Methods

The difference between the Honors and College Prep classes that I am teaching is huge! The honors students are very intelligent, alert, and purposeful. The other classes, although they are college prep, are designed for students who have special educational needs or have failed before. These classes are almost just plain boring. The students mostly come in two varieties. Many are not motivated and for the most part do not actually think about what we are telling them. The others have disabilities and need extra attention or time.

I will get to learn a lot from both styles. The opportunity with the first class is to learn how to challenge students who are gifted so that they do not become bored and to help them learn as much as they are able. The opportunity with the second group is to learn how to engage students who do not care as well as help students with special needs succeed.

This semester at PRHS is going to be quite different than last semester.

Reading

Reading levels are pretty varied in the classes. Most of the students can read pretty well (which they should be able to, as 7th graders). Some of them read really well and can read quickly. Many of them ready pretty well and may stumble a little. It's good experience for them to have to read aloud and also gives the teachers a chance to informally asses their reading ability.

Last week the class was reading an article on Rwanda. Each student was taking a turn reading a sentence or two. Everyone had to take a turn. One of the students was called on to read. She was whispering and there was no way the class could hear her. Mr. Dorray, standing across the room, couldn't hear her. I could hear her because I was standing near her. She was skipping many words and mumbling most of them. Mr. Dorray told her to speak up. She never got very loud and had a hard time with most of the words. One of the other students gave her about half of them. She either couldn't correctly pronounce words (i.e., recent) or couldn't read some of them at all (i.e., eastern) that she really should know at this grade level. 

Mr. Dorray had not realized that she was not reading at a 7th grade level. We knew she was in the special education program, however, being in special ed does not always (or usually for most of our sped students) mean reading problems.  Once the class was over Mr. Dorray went to find her special ed teachers to see what was going on. Apparently English is her second language and although she can speak it very well (I hadn't even realized she was ESL) she has a hard time reading. He spoke with her special ed teachers in depth to find out what he should be doing to help her, as well as how to treat her in the classroom when students are reading aloud. 

It is surprising how easily students can hid the fact that they are unable to read well. Although students are listed as sped, teachers can easily meet their accommodations without realizing the extent of their impairment. The other students had been helping her hide her reading problems. They would tell her what  the reading was about, or as they did in class that day, prompt her  with the correct words. She has apparently been getting along, however, once she starts taking standardized tests and writing tests for graduation she may not be able to pass. At least she has been identified by the special education department and they are working with her. She is getting help and should be able to improve.