New Resource Room Teacher....Drowning!!

[ScaredTeacher]

I am a first year Resource Room teacher. I have been killing myself trying to find supplementary work for my students. I teach at the high school level. While student teaching, I was a push-in, so Resource Room is like an alien world to me. I have disciplinary problems and students that tell me day after day after day, that they have no work to do. I pull out reading comprehension or journal responses and get annoyed responses for why do they have to do this? They don't get a grade in my class and are you a real teacher?
I am fustrated to say the least. Does anyone have any advice on additional, perhaps fun, material I could bring in? Any advice would be greatly appreciated!!

[Chocolate_New_Orleans]

I am a first year Resource Room teacher. I have been killing myself trying to find supplementary work for my students. I teach at the high school level. While student teaching, I was a push-in, so Resource Room is like an alien world to me. I have disciplinary problems and students that tell me day after day after day, that they have no work to do. I pull out reading comprehension or journal responses and get annoyed responses for why do they have to do this? They don't get a grade in my class and are you a real teacher?
I am fustrated to say the least. Does anyone have any advice on additional, perhaps fun, material I could bring in? Any advice would be greatly appreciated!!


Grin and bear it for 8 more months, transfer to a real teaching job (not that you aren't a real teacher, but rather, because you are teaching)

Your job, this year, is to babysit. Always remember that. So long as you don't make any waves in the pool, you will not have anything you do held against you by the current admin. So, keep them occuppied, busy, keep them out of the office. Take the abuse the lazy kids dish and transfer, with a good recomendation, to a real classroom instead of the fake pullout crap you have to deal with, now.

Welcome to teaching, I bet you thought you were going to change the world and reach every kid when you got your diploma last May, huh?

Reality isn't always what you expect. Do you have what it takes to get through the bad years at the beginning of your career, or will you wash out?

on my first day, I had a book thrown at me. How's that for a "you ain't in college anymore"

[Unregistered]

This is my first year out of college teaching. I am also a resource teacher at a high school. I allow my students to go down to the library or give them word searches things of that nature if they have all their work completed. I am a little upset with the post about telling you to get a real teaching job. I don't think the resource position is any less worthy of say an English teacher.

[Unregistered]

Go to the thread titled "Motivating your Students in Algebra Class".
They basically have the same problems as you.
It mentions www.TheMathWebsite.com, which is an excellent website
of resources and ideas that can help you out with lots of interesting things.
The key to teaching is having lots of extra "Stuff" at your fingertips!

[Unregistered]

I am also a new teacher this year and I think every single day that I am drowning, but my fellow staff remind me that the first year is all about keeping your head above water. It doesn't sound like your resource room has a specific academic area it is covering...it sounds like it is more study skills based. I feel pain for you because how can you possibly be prepared for a resource room with no structured curriculum. But...you're supposed to be Wonder Woman. (just trying to make a little joke)

First and foremost you need to have strict, simple rules stated in the positive. (example: 'be silent" rather than "don't talk") Classroom management as you know if the first key to student learning.

So, my suggestion would be to first make sure that when they tell you they don't have work that they really don't have work. Also, get with each students' general education teacher and find out assignments have been failed or are missing and have them make up those assignments. If you have a group of students in the same, let's say algebra class, pull them aside while the other students are occupied and do a remediation of skills and concepts that are being covered or ones that have been forgotten.

What if you actually taught study skills. The students are in history and have a list of terms they need to memorize. Teach them a skill to memorize their terms. Make them write their terms in sentences. You could give them practice standardized academic tests, and teach them test taking skills.

I love on educationworld.com these things called every day edits. They are short paragraphs with 10 grammar errors. They can spend up to 20 minutes on them some times. Then you can pull mini lessons from those edits such as comma usage, appropriate apostrophes and so on. Also, you could have them read interesting articles from magazines and newspapers and then write interesting summaries. But, you would have to work individually with each student as they read and write to help them with those skills. Word searches and supplementary materials like that are good only if they have a connection to the other things they are learning in school. If I was in your position, I would make it into an extra English/composition class. Most special education students have the most issues in reading comp and written expression.

MOST IMPORTANT...find something fun you have always wanted to teach...if you are having fun, they will be closer to having fun... maybe. Show them you ARE a real teacher and just teach...

[Chocolate_New_Orleans]

This is my first year out of college teaching. I am also a resource teacher at a high school. I allow my students to go down to the library or give them word searches things of that nature if they have all their work completed. I am a little upset with the post about telling you to get a real teaching job. I don't think the resource position is any less worthy of say an English teacher.



teach more than 15 students a day and we can then compare notes :rolleyes:

It's not saying that resource teachers aren't real teachers, but rather, what they teach is BS classes. But since it seems that those classes aren't disappearing anytime, they should go to the fresh out of college teachers. Let the turd class weed out the teachers who can't handle it. Plus, when you do end up getting a real class, the little annoyances that occur won't seem so bad compared to what the throwaway class was.

[Unregistered]

I have been a special education teacher for the past 5 years. Resource room is NOT a BS class unless you treat it as one. If you need supplementary materials go to the mainstream classroom teachers and ask them for some help. Find out what novel the students are reading in English and read it along with them. Resource room is so beneficial to the students that really need it and use it correctly.

[Chocolate_New_Orleans]

I have been a special education teacher for the past 5 years. Resource room is NOT a BS class unless you treat it as one. If you need supplementary materials go to the mainstream classroom teachers and ask them for some help. Find out what novel the students are reading in English and read it along with them. Resource room is so beneficial to the students that really need it and use it correctly.

so not only do you teach just 10 kids at a time, you don't even come up with your own lesson plans? Why don't you just let the real teacher write your professional goals for the year, too. :rolleyes:

[READ]

I used to teach in a HS Resorce and now do HS AIS.

I show the students how to use the text books! Something that those content teachers should and don't!
The content teachers also teach one subject you are expected to know everything in 9 - 12!

I help the students book mark the charts and tables they will need for the answers and how to find the answers without reading the entire selection. First sentence and last sentence of each paragraph, bold print, italized words. Basic skills to make their work easier.

I gear all my skills work around them getting their content work done! The only way for you to know what they need is from the content teacher. Get to be their friend.

We play logic games and word games once a week.
Scrabble and if they use a vocabulary word from any area this year they get double the points.
We also help each other find words.
Hope this helps

[Chocolate_New_Orleans]

I used to teach in a HS Resorce and now do HS AIS.

I show the students how to use the text books! Something that those content teachers should and don't!
The content teachers also teach one subject you are expected to know everything in 9 - 12!

I help the students book mark the charts and tables they will need for the answers and how to find the answers without reading the entire selection. First sentence and last sentence of each paragraph, bold print, italized words. Basic skills to make their work easier.

I gear all my skills work around them getting their content work done! The only way for you to know what they need is from the content teacher. Get to be their friend.

We play logic games and word games once a week.
Scrabble and if they use a vocabulary word from any area this year they get double the points.
We also help each other find words.
Hope this helps

You have 10 kids all day, I have up to 35 for one hour. In between all the standards I have to cover, nowhere have I found a standard that says "student must know how to use book" I have more students in one hour than you do all day. There is no time to spoon feed anyone. If they need that spoon feeding, they should go to you

I'm not concerned how many subjects you teach, you signed up for that job. I had it one time, too. However, I worked my way into the position of my dreams. When I committed to my career in teaching during highschool, I pictured the situation I'm in currently. And I made my goals and timelines to get here. I paid my dues, and 'did my time' in SPED classes teaching kids with rap sheets longer than Al Capones. It's not my fault that you have fallen short of your "ideal" situation. That's your poor planning.

[Unregistered]

I AM A FIRST YEAR RESOURCE ROOM SPECIAL EDUCATOR; AND I AM ENCOURAGING YOU TO UTILIZE AN AWESOME!!! WEBSITE (WWW.RESOURCEROOM.NET). PLEASE, ACTIVELY ENGAGE YOUR STUDENTS.
"BE THE CHANGE THAT YOU WANT TO SEE". :)

[ScaredTeacher]

I would like to say thank you to all of you who have replied. I really appreciate your advice. My classes have gotten better. I always have work on hand no matter how much the kids moan about it...hahaha I come home exhausted, but fullfilled. I miss being in front of a classroom, but the one on one time is fantastic. There are cynical people out there, but when one of your students tells you that they couldn't have done it without you, or that you are their favorite teacher, you start to see that you too have a purpose in their lives and in the school. Thanks again!:)

[Unregistered]

To person that seems to be spending their time insulting Resource teachers rather than making lesson plans and helping students.....
I contemplated whether or not I shoud even respond to your ignorant and offensive remarks and I decided that an attention-seeking **************************** (such as yourself) deserves only a small piece of my mind. Your only ammunition seems to be the fact that you believe that all Resource teachers only have 10 students. My Resource English classes consist of 32, 27, and 22 students.....and yes I have my hands full trying to make a difference in the lives of students with learning dissabilities and health impairments. Your righteous attitude and close-mindedness unfortunately were not "weeded out" your first couple of years teaching.
Now, on to more important issues........
To the first year teacher that is having a tough time- hang in there!! We have all been in your place and somehow managed to make it through. (I know this will sound so cliche but.....) What you are enduring now will only make you stronger on the other side of it all! I can remember looking back on my first year teaching Resource and I couldn't believe I had lived through it. I will share that I have discovered one key to maintianing classroom management. That is to keep your students busy (engaged would be ideal but that is not always possible). Visit www.superkids.com and wwww.freeology.com for some great ideas and printable worksheets. Good luck and keep kickin' ************ as a real teacher!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!

[bioteach200]

I show the students how to use the text books! Something that those content teachers should and don't!




Well I am a content teacher (HS Science) and I DO "teach" my students how to use thier textbook. I show them the Table of Contents and show them how to use the glossary, index and appendix. Then they have a 'scavenger hunt' that follows them through the book and all the "extras" included in the section or chapter. Thats my first day of class activity. At first I thought I would be insulting thier intelligence by showing them how to use thier book - but it gets rid of a lot of the "Where do I find _____ in my book?" questions.

[btforres]

Hello,

I am going into teaching soon and I have spent some time talking to other teachers about what to expect. Many of these teachers have expressed they lack ACTUAL substance for their students to study. I have developed an idea that teachers could use as supplemental study material. It involves the fundamental steps in starting a business. I am looking for teachers who are interested in using this program in their classrooms as well as furthering the development of the program.

Please email at bforrester007@gmail.com

Bryan

[Keeping it REAL]

You got to be kidding me! What is your dream situation that you are working in? With the advice you've been doling out it can't be anything educational.....unless you work in a zoo and the 35 bamboons that you clean their cages for is what your referring to as your "teaching experience". Don't pose as an educator and give advice that makes you sound like a jerk...it makes us REAL teachers look bad....just Keeping it REAL!

[Chocolate_New_Orleans]

You got to be kidding me! What is your dream situation that you are working in? With the advice you've been doling out it can't be anything educational.....unless you work in a zoo and the 35 bamboons that you clean their cages for is what your referring to as your "teaching experience". Don't pose as an educator and give advice that makes you sound like a jerk...it makes us REAL teachers look bad....just Keeping it REAL!



I'm not concerned how it comes across. Read all my posts and you will have no doubt that I know what I'm talking about.

[Unregistered]

Take his suggestion, read his posts, there is no doubt he is a real teacher. Just an arrogant, holier than thou, and p== poor one, at that. I agree wholeheartedly with his views on IEP's and SPED, but that doesn't candy coat incompentence.

[Chocolate_New_Orleans]

yeah, I'm incompetent, but I teach :eek::rolleyes:

[Unregistered]

Ok... that would be the general perception of a resource teacher... that we babysit all day long and that the "real teachers" are the ones who do the work. It has been and will continue to be the annoyance that we as special education teachers will deal with! First of all, let me say that I have been teaching special education for almost 10 years, I have never has less than 60 students on my rosters. Now compared to the 110 that most hs teachers have on their rosters, maybe that doesn't seem like many. However, when you incorporate all that needs to be done for each individual student, it is twice the caseload of any regular education teacher, and yes that includes the English teachers who complain about having to read so many essays. This is my 4th year teaching as a HS resource room teacher, and I myself along with my collegues in my department are being forced to justify what it is, exactly, that we do in our classrooms and how that will raise student achievement. This year I have 74 students on my rosters, all of them have at least one diagnosed learning disability compounded with one or more emotional/behavioral disabilities. (more so than just ADD or ADHD). For each of these students I must prepare at least 1 team meeting which results in a 14 page legal document (IEP) to oversee the child's education. In addition to this I also, prepare 4 quarterly progress reports in addition to their report cards and regular education progress reports, I set up and monitor their schedules for the most effective course of study for the next four years. I maintain positive parental contact so that the parent is allowed the fullest and most meaningful interaction in their child's education, they may not all take advantage of this but never the less it is offerred to them. I create, implement, and monitor, intervention strategies for all of my students when needed. I consult with regular education teachers to implemet accommodations and modifications to the regular education curriculum and environment so that each of my students can learn in the most productive manner possible for them. When I say this I mean that all 74 of my students' curriculum is tailored to their educational needs and their individual learning styles. If the regular education teacher is unable or unwilling to implement these procedures then I, myself implement them. I am constantly researching new initiatives to better serve the students' needs as well as strengthen the educational environment around them to aid in the production of the highest individual student achievement possible. I meet with each of my students and their parents or guardians in excess of several times throughout the year, to establish an excellent working relationship that not only meets the students academic needs but also their social emotional needs so as to educate the entire child. This is just what I do outside the classroom. Inside the classroom the students work on their basic skills, both academic and social. Students complete daily writing assignments that focus on their writing and communication skills as well as giving them an outlet to express their emotional and social tendencies. On a daily basis students are also exposed to standardized math test questions to address their test taking skills, math skills, and logic skills. Students answer the multiple choice question and are required to be able to explain their reasoning, hence also increasing their communication skills. The students also have a daily riddle in which they must complete. This helps the students to think logically and out of the box in a positive manner. Once this is complete the students then work on individual content assignments from their other classes. Most concepts that are being worked on are explained in a different manner to allow for greatest comprehension of the instructions. To explain a concept in a different manner that the students can relate to is the true meaning of "teaching". At this point you need to know more than just your content, you need to know all of the contents and know enough about them to be able to manipulate the information severals ways depending on the individual students' needs. Now this in a classroom full of students who want to learn is a challenge enough, when you add into this mix the social-emotional challenges that the students display as well, the challenge becomes reality, and sometimes takes precendence over the educational end of the daily classroom objectives. Yes we are a school, and yes our jobs are to "educate" our children based on some set of guidelines that our individual states set forth based on a federal set of similar guidelines... however, if we can not reach a kid, because his or her daily life outside of school is so hectic that the child finds difficulty focusing on a concept that he or she sees no direct relationship between it and his or her life, then shouldn't we address the entire child and both educate them not only with content information but also information that is in context. Now that is what a resource room teacher does and by all means, and I am biased, but I am not sure that what I have just described is the job description of a baby sitter... It sounds more like a job description of a teacher.
Sorry, I had to get that out... To the first year teacher... If you haven't already figured it out, it's about treating the kids with respect. Though they may not always deserve it, (trust me there will be more of these days) but they do always appreciate it. This is where the kids "get" it. It takes a bit of time to establish it, but once done, the kids will get it when it really matters. You have to learn to pick and choose your battles with them, and every now and then let them win so that they experience success. That experience alone, is sometimes something that many of them have never felt before and it starts to be the motivation they need to be able to focus on the academic end of it. Don't get me wrong, that will have slips, but the impact that you have made by establishing trust, will keep those kids busy and engaged right to graduation day. As for the academic "teaching" end... Keep assignments in context. Find out the kids passions and relate the skills that you are trying to teach to those passions. You will see the proverbial light bulb go on and the kids like the feeling when they get it... especially when they know they got it all on their own. Like I said it takes time, but it can all be started in one year. If you are lucky enough to follow your kids through the full four years as their liaison, then you will be able to see the growth over the years, and for those seeking data, you can actually chart their gains and achievements both academically and socially/emotionally. Good luck in your teaching career... remember... every day is a new day!

[Unregistered]

I have to add that I do respect what regular ed teachers do and do not discount any of it. We all have a tough job educating children, and we all have our places within the system. However, it does seem that there is some ignorance over what a "Real Teacher" is, and I would have to say that just because one holds a license to teach does not exactly mean one is a teacher.

[Unregistered]

As a veteran of 25 years, I would first re-establish the expectations of the class. Have them visually posted and review them as bell work for a couple of days. I would then teach the students study skills, organizational skills. Skills that would ensure success. Check out websites on Cornell Notetaking, help them create a notebook with subject dividers and an agenda to keep all their things in. Have weekly checks (randomly) for the accuracy of these things. Develop a rubric with the students on these study skills and notebook items so that they feel they have some power. This will create buy-in and will motivate them. YOu can give point values to work (based on quality) and then through this, they can earn social time for the last 15 minutes of class on Fridays. This works for me!

[Unregistered]

I can not believe they even let you teach! A real teacher would realize that special education classes require highly skilled and creative teachers. I am a resource teacher, and love it! I also have more than ten kids a day. I have to come up with modified curriculum for all of them. Maybe you should think about getting another job!!

[Unregistered]

I hope to God my children never have you as their teacher. You have no business being near kids.

[Unregistered]

i am currently going to school for my teachers certificate, specifically for hs english, but i was thinking of continuing my education and getting a special ed cert as well. i've been having difficulty finding out what a typical resource room would look like. i understand that it varies. But, would each class be broken down into subject areas. For instance would you have a class for each subject area? In the hs, would students from various grades attend the same class? if I was hired as a special education teacher, would i be required to teach multiple subject areas? Or, is it possible to be a special education teacher for just Literature and Language arts? Any insight you could give would be greatly appreciated.

[Unregistered]

You are a real jerk! Do you have any true friends? A good relationship at home? with your kids?
Unbelievable!

[Unregistered]

check out the following websites:

to help students understand basic concepts in math. www.Coolmath.com (free)

www.Brainpop.com (fee based) has everything from grammar to chemistry lessons k-8 good for setting a foundation with struggling students. Remember this is only foundation work because the site only offers k-8. You must still research the school curriculum and go into topics in depth. You might want to ask the AP for a Teacher's Guide for each of the subject you're suppose to be helping kids with.


I would review: reading comprehension strategies (keywords, 5w's, fact/opinion, inference, etc); listening, note taking and test taking strategies (ex: multiple choice), components of a good essay: grammar: parts of speech, run-ons, sentence fragments, and subject verb agreement.

good luck

[Unregistered]

Hello-don't drown-go to your chairperson and ask for help. Your students' responses to your work suggestions are typical. You need to get support from your school and from parents. Write a letter to parents explaining your goals and ask for their support in checking students' assignment notebooks daily. Students are suppose to be receiving services based on their iep's. That is your job to deliver. Make a list of all the teachers and courses your students have. Have students make you a copy of their schedules as well. contact-email all these teachers asking for homework assignments, projects, test dates. Create-on your white board a master list of subjects(Eng, hist, Science) Under each category list any assignments teachers send you. If you have an aide, assign the aide the job of collecting this info. Trips to library, bathroom, cafe, water are privileges to be earned by gaining points for behavior demonstrating compliance with your class rules. Grades should be given, even if it is to keep track of students meeting the benchmarks on their iep's. Ask to visit other hs. resource rooms to see how they manage their classrooms. Good luck. You are a real teacher and can change how a student sees herself as a learner.

[Unregistered]

Hopefully you have found a solution to your dilemma, however if not I have a few suggestions. This is the first time I have logged on and read any of these posting and I have to say, I am rather dismayed by some of the advice that you have been given. I am a veteran teacher and have had resource classes since the beginning. All of the teachers in my department have two or three. The district I work for does not play favorites or “dump” on new teachers. New teachers have the same responsibilities as our veteran teachers. We all value this time during the day. As a matter of fact, they [the administration] kicked around the idea of doing away with it and the entire department protested.
I suggest having a Self Advocacy curriculum in place. At the high school level, transition is the big idea and students’ strengths, interests, needs and preferences are supposed to be assessed in an ongoing manner. Resource time is an excellent time to do this. There are all kinds of self assessments and checklists that students can fill out to aid with making transition student centered. Also, reading comprehension passages can be found in abundance on the internet. The same for math supplements.
One of the things we have is a student information system that is accessible to all teachers. I can log on and look at another teacher’s grade book or the details for one specific student and know immediately if there are missing assignments or zeros entered in the grade book.
Having said this, the class is only going to be as meaningful as you make it. For a lot of our students, this time is a valuable commodity, they just don’t know it. They should be graded, they should be receiving credit, and if the school district does not communicate the importance, then students are not going to make that connection either. I use a daily rubric to provide a semi-objective measure of a student’s effort. This assesses by them coming to class prepared, on-task behavior, exhibiting behavior conducive to others learning, etc. If they learn that there is an expectation, they will generally try to reach it. The reverse is true as well, if they are not held to a standard or expectation, they will use the time to socialize, misbehave, etc. We all have seen the statistics on the effect of structured vs. nonstructured time on the number of behavior incidents and off task behavior exhibited by students. Build in structure. Make them set a goal at the beginning of the hour and then self-monitor there behavior, did they use their time wisely, did they accomplish their goal, etc. Despite the tone of previous postings, this is an important job. You are teaching them work habits that will carry through their life. You are teaching them how to be resourceful, how to let someone know what they need to be successful, voicing strengths and weakness. You are giving them a voice when they otherwise don’t have one.

[Unregistered]

teach more than 15 students a day and we can then compare notes :rolleyes:

It's not saying that resource teachers aren't real teachers, but rather, what they teach is BS classes. But since it seems that those classes aren't disappearing anytime, they should go to the fresh out of college teachers. Let the turd class weed out the teachers who can't handle it. Plus, when you do end up getting a real class, the little annoyances that occur won't seem so bad compared to what the throwaway class was.

this person is an IDIOT! One of the reasons we have these "turd classes" and the "throwaway" kids is because of attitudes like this. I really hope you are not a real teacher and you should stay in the Holiday Inn. Now... as for the original TEACHER that wrote in about drowning don't fret it does get better. You need to find a common ground with these kids and if you are good at what you do you will. Being your first year it will take some tricks from the Mary poppins bag, you do have one of those right?, Try to do this in September it may be a little hard now because believe me those kids already know where your buttons are. Stay strong you will be fine!

[SPED4life]

Hi! I am a resource teacher as well. My 1-6th period students are earning a traditional diploma. I DO NOT babysit. Classtime and instruction may come in a variety of mediums. Much of my time is spent counseling. Making sure my students know that there is a place where they are safe and accepted is very important to me and to the students. Many are incessantly teased, come from poor home environments, or are treated by teachers as not worth their time.

I depend on the regular classroom teachers to give me the work my students need extra help on from the regular classrooms. Unfortunately, that does not happen as it supposed to. Therefore, I begged borrowed and stole until I had enough algebra workbooks for my students to get extra practice. My students do receive grades and the completion (with corrections) of this book will be a major part of the semester grade. I think I can find unused English workbooks for next semester. Anything that will help on the state tests.

Don't give up. Ask your principal for extra books or copies you may be interested in or get one and copy.
Most of all, LOVE your kids. If you cant, you shouldn't teach.....in any position. Your classroom is what you make it. Your students can only give you what you expect.

[Unregistered]

And pathetic. I feel bad for this teacher's students as well as his/her colleagues. What a shame. This poor guy/gal should go into another field- preferably one that involves no people skills as he/she is completely lacking in that area.

[Unregistered]

I show the students how to use the text books! Something that those content teachers should and don't!
I help the students book mark the charts and tables they will need for the answers and how to find the answers without reading the entire selection. First sentence and last sentence of each paragraph, bold print, italized words. Basic skills to make their work easier.










Not to rain on your parade, but I teach my students these skills in Fourth Grade (I'm a reg. ed. elementary teacher). It stands to reason that Highschool teachers should not have to constantly re-teach elementary school reading skills. Criticizing reg. ed. highschool teachers for not teaching their students this skill would be like criticizing me for not teaching my Fourth Graders to read CVC words. Your job, as a resource teacher, is to teach 2-3 years below grade level. For instance, in Fourth Grade, the resource teacher should teach phonics, and in middle school you should teach upper elementary comprehension. It is not the resource teachers job to re-teach the exact same lessons that the reg. ed. teacher taught. Rather, you should teach remedial skills that these kids missed the first time around.

Case in point-At the end of every year I teach my students how to embed metaphors within a paragraph to evoke an emotion. It would be silly for the sped teacher to teach this in the resource room because the sped students are still struggling with the mechanics of a metaphor. It is far more effective to teach the remedial version of the skill in the resource room and let them be exposed to the grade-level version in my room. That way they well be ready to master this skill in the resource room whem they are in middle school.

One suggestion I have for Middle-Highschool resource teachers-spend some time teaching them how to create and defend logical arguements. This is something I teach my reg. ed. students that my sped students have a great deal of difficulty with. I give my students sentence starters (posted on the wall) like "I agree because..." or "Can you show me where...". I've noticed that once my reg. ed. kids get a handle on how to argue their comprehension leaps.

[Unregistered]

I am a High School Resource Teacher. I have been teaching for 14 years and decided I needed a break from the classroom. Even with the teaching experience I found it difficult to organize myself and plan for the students. I don't actually have a class, but am responsible for all students with Individual Program Plans. They attend regular classes and I work with the teacher to create their program. These kids cannot follow the mainstream programming so it is a challenge to find things for them. Also, they sometimes only attend a portion of the class and then come to the Resource Room to work. I have to monitor their progress closely and keep in touch with their teachers.

Our Resource Room had very few resources for me to draw from and teachers were often giving worksheet and puzzles because they didn't have time to plan for all their other classes/students and then create a program for these students. In an attempt to find resources, I turned to the Internet. I first discovered sites with lots of printables and thought I had a gold mine, then found site with interactive lessons. (When performing a search, put the word interactive or applet into the search) I have started a website with some sites and continue to find more every day! Check it out. http://teacherweb.com/NS/YCMHS/Resource/
If you go to the Teacher's Webpages page you will find some great resources!! I did a search for --- resource room high school -- that's how I ended up here...and found quite a few things. There is a lot of info out there!! Mine is still a work in progress...only started in September...needs better organization and will continue to add to it as teachers request information.

Resource is not a BS class, you are not babysitting, they have interests, and, just because they won't be going to university, or even community college...or take any schooling beyond high school...doesn't mean they will be unproductive burdens on society.

They enjoy seeing success and, if you can help them do that, you will have fewer problems with discipline and they will be more enjoyable to be around....

Good Luck...It's not a life sentence...it is what you make it!!

[artsggirb]

I know how you feel....I am in similar position now and have been for several years. I use teacher lesson plans for my resources..also I have some on-line tutorials for the state assessments for students to practice with. I ask them to try 10, list them, list their success or failure, keep in a notebook kept in class for our mutual review. I do this for all content areas to help them prepare for state testing. I have a folder of "busy seat work" for non productive days....word searches, etc. I give partial credit for these. I also copy vocab grammar packets and hand out to individuals with written lang deficits. It's a juggling act, but I engage the students with a "I'm on your side" kind of relationship, but maintain my leadership role. My students respond very well after they have accepted me...things may take some time. I also have a weekly rubric I ask them to self assess as I asses them, and we have a 1 or 2 min. discussion about the week. I send bi-weekly feedbacks HOME, and you'd be surprised how effective that is. (They are meant to be constructive, but keep the student wanting to succeed by indicating the areas that require some more effort...) I could send you some of my forms, if you'd like. I also e mail home on a regular basis and encourage the parents/guardians to e mail me with questions. It keep problems from starting some times, and creates a stronger support team for students. Good luck!

[Unregistered]

I'm not surprised to hear about your experience...unfortunately it's fairly typical. I sub a in resource a lot (I could never do it as a full-time job for the very reasons you mention, but three days here, and a week there is bearable), so I've seen all of these things myself. In fact, these are all essentially the same problems all teachers face who do "resource", "academic support", "ESL academic support", "study hall", or any other relatively unstructured class.

To tame the savage beast that is resource, I would do any or all of the following, starting with the issue that bothers you the most, and working your way from there:

1. One of the biggest problems with totally open-ended classes like resource is the perception that students have that they don't "have to do anything" in this class. Institute a daily routine that involves some basic skills work for everyone (regardless of whether they have "things to do" or not). If your class is "for a grade", make these activities the focus of their grade, NOT the work they do in their other classes. If it's a pass/fail situation, let them know they will be "failing" if they fail to do the work. If you're in a situation where there's literally no accountability at all, start looking for work elsewhere because you're just being paid to babysit, and few of us go into teaching because we want to babysit. On a recent long-term assignment I was on at a middle school resource room, I had all the kids do math warm-ups, vocabulary warm-ups, and grammar or writing practice. I would also add a daily journal entry or SSR (Independent reading with a reading log) if you are on a block schedule and have more time to kill. Reserve some class time to work on assignments, but don't make that the sole focus of your class. Reinforce all of the above with some sort of participation points system for work completion/effort.

2. Classroom management: Depending on the age and the number of students, you could do a whole class behavior incentive system, or an individualized behavior tracker system for each student. Make them accountable for coming to class, being ready to work, completing work, staying on task/not causing disruptions, etc. Incentives could include break time, computer use, listening to music, playing board games, etc. I always ask the kids what they like to do and use that as an incentive. On a slightly related note, I always have my students clean up the room every period before they leave as part of the day's routine. I find that having a neat and orderly environment helps keep things calmer in the room, and the kids actually like doing it. I turn on some fast paced music and turn it into a game.

3. "I have no work to do" Yeah right! Maybe this is true for one student in a thousand. For students in resource, it's as rare as a blizzard in the Philippines. These students are almost NEVER caught up with classwork--students with learning disabilities are rarely/seldom/never done with all of their regular classwork. Awareness is key. You can solve this problem by obtaining lists of assignments from their classroom teachers, and by talking to the teachers of the students you work with before/after school. I would also implement a planner routine where filling out a planner and having everything checked off by you is part of their "class participation" grade. If for some reason you have the miracle child who has completed all of his or her work, then they should plan on using their time in your class to do some independent reading or math or whatever. On those rare days when several kids were done with everything, we played math games, hangman (with content area vocabulary words), and other learning games. Generally though, I just tell them, "Either you find something to work on, or I will find you something to do." They usually take advantage of the opportunity to get back on track.

4. Whining: Yes you will get whining. I always do, when kids find out I expect them to work in class. I just tell them, too bad, I don't care if you don't like it, the purpose of school is learning, that's what we do in here, get to work, or you can make up the all the time you're wasting right now during recess/after school detention--your choice.

5. Fun: In spite of everything I just said, I highly recommend fun. Fun that's educational, that is. Although this response sounds like I'm a total hardass, I actually have a lot of fun with my students (once we take care of business). I play a lot of math games, word games, and geography games with kids. Other games I play with the kids are cooperative drawing, chain story writing, and we do a lot of crossword puzzles and mazes. I recently discovered KenKen puzzles which is kind of like Sudoku but more math-oriented. Board games can be really good as well. Sometimes, when I work in self-contained behavior classes, if everyone's working hard, I'll take them to the gym at the end of the day and let them blow off some steam.

[Unregistered]

You have 10 kids all day, I have up to 35 for one hour. In between all the standards I have to cover, nowhere have I found a standard that says "student must know how to use book" I have more students in one hour than you do all day. There is no time to spoon feed anyone. If they need that spoon feeding, they should go to you

I'm not concerned how many subjects you teach, you signed up for that job. I had it one time, too. However, I worked my way into the position of my dreams. When I committed to my career in teaching during highschool, I pictured the situation I'm in currently. And I made my goals and timelines to get here. I paid my dues, and 'did my time' in SPED classes teaching kids with rap sheets longer than Al Capones. It's not my fault that you have fallen short of your "ideal" situation. That's your poor planning.


I am 100% confident that you are a decrepit old man or woman with no sense of humor or sympathy. You are berating new teachers entering into your field because you fear for your job security.

Or perhaps you have just had a terrible life, which is no excuse for being a terrible individual.

Much love

[Unregistered]

Just wanted to encourage you not to give up...some people don't have what it takes to teach special ed effectively and don't have a clue the time, energy, and especially love a person needs to teach to each student individually(like the chocolate new orleans person who keeps posting) but dont give up when people throw negativity at you!!! I have been teaching special education students for 8 years!! They are the toughest students to teach and need the most love and attention! Keep your chin up and remember that you are not alone!!

[Chocolate_New_Orleans]

Just wanted to encourage you not to give up...some people don't have what it takes to teach special ed effectively and don't have a clue the time, energy, and especially love a person needs to teach to each student individually(like the chocolate new orleans person who keeps posting) but dont give up when people throw negativity at you!!! I have been teaching special education students for 8 years!! They are the toughest students to teach and need the most love and attention! Keep your chin up and remember that you are not alone!!

but I am aware, that's just not what I pictured when I first thought "I think I'd like to be a teacher".

I pictured what I have now, but it wasn't handed to me on a silver platter like so many new teachers expect. I had to pay my dues, work hard, and earn what I have. Everyone wants the perks that seniority brings, but are unwilling to put the time in to achieve seniority.