen on your computer or if you download the app, you can have the conversations on the go!

A second plus is record keeping.  Through a few clicks of a button, you can easily keep attendance in your class and keep track of who did assignments. 

Class Dojo makes it easy to track data and see trends in your class.  In Dojo, you assign students positive or negative points for classroom behavior such as being prepared, leading conversations or supporting classmates.  You, your student and the student's parents all have access to a nicely presented and easy to read graphic showing these behaviors and any trends in them!  It makes spotting trends so easy!

A cool aspect of Dojo is the ability to link teachers to students.  I found this valuable in my co teaching settings when more than one teacher had access to the same student.  Simply put, two teachers could reward and track the same student.  Not only is this great for the student, more chances to succeed, but it is very helpful for teachers and makes our collaboration even easier!

One of the best attributes of Class Dojo is the involvement of students.  Students have avatars that are assigned to them through Dojo.  They get to customize these avatars to their own personalities and likings!  As I mentioned, students see their classroom behavior in the nice little pie chart the same way parents and teachers do so they can see how they are doing and what they are excelling in.  Although I have not used it this way yet, I've seen teachers who present the graphics of all of their classes so students can compare themselves to each other in hopes to spark a competitive spirit to motivate achievement!

There are so many options with Class Dojo.  It makes my day easier, students have fun with it and it opens parent communications.  There are so many positives and it is free so why not make it a tool in your arsenal.  Check it out if you haven't already!  http://www.classdojo.com/

Is anyone else using Class Dojo in their classrooms?  What are your experiences with it?

Co Teaching Conversation Must Haves

Schools providing for children will never EVER go away.  The number one thing a school can offer a child is a community.  A community with advocates and trusted leaders.  As educators we are our students advocates in their journey through learning.  Teachers all hear the calling to better our community proactively by supporting our children and future.

Today, I want to share a wonderful article with you regarding co teaching.  Co teaching, in a nutshell, is when two teachers, a general education and a special education teacher, team teach one class of students.  By working together, the two teachers are giving the best of two worlds (the knowledge of general education and the application of special education) that the school has to offer.  I like to say, if parents like their child having one teacher educating them... they will love the support from two!

Although I am very experienced with co teaching various grade levels, teachers never stop learning.  I am always looking for the newest, most cutting edge way to operate and in my educational pursuit, I came across a well written article by fellow teacher Elizabeth Stein titled "Four Critical Co Teacher Conversations."  http://www.middleweb.com/3905/4-critical-co-teacher-conversations/

In here article, Stein brings to light the fact that co teachers do not have a perfect chemistry right out of the gate but both teachers are professionals and must strive for the best, especially for their students.  Stein mentions four main talking points that the teachers must have regarding their planning.  These points, however, can sometimes go by the wayside because they are difficult to talk about.

The first conversation must have is regarding resources.  The two teachers must know what they have at their disposal and who is responsible to do what.  It does not follow a true co teaching model if the one teacher writes the plans, delivers the lessons, assess the student and tracks data all while the special education teacher hangs out in the back of the room.  It is not productive to waist such a valuable resource in a second teacher's abilities.  Plus it is not fair to the one teacher.

Stein's second conversation is centered around the teachers skills.  Both should know each other's resume inside and out.  I don't mean memorize a piece of paper but it is beneficial to know what your partner is capable of.  Maybe one teacher is not a strong record keeper but is one heck of a public speaker and can bring passion to old English literature.  I would like that teacher to give the presentation lessons on Shakespeare!

A third conversation to have is about the teachers being flexible and proactive.  In a perfect world, all of their lesson planning should be collaborative and happen together.  Although we strive for perfect schedules, it doesn't always happen.  Things come up and the unforeseen happens.  The teachers need to know what they are going to do for their students ahead of time.  If you fail to plan, plan to fail!

Stein's fourth conversation is regarding the classroom environment.  Both teachers need to give input on the physical space and classroom arrangement.  Both teachers need to be at an understanding of the class rules and support them to the fullest.  Also, both teachers need to know the operating procedures of the room and what to do if an emergency should happen.  Nothing is worse than an emergency happening and students looking to a teacher for leadership only to realize the co teacher didn't think it was important to find out what to do with a class during a fire drill...

Stein brings many topic to light that NEED to be discussed when co teaching.  Check out her articles.  They are well worth the time and very informative! http://www.middleweb.com/3905/4-critical-co-teacher-conversations/

From my experience, I would add a fifth conversation must have.  Sooner rather than later, have a personal conversation with your co teaching partner about your interest, hobbies and stress relief methods.  There will come a day when you have a little too much stress on your plate and need a smile from your new co teaching friend.  If they know a little about you, chances are they can say the right things to give you the pick me up you need to get through the day.  Or vise versa! 

Bottom line is, when co teaching, both teachers  need to be on the same page and work together to provide the best for their students. 

"An Idle Mind is the Devil's Playground"

                  “An idle mind is the devil’s playground.”  I try to keep that in my mind when I am planning anything to do with my classroom be it lessons, independent work time or breaks in between classes.  Many people are quick to judge that phrase and in turn, my application to my planning.  To clarify, I am NOT saying my students or any aspect of them are devils.  I use it to remind myself to always plan for down time or pauses in academic structure that can allow for a student’s mind to wander.  Although a wandering mind can be a good thing (my mind wanders all of the time.  I tell my students there is a crazy monkey in my mind….) it can also lead to trouble.  Once that mind wanders, who knows where it’s going or how long it will take to get back on track.  Below are some tips and tricks I find useful in my room to eliminate/ reduce distractions.
                  Establish physical space in the classroom to be productive.  What I mean by that is, a student should know where all of their tools are and it should take no time at all for the student to get what they need and return to their seat.  I like to ensure students know where to find tools they need with a classroom scavenger hunt.  (I teach elementary students and they love it but I’m sure older students will love the competition.)  Each student gets a list of things they will need throughout the year and must find them in the classroom.  Things like the dictionaries, writing paper, the pencil sharpener, counting cubes… The first student to find all the items is the winner and points them out to their classmates.
                  Keep an organized room.  Besides keeping your classroom clean for the fire codes and tripping hazards, having everything in its place helps you and your students find it when something is needed. I keep supplies organized and readily available.  All of the things a student might need during writing workshop are together, all of the things for math are together, all of the reading tools are together, etc.  When a student is on a roll with a writing piece, not having access to an eraser could be detrimental and the lack of eraser is all they might focus on after that.
                  Keep a constant schedule.  I always use the same format for all of my classes no matter what subject or grade (warm up, connection, lesson, guided work, independent work/ assessment, review and exit ticket)  In order to help me manage my time through the class periods, I posted these parts on the board and would take away parts when they were completed.  I quickly realized how beneficial this scheduling breakdown was to my students.  They were able to come in, see what they were doing for the day, what was expected of them and what was in their immediate future.  This prevents the students from wondering the unknown future or what will happen next.  Without having to worry about what will happen in twenty minutes, they were able to focus on the here and now.
                  Establish common and not so common routines.  Present some situations to students such as the common getting up to use the bathroom and the not so common fire drill.  How should a student act?  When a student gets up to go to the bathroom, is it appropriate for them to sing a song while signing out a bathroom pass or is that distracting to their classmates?
                  Divide and conquer!  In a special education resource room, students are there for a reason.  The general education setting was not appropriate and an individualized approach to learning is needed.  In order to differentiate and give the students the individual attention they need to succeed, divide up the students into small, leveled groups or individual groups.  This way, you can teach to a more specific demographic and have an even greater chance of reaching everybody.  As a side note, I like to use dividers or “offices” to prevent independent working students from being distracted from a small group collaborating on the other side of the room.
                  Make sure your students are engaged!  In order to have powerful and effect instruction, involve your students.  Tie in their interests to their learning.  We learn when we are doing.  They say the best way to learn or master a topic is to teach it to others.  Depending on your students, having them teach each other may be a very fun and productive activity.  Plus it is a great opportunity to assess a student’s comprehension and understanding of the topic!
                  One last strategy I use to minimize distractions is to be consistent in all of my expectations and actions!  When a student knows what will happen as a result of “situation x” they will not be overly distracted by the results.  By this I mean if a student knows you split the class for small group instruction, they will not be distracted by thoughts like “why are my friends working over there and I’m here.”
These were a few big strategies that I use every day to combat distractions.  The above strategies are all mental and take almost no extra work.  You don’t have to use your free time making up a map for students to find all of their classroom tools, instead the students learn where they are though daily utilization and some scavenger hunts!
                  There are so many ways to effectively reduce or eliminate student distractions in the classroom.  What methods do you use?"a

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Before You Start....

                Today, I’m going to talk a little about preparing mentally for your first day of school.  As you may know, I am an elementary special education teacher so my opinions and methods here may be quite different than other teachers.  Although I do not believe it changes how a teacher prepares, I am a young male and thus, my brain operates as one.  This also gives me some different opinions here.
                Special Education demands many different professional relationships.  These relationships are extremely important and in my opinion, are more personal as compared to other teaching situations.  The Spec. Ed. Teacher must have a strong working relationship with EVERYONE in their immediate school, the child study team and a working knowledge of their resources in the district.  A key component to the team of people you work with for you student are the student’s parents/ caregivers.  They are your key resources.  No one knows your student better than them.  Plus, IEPs demand you work together so if they don’t like you or respect what you have to say, they can offer some resistance that will provide for a long school year.  A third key relationship you must have is with your student.  This is very important with special education as your student already struggles learning so the slightest distraction can throw off their learning for their day.  The more you know about their personality and interests, the more likely you are to maintain a positive and comfortable learning community for the student.  Although you must know all you can about your students, you are NOT their friend…. You are their teacher and a respected adult in their lives. (more about this in a later post.)
                In your first year, do not bite off more than you can chew.  It is so easy, in my experience, to become overwhelmed in your first year.  Although it is very important to go above and beyond in what’s expected of you, do not promise things you just can’t do.  As a teacher, you must contribute to your school and community.  It is important to join school committees and actively participate in your community but I would not recommend heading up a committee or volunteering for too many.  You will have more than enough on your plate.
                I like to keep fresh on IEP legislation, guidelines, lingo, educational standards and practices over the summer.  Although it is easy to turn to the internet to find an answer, it is faster and easier to retrieve that standard or answer from your mind.  Plus, as silly as it sounds, reviewing and considering varying info from the field keeps my mind free of cobwebs and pumps me up for the upcoming year!  Also, as soon as you have access to them, learn your student’s IEPs.  Know how they learn and what difficulties they have will make preparing your classroom and management so much easier.
                During your summer, get to know your community.  If you don’t already know who you are working with, FIND OUT!  Fellow teachers have a great wealth of knowledge to offer.  Find out who your administrators are and what they expect of you this year.  Do a little research on the community you will be teaching in.  Find out things outside your district like what is the economic status, what do students do for fun in their spare time, where can I stop for a coffee on my way to work….
                Before you start work, develop your resilience and a stress management system.  I’m not going to lie, there are days when I didn’t get out of the school for ten-twelve hours.  Add your commute and day to day chores to that and you’ve got a long day!  Is your body able to withstand that physical stress?  I recommend building an awareness to both mental and physical stress.  Know when enough is enough for you!  Know what to do to relieve this stress.  Countless studies have shown that exercise, sleep and a healthy diet help prevent stress.  For me personally, anything outside helps me relieve stress, be it fishing, hiking or just hanging out outside.  Have a number of options for stress relief in case you cant get outside or to the gym.  A huge way to prevent stress is to develop a supportive network of people and surround yourself with them.  Don’t hang out with “Negative Nancys” who look to place a blame, not a solution to the problem.
                It seems like a lot to think about doing before you even start right?  I live by “if you fail to plan, you should plan to fail.”  This is so true in teaching, especially your first year.  This is a very exciting time!  Don’t let it be ruined by nerve wracking challenges.  Know you resources, access them as soon as you can, learn what you can and you will be set up for a strong year!
              

The Path to Teaching_ Part 3

the path into the teaching profession is the dreaded interview.  Let me start by saying if you made it to an interview, congratulations!  Teaching is a very competitive field and although your interview is a huge step, don’t be scared of it.  This is your chance to verbally express all of those vital skills you put on paper in your resume.  Here are a few of my suggestions to prepare yourself for the interview and how you should proceed.
                First, you only get one shot to make a first impression.  (Your resume helped make a great impression but use the interview to knock it out of the park.)  Show up early if you can!  I remember an interview I had where the school was out of session and all but the side door near the principal was locked.  I didn’t know that and spent a good few minutes trying to get someone to answer a phone or door at the school.  Although the principal completely understood, I don’t think my excuses for being late helped my chances.  I also suggest looking your best and wear a suit.  Dress for the job you want.  Dressing nice and a little extra cologne always boosts my confidence.  Plus, when you don’t have to worry about how you look, you can focus at the task at hand!
                Second, be confident!  Shake hands and great EVERYONE interviewing you, not just the principal.  Make a note of everyone’s name and title so you can make your follow up thank you calls or send follow up emails.  From the first chance you get, look people in the eye.  There is something about the human brain that tells us we can trust people who look us in the eye.
                Third I suggest using your portfolio as an informal outline and for notes on what you want to say.  In the interview, the principal or person interviewing you will most likely lead your conversation.  But there are multiple times when you should be able to speak to your experience in what the interviewer in talking about.  With your organized portfolio, you can quickly substantiate what you are saying.  For example, if the interviewer asks you how you deal with parent communications, you can turn and show a sample of your communication log from student teaching.  Also, at the end of the interview, the principal always asks you if you have any questions or anything to add.  Rather than just rambling off insignificant statements, you can reference your portfolio for any important information that the conversation did not cover.
                My fourth suggestion is to thank EVERYONE interviewing you for their time and consideration.  Be sure to tell them how excited you are and show your interest in the advertised position.  Although some people do, I do not think it is appropriate to talk salary or negotiate anything at this point.  I always wait until an offer has been made to me just to be safe and not rush or offend anyone.
                Ok so those are some suggestions on nailing your interview.  Hopefully your interview will go great and you will continue down the path to a job!  Remember to send a thank you note to ALL involved in the interview within 24 hours.  If you can, make this hand written but an email is just as good.  Something is better than nothing to keep you fresh in the minds of the hiring people.  Also, keep in mind that your interview and questions you ask is a great opportunity to show your commitment and can be a great researching chance to ask questions about the school/ district you are getting into.

The Path to Teaching_ Part 2

                Now that you have realized your passion and decide to pursue the extremely rewarding occupation of teaching, you enter the second phase on the path to your dream job.  Here, you must craft a quality portfolio.  For a novice teacher, your portfolio may not be as extensive as a veteran teacher (which I recommend updates their portfolio regularly)but it extremely important in your application and interview process.  Your portfolio must include a cover letter/ letter of introduction/ letter of intentions or whatever you want to call your letter to a potential employer, your resume and your teaching certifications.  It should include any other awards or certificates you have earned, relevant test scores, lesson plans you have crafted, sample projects from your student teaching, letters from parents or teachers and administrators you have previously worked for, basically anything that shows hard evidence of your experience, skills and knowledge you are claiming on your resume.  Your portfolio sounds more intimidating than it really is.  Set up a three ring binder early and maintain it often so that your portfolio is ready to go at a moments notice!
                Although I could speak to everything that should be in your portfolio, today I will focus solely on a quality resume.  Your resume does more than just highlight your skills and abilities.  It shows your professionalism and is often your first chance to make a committed impression to a potential employer.  The interviewing employer may only have a few quick moments to read over your resume so here of some suggestions I have to streamline your writing.
                First, I can not stress enough, you should tailor your resume to fit the teaching position that was announced and what the interviewer is looking for.  If the position is for an elementary special education teacher in an inclusion setting, don’t express your experience as a traveling vacuum salesman.  The interviewer might think you are wasting his/ her time and skip over the remainder of your resume.
                Second, I would suggest formatting your resume in a professional and easy to read format.  Be concise and focused.  Avoid writing in paragraphs and full sentences and opt for bullet lists when appropriate.  Once again, the interviewer may be pressed for time and depending on the number of candidates for the position, may unintentionally overlook important information hidden in a wordy paragraph.  Also, choose a simple, easy to read font that looks professional such as Times New Roman.
                My third suggestion includes the help of others.  Proofread your resume carefully multiple times.  If you can, seek multiple opinions from other professionals.  Teachers already in the field know what an employer is looking for in a position.  Ask for help wording your experience or adding/ removing information where appropriate.  Use your resources!
                There are multiple example resumes on the internet so I will not waste your time with repetitive information but keep in mind your cover letter and resume are your first chance to sell yourself and show what you have to offer a new employer.

The Path to Teaching_ Part 1

                Although growing up and getting a job is not an option for anyone in our society, Teachers and Educators are held to a high standard in our communities and the potential teacher must act as such.  For most of us, the decision to become a teacher and share our knowledge is a decision made at a young age.  As children, we went to school and our teachers were some of the first people we built relationships with outside of our family.  We were instantly drawn to these people and idolized their wealth of knowledge and caring nature.  At this point, some of us made the decision to share just like our teachers shared with us.  Sometimes or families realize our skills and point us down the path of teaching.  If you are like me, teaching came to you later in life.  I worked in other fields in the workforce but I was bitten by the teaching bug and had a massive change of heart that brought me here.  Regardless of how you arrived at the idea of becoming a teacher, you (probably unknowingly) made the first step in knowing where you stand.
                After realizing your calling in becoming an educator, you must have a heartfelt reflection with yourself.  Heartfelt reflections must happen many times throughout your career as a teacher so get used to them!  With that heartfelt reflection, be honest with yourself and choose what type of teacher you would like to be and where your skills lie.  There are an endless set of options here.  Do you want to teach in a public or private school setting?  Think about your student.  Do you want to be with a certain age group/ learning level?  Do you want college level students?  Does economic status of your students and school matter?  Do you want to specialize your abilities into a specific subject?  Your list of questions is seemingly endless.  The more you answer, however, the easier it is to identify your future in teaching.  By looking into these options soon in your career, you will know what you want from yourself and what you can expect from your employer and in turn, be happy and successful in your teaching endeavors.
                Thanks for reading and stick around for the next step, the resume!

Welcome!

            Hi fellow teachers!  My name is Zach Petonak and I am the lead writer/ blogger here at The Classroom Trading Post.  I am a teacher of students with disabilities in New Jersey.  Although I have a short tenure, only three years experience, I have much experience with elementary education and special education students.  Not only do I read countless number of teaching books and have an extensive pedagogy research, but I am the only male I know who uses Pinterest specifically for the purpose of classroom ideas and staying current on all things education and teaching.  Before teaching, I worked as a paraprofessional, teacher assistant and substitute.  In this time, I have developed many relations with teachers, administrators and parents who are more than welcome to share their two cents in the Trading Post.
          
            I started The Classroom Trading Post for a few reasons.  First, I wanted to offer a spot where professionals could gather and share their opinions.  Second, in my exploration and pedagogy research, I have come across countless ideas from numerous people that would benefit so many educators.  I want to compile those great ideas in one spot.  My third reason and most important is that I want this blog to be a useful resource to beginning and novice educators.  As I said, I have a few years in the classroom under my belt.  There is no explaining the feeling a first year teacher has (somewhere between anxiety, excitement, fear and elation) but I was bitten by the teaching bug and I experienced that feeling and although the element of fear has gone away, a little reassurance to every teacher, not just first year teachers, helps out! J

            The Classroom Trading Post will host a blog that will be updated regularly.  Posts will include everything from the latest on learning disabilities to classroom management tips and tricks to book reviews and everything in between that is relating to our passion!
          
            Visitors to the Trading Post have the option to leave feedback on specific posts.  Please voice your opinion!  I also welcome guest contributions in writing.  If you would like to share your expertise or experience with your coleuses and fellow teachers, please email the trading post with your article or critique!
          

            Enjoy your visit to the Classroom Trading Post!