Reflective Journal #8

Today was my last day in Mrs. C’s sixth grade classroom. I didn’t know how Canyon would feel about this. I wanted him to know that I enjoyed our time working together, though. After the students had all taken their seats, I was able to say goodbye to the class. I feel that it was important to address them all together because I have interacted with them as well as Canyon. I especially wanted to thank those students who had made an effort to help Canyon and answer my questions regarding his assignments.

            After I handed out chocolate donuts, as Canyon and I had agreed upon, he and I worked together quietly on an assignment that he had not finished yet. I was impressed with how much he was able to accomplish on his own. I also noticed that I did not have to encourage him to focus quite as much as I normally would. Today was a good day for learning! He was able to solve math problems that I thought looked like they might be difficult. It is obvious that he is an intelligent boy and that he has an unlimited capacity for learning.

            I will miss my time in Mrs. C’s class and my time with Canyon. I hope that I have been helpful to him and that he continues to do well as a student in the general education classroom setting. Today I would say that he is in the right place. I think that being with other kids his age in general education classes helps his social growth, and possibly challenges him to maintain a higher expectation in his curriculum. For myself, working with Canyon has been enriching for me as a future teacher and helped me to better understand and interact with a child who is autistic.

Reflection Journal #7

          
        When I first saw Canyon on Tuesday, it was apparent that he was having a difficult day already. He was unable to focus long enough to even choose which lunch he wanted. The kids do this by moving the magnet with their name on it to the entrée selection of their choice. Canyon walked to his desk after several minutes of deciding. He then walked back to the magnets and couldn’t seem to make a decision. The resource teacher and I both noted that he wasn’t having the best start to his day.


          I sensed immediately that Canyon was more likely to have a meltdown that at any time I had seen him before. This was really the first time I had been nervous that he would become upset with me. I could tell that he did not like it when I would remind him to work on his assignment or direct him in any way. He seemed agitated. I have learned that people who are autistic may have heightened senses. I couldn’t possibly know what he was thinking or feeling, but I continued to behave as I normally do when I am at the school.


          We worked on a few assignments together, and gradually, Canyon seemed to become calmer as time went on. As the rest of the class was completing their PowerPoint in the computer lab, Canyon was half way through creating the slides. It looked like he hadn’t done anything more since I was there working on it with him last week. I worry about him not ever completing assignments. We continued to work on it, and I encouraged him to keep it up after I left.

          I mentioned again to him that I would only be there one more time, which is next week. We decided that I would bring chocolate donuts for the class because those are his favorite. He said goodbye to me, which seems to be the best I will get. I am grateful for just that!

Reflection Journal #6

      Breakthrough! Canyon acknowledged me, finally! I was the only adult in the room when the students came in this morning, and so I was able to tape Canyon’s schedule to his folder, get him started on the assignment listed on the board, and start the kids in the Pledge of Allegiance before Mrs. C came in. She was running late, but the students are so great at getting started on their work. The best part was that Canyon said hi to me when he came in and goodbye when I left after two hours.

       His teacher asked me to stay in the class with his to work on an assignment that he had not been able to complete. We worked on that while his classmates went on to their next class during centers. I was instructed to allow him to have a few minutes of play time on his iPad after he did three problems, but I found that he could stay focused long enough to do much more than three as long as I nudged him along.

       After he finished we walked to his next class together and I talked to him about only having two more weeks there. I asked him if we could plan something fun for my last day. We agreed on glazed donuts. I love that idea! I know that I will be saying goodbye to the entire class, not only him. I will miss him, of course, and the students that give me tips on how I can help him. For instance, today the girl sitting next to him helped me try to locate his school work. Neither of us could find it, but I definitely appreciated her assistance.

        I realize that having Canyon in this class affects everyone, not just him. The teacher has probably had to adjust in the past to students that require different learning strategies. Canyon's desk sits closest to the teacher's because he requires the most attention, as far as direction and keeping j=him on task. If he were placed in the back, his inattentiveness would continue all day. Mrs. C, as well as the other teachers that I have seen interact with him, are very direct when telling him what he needs to do. I suppose that is from experience. The students are the same way with him. They don’t usually ask him where his assignment is. They tell him to get his assignment out. I am finding that being direct gets better results ultimately.

Reflective Journal #5

     As the children entered their sixth grade classroom on Tuesday, I could see that they were becoming used to be being there, sitting on the side. Canyon noticed me, but didn’t really acknowledge me. He was more focused than I had ever seen him. Not only did he read what he was supposed to do, but he reached into his backpack to retrieve homework. He walked over to turn it in without any prompting. That is a big deal! I was very happy to see that.

    Not too long after arriving to class, Canyon and another boy were pulled out for speech. The class had been working on a vocabulary assignment at that time. I waited about twenty minutes while he was gone. Mrs. C told me that, although everyone knows it is helpful for these kids to receive these types of services, it also hurts them in the classroom. Because Canyon was gone, he will either have to make up the assignment at home, or just not complete it at all. That can’t be a good feeling for him. I can definitely see that this is a difficult situation because Canyon gets pulled out of class on other occasions when I am not there.

    When he returned from speech, Canyon had to try to figure out where everyone went, because the class had started centers. They were all outside running around the track. I waited for him and the other student to let them know where they should be. When he got outside, he was told to run to a certain point and back again, so he also lost out on exercise that day, which I think he really likes.

    While the students practiced singing, Canyon seemed to have difficulty standing like they were supposed to do. He repeatedly sat down in his seat. His teacher and I were having to tell him to stand up. It made me wonder if he got tired, or if he didn’t realize what he should be doing. I don’t know.

     When the student worked on their computer assignment, I wondered how far behind Canyon was from the other kids. I asked my daughter, who is a student in another sixth grade class at that school. She is working on the same assignment. She described being finished and having nothing to do while other students caught up. Canyon had been at the beginning of his power point. I tried to help as much as I could while I was there, but I don’t want to do it for him, either. That is a struggle. I don’t want him to stop trying because an adult will do it. I know he can if he is reminded to focus. He just needs more time to accomplish assignments.

    Once again, when I left, I said goodbye to Canyon. He did not respond to me.      

Reflective Journal #4

   On Tuesday, when I went to Mrs. C’s class, I noticed immediately that Canyon was more aware of what he was supposed to be doing. Canyon walked up to the front of the classroom to take papers from the front desk, just as he was directed to do by the words on the projector. It was the first time that I had really seen him engaged in the classroom activity on his own.

   During my education class, we talked about the fact that people with autism do well having the schedule laid out in front of them so that it is clear and visible. I suppose that all of the students benefit from this. We also spoke about echoism, which is when a person repeats sound they hear. I have always observed Canyon doing this, but I didn’t realize it was symptomatic of autism.

    The students went to another classroom to practice songs for an upcoming performance. When the teacher noticed that they were dragging, she told them to stand up, tuck in their chairs, and do a certain amount of jumping jacks. Canyon did not stand up. He didn’t tuck his chair in. I cued him in to what he was supposed to do, and when he began doing jumping jacks, he repeatedly bumped into his chair. I had tried to move it, but he was standing in front of the desk.

    Canyon remained more focused than usual throughout the day, and while I felt somewhat better about his situation in the general education classroom, I still feel that he doesn’t accomplish much without direct guidance. I really do not feel that this is the appropriate environment for him.

   I also wonder whether or not he cares that I am there. I know that kids with autism have a harder time making social connections, and I think that may be why Canyon does not respond much to me greeting him or saying goodbye. I would love to know what he is thinking.


  

Reflective Journal #3

I am getting used to the routine of Mrs. C's classroom in the morning. I know that Canyon's schedule must be taped to his notebook when he arrives. I know he doesn’t get his notebook out of his bag by himself, ever. Most notably, I have observed that nearly everything must be done for him. Even though he is obviously intelligent, and there is clearly a lot going on in his head, he is unable to focus on just about anything throughout the two hours I am with him.

I love that the other children accept him and are exceptionally helpful. The girl that sits beside Canyon does so much for him! Without her, and the others who help him out, I honestly do not believe he would get anything done. This is very unsettling to me. While I understand that separation can be hurtful and make a child feel that they are different or not good enough, I am also finding that being with the general education class is hindering Canyon’s development.

 I feel that Canyon could be learning and growing so much more than he currently is. Instead, he is allowed to read picture books or play games on his iPad while the other students work on assignments. Also, if I had not been with his during his research assignment on the computer, I feel certain that he would not have typed even one letter. The 6^th grade teacher just isn’t able to give him the specific attention he needs.

        This is completely new territory for me. I have never been in the situation as a parent of a child with autism or any serious learning disability. It makes me wonder what resources are available and what I would choose for my child. What would he choose for himself? Today, I am simply feeling sad that Canyon’s potential is not being fully reached. Perhaps there is much more that I do not see, such as time spent with him with on an individualized learning plan. I hesitate to judge, because I am only at the school for two hours a week. I am just concerned, because, even though I have only been going to the school for a few weeks, I have really grown to like Canyon in that short time.

Reflective Journal #2

      
 

When I arrived at the elementary school I volunteer at, I was told that today would be slightly different because the teachers were all going to attend a funeral. There would be a sub and all of the sixth grade classrooms were going to be combined. Because of this, the normal routine of the classroom seemed rushed to me. I wondered if the students also felt that, although they were not aware of the situation with the funeral.

Henceforth, I shall call the boy with autism that I work with “Canyon,” and this is only because I recently heard that name and I love it. I also thing this is anonymous, yet at the same time it avoids the confusion of always having to refer to “that boy.” He deserves a name, after all. His teacher will be own only as Miss C.

I definitely detected a flash of recognition in Canyon’s eyes when he saw me Tuesday morning. He knew why I was there, and he knows that he can ask me for help if he needs it. He has needed me more than I ever thought he would, and he doesn’t seem bothered when I am standing close to him, or if I gently tap his shoulder to help him focus. I was told he would be upset if I was in his space, but so far he seems okay with it.

I noticed that Canyon was having more difficulty staying on task this week than he had been the previous week. When the children arrive in the morning, they look at the projector screen at the front of the class so that they know what they are supposed to start working on. Canyon never looks at it. I can tell that he is thinking other things. Sometimes he talks quietly to himself, and occasionally he smiles or laughs. I am always left wishing I could look into his mind and see what he sees. I have heard that he has a fantastic imagination. I never can ask him because we are in a quiet classroom.

I helped Canyon stay focused for the two hours that I was there. We moved from Miss C’s room to another teacher’s class, because the sixth grade does rotation in the morning. There, they talked about Johnny Appleseed. Canyon seemed interested in the story that was told to the students. I wondered if he simply likes storied in general or just to be read to.

During an assignment that required research online, Canyon was the only student who did not have to work on it. He was allowed to take his own iPad from his backpack and have free time instead. This was one more way that I noticed his education being different, or tailored, for him specifically. Perhaps the teachers know that he will not be able to do the assignment, even with my help? I don’t know, but he was definitely with his games. I said goodbye to him when I left. He didn’t respond.