Angie+Dolosic

 Reflection – Working with Wiki My first experience with Wikispaces was a bit confusing and unorganized but I can see the potential for future growth. It would have helped if there had been a more extensive tutorial that was provided to the class. Although I am familiar with online networking sites such as facebook, Wikispaces took me longer than I expected to become familiar with the functions. To me, Wikispaces is not very user-friendly. I accidently “discover” functions that could have aided (made less difficult) our group project. For example one time our group erased our entire scenario. Instead of immediately retrieving the information from the history, we spent about 30 minutes attempting to recover it. We finally did. However, it took a long time for us to remember there was a History function, and even longer to figure out how to access it. A more extensive review, could have saved us time. Another issue that our group encountered was that the assignment was incredibly confusing and it appeared to me that assignment tasks and/or grading criteria changed 2 or more times per week. Perhaps there should have been a more outlined and definitive explanation of the assignment. That would ensure that I provided a quality assignment versus an assignment I’m only partially confident will receive full credit. Overall, Wikispaces did not seem entirely appropriate for the task considering that our group conversed with one another before we typed in the majority of the information. Wouldn’t that defeat the purpose of Wikispaces (online communication / collaboration)? I hope this feedback is useful to you. My intention was to provide my opinion in a constructive manner that would allow future classes to complete a Wiki Project more smoothly.

Behavior Support, Strategies, and Interventions:[]

Positive Behavior Support Initiative: []

Memphis City Schools - Code of Student Conduct: [] [] - spanish

When I entered the classroom with Brooke, she was noticeably shy but no more than any new student would be. To help ease her anxiety, I introduced Brooke quickly to the class allowed her to sit down then explained that she had moved from Mississippi. I then began the morning math, multiplication lesson. I provided a worksheet to each student and asked them to complete the first row of problems. Immediately, Brooke began writing all over the page quietly at first, but as she drew the attention of the students began to scribble vigorously. The students immediately began to laugh at the scene. To eliminate any further distraction, I quickly asked Brooke to put her pencil down. She grunted, flipped the page over, then began to write on the other side. I informed Brooke that I would take away her pencil if she continued her behavior. Brooke then stuck out her tongue at me which caused the children to laugh. Immediately I knew something was wrong and I had not been informed about the behavioral issues of the child. I told the class to continue doing the first row of problems and that Brooke and I would be going to the office. Brooke immediately began crying and pounding her fists on the desk. When she began to shake the children became noticeably concerned. I told the students to go to the reading carpet and pick out a book from the shelves. I then called the office on the intercom to see if the principal was available. He was not. I then went over to Brooke in an attempt to calm her down. I attempted Brooke to explain to her appropriate behavior, I tried bribery, I tried pleading, but Brooke would not quit shaking and pounding her fists on the desk. Finally I said that she could keep writing on her paper, which did receive a reaction from her. Brooke quit pounding her fists and looked on me. Would you like to keep writing. Brooke grunted. I though that was unusual. Brooke is that a yes or a no. Again a grunt. Finally I realized that I had not heard Brooke talk since I was introduced. In a span of 30 minutes since being introduced to Brooke I realized that she was nonverbal and had severe behavioral issues. None of which I was informed of by the principal or the parents. The rest of the day remained relatively bad…

Wikipedia is an encyclopedia of sorts in which registered users (?) can change information or add information on a partifcular subject / concept. I normally use Wikipedia when I begin researching something, to get an overall idea of a subject, but then use other sources for my papers.

Okay, I have a very limited amount of exposure to classrooms and teaching scenarios. However, I can add frequent student issues from a school psychologist perspective: Specifically, when teachers want to have a child tested but paperwork hasn't been filled out entirely, several interventions have not been attempted or progress monitoring data (AIMS Web DIBELS) hasn't been completed with the child on a regular basis. Perhaps this issue can be added into our scenario. I was also considering the possibility of including an ADHD student into our scenario due to it's prevalence. Perhaps we could use "the Animal" from disciplinehelp.com. It is a scenario in which we could implement an abundance of interventions. Here it is:

> Interrupts.
 * || [[image:http://www.disciplinehelp.com/images/spacer.gif width="8" caption=" "]] || [[image:http://www.disciplinehelp.com/images/spacer.gif width="1" caption=" "]] ||
 * **The Animal**
 * Behavior**: Specific attitudes and actions of this child at home and/or at school.
 * 1) Tries to gratify all sensual desires-immediately and crudely.
 * 2) Talks when he/she feels like talking.
 * 1) Loud and obnoxious.
 * 2) Eats in class. Table manners are poor. May even take food from others.
 * 3) Demonstrates overly sexual behavior in public. Touches opposite sex. Hugs, kisses, walks arm in arm with companion.
 * 4) Seems oblivious to the values of others.
 * 5) Often behaves worse if someone is watching.
 * 6) Won't accept correction quickly.
 * 7) Criticizes or pokes fun at classmates who are not like him/her.
 * 8) Shows lack of interest in academic or extra-class school activities ||^   ||^   ||