Reality 101: CEC's blog for new teachers

Earning Highly Qualified Status

By Elizabeth Stein

Veteran teachers will agree that over the course of your career, you will receive countless gifts stating that you are the #1 teacher. I have received these gifts on key chains, plaques, mugs, pencil holders, t-shirts, blackboard erasers…well, you get the idea.

I am very thankful for the thought behind this gift giving. However, I always wonder specifically, what am I doing to earn this? And when I go into the classrooms of my colleagues and see their various #1 teacher gifts proudly decorating their rooms, I wonder how many of them really take the time to reflect on their practice and status as the #1 teacher.

Students Take Ownership… What It Takes to Make a Difference, Part II

By Elizabeth Stein

As we all know, President Obama addressed American students on September 8, 2009. His back-to-school message was inspirational and realistic. He shared clear ideas about how each student could think and act in ways that would result in personal, community, and global achievements.

For purposes of this post, I will steer clear of the political focus of Obama's speech. I will share, however, my view that whenever the President of the United States wants to talk with students, it’s a good thing. All the hype that preceded the President’s address just made no sense to me. Obama’s message was motivating; he shared stories of people who refused to give up on their goals and eventually achieved success. He also encouraged students to work hard and do everything they can to meet their own goals. The President acknowledged that this requires hard work and determination—and he urged them to never give up. So as President Obama spoke to millions of Americans, he also spoke to individuals. As he aimed to change the world, he spoke to one child at a time…

What It Takes to Make a Difference

By Elizabeth Stein

Here’s an experiment: Ask between 5 and 10 colleagues why they became a special education teacher. The results should reveal a variety of reasons, with the popular vote likely being the desire to “make a difference.”

When I was a new teacher, I thought, “Here’s my chance to change the world!” Yes, I’ve always been just a tad idealistic. But, after all, I had my own classroom—my own students—and the passion to do whatever it took to…you guessed it…make a difference. It wasn’t a question. I was just going to do it. It was as simple as that.

It's All About Perspective

By Elizabeth Stein

"All children can learn." It’s agreed. It sounds optimistic…hopeful…and dare I say it is the sign of an effective teacher? Not quite. When the rhetoric is transformed into action, this statement becomes powerful. Let’s look at this from the lens of a special educator.

In a resource room setting, you must make sure that your instruction targets specific IEP goals while aligning with standards and district expectations—and the general education teacher’s ideas. Easy enough…you pull the students into your classroom, and the instructional time is in your hands. You know your students’ strengths, you teach in small groups, and you judge the best way to spend precious instructional time.

In an inclusive classroom setting, the difference lies in the fact that you are joining someone else’s classroom. The challenge of implementing your well-thought-out lesson plans—or finding the co-planning time—can become a bit daunting. There are three realities of the inclusion world:

1. You find yourself in the perfect co-teaching experience. Life is great.
2. You find yourself balancing your instructional philosophy with your co-teacher’s, with respect for each other’s roles and goals. Life is good…and balanced.
3. You find significant differences between you and your co-teacher…and you become quiet, intimidated, and hesitant to set the teacher in you free.

Keeping it Real

By Elizabeth Stein

“Reality 101” is the perfect title for this blog. As you begin your teaching career, your belief systems (your reality) merge with the real world (the reality of others). It can be quite overwhelming when your ideas merge with the thinking of others. As a special education teacher, you will be expected to collaborate with many colleagues—and not all will have the same belief systems as you. You will work collaboratively to make recommendations for students, or teach alongside a general education teacher who may not share your passion or philosophy, or talk with a parent who is not fully at the acceptance stage—and you may be left feeling a bit dizzy. If so…CONGRATULATIONS…you have entered the real world!

Hello fellow special educators! Welcome to one of the most rewarding professions. Let’s break here for a quick introduction…

I am a special education teacher in Long Island’s Smithtown Central School District. I teach within inclusive and resource-room settings. Teaching education courses at the college level is one way I love to share my passion for teaching and learning. Writing is another way. Thus far, my words have been published in the March 2008 edition of NEA Today. In addition, you can read my article, Teach Kids to Think and They’ll Want to Learn, in Educator’s Voice, Volume II, published by New York State United Teachers (NYSUT).  I am also pursuing National Board certification in the area of literacy.