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Miss Laura Jones The Special Teacher

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MISS LAURA JONES THE SPECIAL TEACHER

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Miss Laura Jones The Special Teacher
For this my advanced composition writing the assignment, I had the pleasure and interest of interviewing the 6th and 7th-grade teacher in the North Carolina public school system by the name Miss Laura Jones. Ms. Jones did attend Yale University where she attained her Bachelor degree in education and then attended Stanford University for her Masters. Ms. Jones has twelve years of teaching experience in the public schools and currently working at the Hill Bridge School. Hill Bridge School is a public school comprising of the Primary Education and Junior High School levels offering primary education up to the 6th grade in primary education and 7th to 10th grade in the junior high school education. Among the 6th and 7th-grade students that Ms. Jones teaches at Hill Bridge School, there are some special need children. The purpose of the interview that I conducted with Ms. Jones was to find out her educational teaching plan, methods, and objectives that she employs in her teaching services to cater for the educational needs of the students with special needs in her class and use the information collected to write this my advanced composition.
The education plan of Miss Jones is to dedicate most of her teaching efforts to address the needs of these students with special needs in her class, and this her educational plan is what has given Ms. Jones an outstanding reputation at the Hill Bridge School.

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Those special needs children whom Ms. Jones educational plan has dedicated much of her teaching effort to address their needs are the students with Autism. Her intense concerns to address and solve the special needs of the students with autism in the Hill Bridge are the reason as to why she (Ms. Jones) has been given the name The Special Teacher.
Ms. Jones has acknowledged the fact that Autism students are children with special needs in the education sector and, therefore, require special teaching services tailored towards meeting their education need, especially in the math subject owing to their problem of the developmental mental disorder. Due to the mental developmental disorder of the students with autism in Ms. Jones class, she understands that these students experiences difficulty in undergoing the normal routines and processes of education as other normal peer students at the Hill Bridge School because of the impairment in social, behavioral, and communication skills that they exhibit hindering their learning abilities, particularly in the math education (Stahmer, 2011).
The education method that Ms. Jones employs in teaching the students with special needs in her class, such as the autistic children, to improve their learning abilities in all the educational subjects is that, she mostly tailors her teaching services towards aiming at helping them learn faster, adapt, and grasp new learning skills such as the mathematical skills taught in the class so as to compete effectively with their normal peers in the Hill Bridge School. What is in Ms Jones great interests in using this method in her teaching is to ensure that no student at Hill Bridge School is subjected to any form of discrimination or be regarded as less valuable or an unworthy human being just because he or she requires some special needs in education and teaching services (Greiner, 2014).
Ms. Jones supports the use of her education method of tailoring her teaching services to help the special needs improve their learning abilities by basing her argument of doing so upon two important questions. The first question is: Why subject all students to random tests and examinations within the equal time limits as if the students have the same learning abilities yet their learning abilities are different, and to make matters worse, the special needs of those students with disabilities are overlooked, ignored, and unvalued? And, the second question is: Why expect the students with special needs to compete effectively with their normal peers yet the learning environment in Hill Bridge School is not favorable for them as they are not being helped to promote their unique learning abilities so as to be able to improve their education performances in challenging subjects such as math to achieve goods grades as their normal peers and allow them to compete effectively?
To Ms. Jones, by all standards, this is an unfair and discriminative treatment of the students with special needs. Ms. Jones fails to understand why the students with special needs at the Hill Bridge School are made to pay the same amount of fee as another normal student only for their needs to be ignored blatantly and be provided with teaching and learning activities that disregards their needs making them consequently unable to achieve the quality education. Therefore, her education method is much more determined to advocate for equality treatment of all the students in the school. In education method of tailoring her teaching services to improve the special learning abilities, she is indomitably focused to facilitate the adoption of an equality culture for all the students at the Hill Bridge School to be treated equally by being provided with a conducive learning environment that improves the students learning abilities for all and not only for a few. To ensure that all the students all treated equally in the Hill Bridge School; Ms. Jones supports that all the students, whether having special needs or not, must be provided with the appropriate educational needs that they require in their learning processes activities (Greiner, 2014).
Consequently, in Ms. Jones education method of promoting the learning abilities of the children with special needs in her has to enable them compete effectively with their normal peers, she has taken the sole role of ensuring that all the unique educational needs and appropriate teaching practices that the students with special needs require are made available and provided at the Hill Bridge School. She has taken the leading role in the provision of the teaching services that will improve the learning of those students with special needs in the school. In her education method, she is, therefore, acting as role model and a good example to other teachers in the Hill Bridge School who might in one way the other discriminated against the students with special needs in the school or viewed as them as a burden in their provision of teaching services to change their views towards such students in a positive way. The latter will mean that many more teachers are likely to join Ms. Jones in ensuring that all the students are regarded as equal and treated as so by all the other teachers and champion for the provision of teaching services that takes into account the needs of all students (Stahmer, 2011).
The main education objective of Ms. Jones is to empower and enable all the students realize their full academic potential and attain high grades in their educational performances by taken into consideration each of the students learning abilities, including those with special needs. This educational objective is of immense significance to the children with special needs in Ms. Jones class so as to help them improve their educational academic performance and enable them to compete effectively with their normal peers in all the class subjects. Therefore, owing to the prevalent discrimination problems in the Hill Bridge School where many students with special needs in the school are overlooked and omitted from many of the school activities, both the curriculum and extra-curriculum activities, Ms. Jones education objective of empowering academic potential of the students with special needs is of great importance as it will help to bring such problems to an end.
In the Hill Bridge School, Ms. Jones is more of savior to the students with special needs particularly the autistic students with poor learning abilities in the math subject. Ms. Jones believes that every student has unique abilities, and the realization of such abilities depends on providing a suitable learning environment that is responsive to the unique needs of each student so as to enable them realize their potential abilities in the learning activities, and these are the issues that Ms. Jones education objective is responsive to so as to provide their solutions.
The most effective education practice that Ms. Jones aligns her education objective of empowering the academic potential of the students with special needs to improve their competitiveness in education performance to entails holding additional discussions and classes called special education classes with them. The special education classes are part of Ms. Jones educational objective that is tailored towards enabling the students with special need to grasp all the learned concepts during the normal classes as fast as their normal peers in order to help them compete with normal students effectively in the class subjects that are challenging such as math (North Carolina Education Association & North Carolina Teachers’ Assembly, 2009).
References
Greiner, M. (2014). Eliminating discrimination in the Public Schools through Teacher-Focused Approach: An affirmative action program, North Carolina Public Schools, 2010-2014. North Carolina, Mich: United States Public Schools.
North Carolina Education Association., & North Carolina Teachers’ Assembly. (2009). North Carolina education. Raleigh, N.C: W.F. Marshall.
Stahmer, A. C. (2011). Classroom Pivotal Responses to Teaching Children with Special Needs: Autistic Students. New York: Guilford Press.

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