Teaching 12:1:1 special ed means having to be flexible with who is in one’s classroom. Aside from a steady stream of pull-out and push-in services, there is frequent movement across rosters for a variety of reasons. Just this year, I have moved one student into an inclusion class full-time, had another start attending math lessons in inclusion, had one switched out and switched back in, and had another one moved to another 12:1:1 with a different make up of students.
Luckily, the transition was made simpler by the fact that this girl had spent a few days in my class for math already. She reported back to her other teacher that she felt comfortable and able to learn in my class, so she was certainly eager to join full time. When she arrived with her desk midway through the morning, I was just a touch surprised that a change was already happening, but we made space quickly and welcomed our new student.
Of course, she is learning our routines on the fly, which is difficult for her. I’ve got kids and support in the classroom who can help her with that, and in time she’ll pick everything up to the point that our procedures will be second nature.
It worked out that, at the end of the day, we had about 15 minutes left. I took the opportunity to do something fun with the class. Typically, it’s a great first day of school activity, but it makes sense to do it anytime a new student joins.
The premise: everyone sits around a large piece of paper, with their names in front of them, holding a marker. You go around the circle and each person says something about themselves, such as, “My favorite thing about school is lunch.” Everyone who agrees with the statement draws a line from their name to the speaker’s. In the end, you wind up with a web showing the ways everyone in the room is connected.
It’s always fun to listen to students react as the suspense is lifted as to what everyone will say. When one student said, “I like puppies,” a collective “Aww” arose and markers drew lines without haste. When my para said, “I love to read books,” an exciting “Ooooh!” rose from the collective voices and kids jockeyed for position to get their lines drawn.
And when I, speaking last and seated next to the new student, said, “I am so thrilled our new student is in our class!” everyone said, “OOOOOOH!” and drew their lines with wide smiles.
And who was the last to draw her line? Our new student, feeling like she belongs, even after only one day.