Double Entry Journal #12

Action Research Projects

Step One Questions:

1. Using Reading Theatre to Show Off Good Reading.

2.  How can I effectively utilize readers’ theatre to improve the fluency and reading comprehension skills of my students?

3.  Using readers’ theatre to help increase fluency and reading skills.

4.  Evaluating the impacts of readers’ theatre and noting the patterns in students’ performance will help effectively implement an instructional program to meet students’ individual needs.

5.  through surveys, observations, and student fluency assessments.

6.  Data was broken down into the four major groups- academically talented, general education, bilingual and special needs.

7.  Utilizing readers’ theatre does lead to improved levels of fluency and reading comprehension.  However, results did not show equal gains for all students.

It improved reading rate, word recognition accuracy and use of expression while reading as well as their attitudes toward reading.

8.  The results were all positive showing that this might be a good idea or practice to try.  It might make reading more enjoyable therefore helping to improve all areas of academics. 

Step Two Questions:

1.  Children struggle with recognizing rhyme and word families in text.

2.  Improving this basic literacy skill has been identified by primary teachers as a goal in the school’s Strategic Plan.  Research shows that implementing a range of rhyming games can help students improve their recognition of rhyme and word families in text (Allen, 1998).

3.  A variety of rhyming games will be introduces during reading instruction and selected games will require students to use basic elements of phonetic analysis, one of the CSO’s for Kindergarten. 

4.  “How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?” And “Will the rhyming strategies change student attitudes about reading instruction?”

5.  The writer provides a few different quotes that provide evidence that thus strategy will work including the idea that “Once students understand rhyme, they learn to use key words and their spelling patterns to recognize and read new words.  Reinforcing the concept of rhyme and linking the concept to spelling patterns helps students make these connections while they are reading (Allen, 1998). 

6.  There will be a pre and post test given and they will be compared to document the overall impact of the project.  Also a reading attitude survey will be given prior to and after completion of the project to assess changes in the students’ feeling towards reading instruction.  Observations will be made during group work using a checklist to assess student performance.  Observations of student’s participation will be collected as well as work samples collected to assess student progress.  Data will be viewed daily to identify needs for improvement.  All results will be graphed with the four lowest students graphed separately.  

Double Entry Journal #11

1. Formative assessment is responses, comments, and or feedback given to students instead of an actual score or grade.

2. The central purpose of formative assessment is student learning and understanding.

3. You can use low stake writing assignments to institute a formative assessment.  By having students write about different topics and giving them feedback and comments on their papers without assigning points and grades is a research based strategy that is a formative assessment.

4.  The example that it gives in this article is using a rubric that lists criteria for evaluating writing and it can be used for a formative assessment by giving students feedback and information on what is expected and can be used for summative assessment by assigning a grade.

5.  Students have a writing notebook in which they do short stories in daily.  At the end of each week the teacher collects them and reads through the entries to see the direction in which students are writing.  She gives the students feedback and then allows them to pick one of the articles that they liked the best, has them make corrections and then they resubmit that one paper for a grade. 

6.  A way to make formative assessment more effective is to provide students with detailed feedback on specific areas of strength instead of a general praise of their abilities or talents.

7.  For students it can offer an increased feeling of confidence and control among other benefits and for teachers it can help identify students who are struggling with specific tasks or operating under misconceptions.

8.  Being able to distinguish between high-quality formative assessment and assessment that is under-conceptualized or not fully developed is the most challenging aspect or idea for teachers to understand.  Practices such as comment only marking and peer evaluation are good ways to help implement high quality assessments.

Double Entry Journal #10

Why is it the responsibility of all teachers to provide writing instruction for their students?

            If students are going to be successful in school then they must be able to read and write.  Throughout every subject students will encounter some form or type of reading and writing.  If students need to know how to read and write for all curriculum areas, then why shouldn’t all curriculum areas be responsible for increases those reading and writing skills?  As it states in this article “reading and writing across the curriculum are essential to learning.”  The more students’ practice reading and writing the better their skills will become, and the best way to ensure this is to implement a little in every subject

Name and describe four research-based strategies to support writing instruction for students.
 1.  Use low-stakes writing assignments: Asking a student to write does not always mean assigning long papers and essays.  Use short answer writing assignments such as summarizing or outlining
  2.  Provide multiple forms of feedback: Teachers should stress about giving feedback on everything students write.  Allow students time to look at and critique their own writing as well as each others.

 3.  Employ variety in texts and their presentation: Reading materials need to be varied in many different ways.  Students should have a variety of things to read about and not just the normal text book.  Reading should also include all materials and not just books, such as newspapers, magazines, comics, etc.  Provide a variety to keep students interested and wanting to read more.
 4.  Employ a variety of levels of reading difficulty: Students read at a variety of different levels therefore teachers need to have materials available for every student.  Materials need to range in difficulty therefore all students can learn at their own level.  

Web Quest Changes/Modifications

The Web Quest that Tricia and I chose, deals with several different aspects.  Students are asked to plan a trip to the zoo.  They must carefully plan the entire day including cost and schedules.  Although the Web Quest is very interesting and overall a really good idea, there are several corrections that need to be made and a few items that we just want to change or adjust.  We are going to change the overall appearance, because there are no graphics, and the background is basic and not eye catching at all.  We are planning to change the situation and the tasks students have to complete.  The original Web Quest has the entire class researching the same zoo.  We are going to change this and each group will research a different zoo, and in the end the entire class will have to look at the information and decide which zoo is more travel and cost efficient.  They will also have to decide (based on information given) which zoo has the best accommodations and overall attractions.  In our new Web Quest students will have to use maps and other materials to determine the distance and time it will take to travel to and from their assigned zoo.  (This is not covered or asked in the original Web Quest, but we think it is a good idea for students to find the location of their zoo, and it is a good way to integrate social studies into the activity)  Overall I think this is going to be a really good Web Quest, and although there are several things we want to change and adjust the original (aside from many grammar errors) is really good.

Possible CSO's
 (for Reading/Language Arts) RLA.O.4.1.16 
use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
(for Science) SC.O.4.2.2 
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons)
( for Math) M.O.4.1.7 
add and subtract whole numbers(up to five –digit number) and decimals to the 1000th place, multiply (up to three digits by two-digits, and divide(up to a three digit number with a one and two-digit number).

Struggling Student

There are several students in my clinical class that seem to be struggling.  One in particular seems to be working soooooo hard, and really gets upset if she does not get the correct answer.  This little girl is one of the best behaved students in the class.  She always sets there quietly and pays very close attention.  According to the teacher she is involved in different programs to help with her work including after school tutoring.  On Monday 2/27/2012, I was asked to teach a math lesson on fractions.  I watched all the students very closely to see if they were grasping what I was trying to teach.  (This class is really struggling with fractions, so I paid close attention to be sure not to confuse them even more!)  During this lesson I asked several students to give me the answer, and this little girl tried several times to answer some of the questions.  I could tell just by watching her that she really wanted to solve these problems, but no mater how many times she tried, she still just didn’t understand.  Finally, toward the end of the lesson she seemed to be catching on, and I could see her smiling slightly as if she was proud of herself.  The problem is that today 2/29/12 when I attended clinical and the students were moving further into the fraction lesson, she seemed just as confused as she was before.  When I talked to her about what we covered earlier, she didn’t seem to remember what we went over.  Well, she remembered doing the fraction problems; she just could not remember the processes on how to solve the problems.  I discussed this with one of the teachers in the classroom, and she instructed me that this little girl is one of the hardest working students she has ever met, but there are many things and concepts that she really struggles with including math and reading.  

Double Journal Entry #9

“No human being can achieve his full potential if his creativity is stunted in childhood.”

“In a healthy kindergarten, play does not mean “anything goes.” It does not deteriorate into chaos. Nor is play so tightly structured by adults that children are denied the opportunity to learn through their own initiative and exploration. Kindergartners need a balance of child-initiated play in the presence of engaged teachers and more focused experiential learning guided by teachers.”

“The power of play as the engine of learning in early childhood and as a vital force for young children’s physical, social, and emotional development is beyond question.”

I chose these three quotes because they are stress the importance of “play”.  Each of these quotes (or paragraphs) discusses the fact that young children need to experience play in their education in order to promote creativity and imagination.  I really like the second selection that I chose, because it is straight forward in stating that children need to experience “play”, but that does not mean to let them do what ever they wish.  Children can have fun and play in a structured environment where they are free to explore and learn within reason and maybe with a little guidance (if needed). 

Kindergarten "Play"

Double Entry Journal #8

Inquiry based learning is often new to teachers and students; therefore it may cause a little confusing and difficulty in implementing these types of lessons.  Inquiry based learning requires simultaneous changes in curriculum, instruction, and assessment practices. 

Reinforcing Effort:  In this researched based strategy it talks about how student’s attitudes and beliefs affect how well they learn something.  This is similar to project based learning in a sense that students will be building off of what they already ready know and are already interested in.  If students are interested in something then they will be more willing to learn about it. 

Nonlinguistic Representation: In this researched based strategy it is suggested that students need to receive information both using linguistic and nonlinguistic methods.  This is similar to project-based learning because students are building or creating a project that can be learned from.  Students are not only verbally learning and describing what they are doing but they are building it as well, therefore it can be seen. 

Simulations and Games:  Throughout this article is discusses how the more students learn through multiple strategies the more they will become familiar with the new concept.  With project based learning students learn the information and then build something that represents what they have learned in order to reinforce their new knowledge.  This is giving them multiple ways of looking at an aspect and how to understand it.  When students observe other classmates’ ways of viewing things and the projects that they come up with, it will give them even more ways of viewing the information.  

Double Entry Journal #7

1. The instructional model of the teacher and the textbooks as the primary sources of knowledge, conveyed through lecturing, discussion, and reading.
2. Project-based learning approaches are broader then traditional approaches in a way that tries to get students to transfer their learning and knowledge to new situations, instead of standard memorization methods. In comparative studies of traditional vs. project-based approaches have demonstrated several benefits from projects, such as an increase in the ability to define problems (Gallagher, Stephen, & Rosenthal, 1992), growth in their ability to support their reasoning with clear arguments (Stephen, Gallagher, & Workman, 1993), and enhanced ability to plan a project after working on an analogous problem-based challenge (Moore, Sherwood, Bateman, Bradsford, & Goldman, 1996).

3. Problem-based approaches have students taking an active role in building their own knowledge.  Instead of the normal lecture and memorization, students get to come up with meaningful problems and strategies on how to solve those problems. This approach has been found to be better, though, in supporting flexible problem solving, application of knowledge, and hypothesis generation (for a meta-analysis, see Dochy, Segers, Van den Bossche, & Gijbels, 2003).  Students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996).  Students experience larger gains in conceptual understanding in science (Williams, Hemstreet, Liu, & Smith, 1998).

4. Learning by design asks students to design and create an artifact that shows their conceptual knowledge of the idea being taught, instead of the standard evaluation or assessment.  Designing an artifact or object can lead to a positive effect on motivation and sense of ownership over their designs (Fortus and colleagues, 2004). Design activities are particularly good for helping students develop understanding of complex systems, nothing that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986).  A research conducted by Fortus and colleagues (2004) found that both higher and lower-achieving students showed strong evidence of progress in learning science concepts, by applying key concepts into a design; their design. 

5. Project-based learning is completing a task or project while learning new information.  Problem-based learning is coming up with different strategies to solve a problem.  Learning by design involves creating an artifact using knowledge or information they have already learned, this helps show an understanding. 
6. With these three approaches students get a better understanding of what they are doing.  With traditional teaching students may learn or memorize the factual information but when you ask them the question why?  More then likely their response will be “I don’t know”, or “because that is what I was told”.  When students complete “hands on minds on” learning, they are getting a way to actually understand what they are being taught.       

Research Based Strategies

It is kind of hard to compare the power point quiz and my reading assignment.  The quiz had nothing to do with homework or practice.  However, if you look at the information given on the site and compare how the quiz was given and received then a comparison can be made.  The power point quiz did not support anything in my assigned project-based reading strategy, which was Homework and Practice.  According to the project based strategy you need to give homework and practice that expands on what students already know.  They need plenty of time and practice in order to obtain the proper understanding.  Students need lots of feedback, and not only when they are making mistakes.  The power point quiz did not explore or touch on any of these aspects.  We were not allowed to get help from anyone other then the teacher, we were rushed, and all instructions were completely the same even, though we all learn differently.  To improve this assignment more time needs to be given.  Better or varied instructions need to be given and, allow students to interact with each other.  According to the article students need lots of time and practice to learn new concepts and strategies, therefore more time needs to be given and make sure students have an idea of what is going on before to rush them through something and then test them on it.

citation:

 Focus on effectivness: Homework and practices. (2005). Retrieved from https://online.fairmontstate.edu/webct/urw/lc15057011.tp0/cobaltMainFrame.dowebct

Double Entry Journal #6

First Speaker

1. Why is this video helpful for teaching in West Virginia?  It discusses how to help teach children who use a different dialect.  This may help with the urban language we experience in West Virginia. 
2. What evidence is presented that supports the credibility of the speaker?  She shows different works or stories created by students in different grades making the same repeated mistakes. 
3. Describe the traditional approach to responding to student writing?  Correction!! Teachers correct mistakes or errors in student’s grammar and overall writing. 
4. Why does the traditional approach not work in improving student writing?  Because students are following the grammar patterns of home and/or community speech.  This is what they know.
5. Name the three strategies associated with the linguistic approach to writing instruction     1.  Scientific method applied to grammar discovery                                                            2.  Contrastive analysis Marzano’s #1 strategy                                                                           3.  Code switching as meta cognition
6. How do you know the cat and Taylor go together?  They are right next to each other.
7. What is different between the two patterns of possessives for informal and formal English?  The owner and what they own!  Informal pattern= could be the owner plus what they own.  Formal patterns= could be the owner plus‘s plus what they own.
8. What strategy is being used for teaching the second grade students the different patterns between informal and formal English?  They are using code switching.  They are set for where you are at the time.  For example, the way you should write or speak in school versus they way you speak in your community.  We adjust our language to fit the setting.  Another example is text messaging. 
9. Describe how the scientific method is used to teach students to code switch.  Instead of seeing writing as mismatched we need to collect data (student writing as data) and then get students to observe and seek patterns.  Next have student describe the patterns (form hypothesis).  Then check the hypothesis.  Last have students modify their hypothesis. 
10. What question is being asked to engage students in the comparison and contrast strategy?  What changed?  This will led them to discover a pattern. 
11. How does code switching support Meta cognition?  As they think about where they are, they will think about what they need to do to fit into the setting or situation in which they are in at that moment. 
12. What evidence is presented the code switching approach works?  Describe one of the studies?  Taylor in 1991:  English teacher found that developmental students were continually failing.  She set up two different class rooms.  (A traditional classroom and a contrastive analysis classroom.)  The traditional classroom, after one semester of learning produces 8% more vernacular in students writing.  In the contrastive analysis classroom there was a 59% decrease in vernacular features. 

Second Speaker

1. How did the students respond when asked how they felt about being corrected when they talked?  They felt stupid, angry, and confused. 
2. Give an example of a "fund of knowledge" the teacher drew on to help students learn to code switch?  She asked students what they wore when they dressed up.  What they wore when they weren’t dressed up.  She explained that this is an example of formal and informal.  She went on to discuss where they would go or where it would be appropriate to where formal and informal clothes.  Then she moved onto language.  
3. What are some added benefits aside from raising test scores that stem from using contrastive analysis?  Students begin to recognize language differences.  They begin recognizing these differences on their own, they pick them up easily.  They begin to understand that people do not all sound the same but they can learn. 

Contrastive Analysis is comparing the structures of two different languages.  It is an example of both of these because to make an hypothesis you have to look at and consider many different things.  When you look at something and find its similarities and differences then this is a part of contrastive analysis.  

Double Entry Journal #5

According to this article, teacher attitudes can affect a lot.  If a teacher has a stereotypic attitude toward “standard English” and views all other variations as incorrect, then they are basically dooming those students that do not fit into the “norm”.  According to the research teachers view students with different languages variations, as not necessarily incompetent, but behind the normal level.  They did this without even actually talking to, or meeting these students.  If just collecting data is this drastic then it makes me wonder how bad these teachers are doing with these students in their classrooms.  Because of these attitudes a student’s entire schooling could be compromised.  They will not be judged or graded fairly, which means that assessments will be effected.  It doesn’t always have to be from a bad attitude either.  If a teacher is overly easy on students with different dialects or assumes that they need more help because of their dialect, then this is also affecting the students because it is hindering them from doing their best.  

Three approaches are awareness approach, critical pedagogy, and critical awareness approach.  

I am not entirely sure how I feel about it.  I want to be certain that I am teaching to all of my students and not just the “norm”.  I feel that students should be judged or graded based on their abilities and not on how they speak or anything else.  Also I want to reach all of my students, so if that means adjusting my plans or learning a language or dialect, then so be it.

Where I'm From Video

Where I'm From

WHERE   I’M   FROM

I am from ribbon and lace; the only girl of four

I am from the backwoods of Holly River, the running water and hanging rocks.

I am from family reunions and cabin gatherings, from Sloan, Eagle and Moats.

I am from the smell of mud after four wheeler rides and friendly family competitions.

From ancient Indian Burials, Snip Hunting and jokes at my expense.

I am from small town gatherings and fun in the streets.

I’m from West Virginia where we cook over open fires and eat what we catch.

From the thread that holds a family together, the one’s we remember and the one’s we  lost.

I am from motherhood, from basketball, baseball, dance, choir, cheerleading, football, and family time. 

I am from FAMILY

Double Entry Journal #4

Citations:

McMullan Dawn. (2007, December). Troubled teens or learning diffferent. Retrieved from http://www.parentingteensonline.com/issue/article/name/December_2007/title/Teens_and_Learning_Differences

Parents as partners. (2003). Retrieved from http://www.creedses.vbschools.com/Parents.htm

Bolima Donna. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from https://online.fairmontstate.edu/webct/urw/lc15057011.tp0/cobaltMainFrame.dowebct

Double Entry Journal #3

I found this article very interesting, because I feel that this kind of thinking and reasoning can be used for many issues in school.  The article discussed how in order to teach students about Standard English, we should approach it in their own language or dialect.  What I mean is that, if a student does not know Standard English, then how are they going to learn when you are teaching them using what they do not know.  In order for them to understand we must use what they know to teach them.  Also they need to be allowed to use their own dialect without being taught that it is wrong or incorrect.  That is their culture and way of life and what right does a teacher have to tell them that they are wrong.  Instead of teaching those that it is wrong, we should teach them that there are other ways and that they must know these ways because that is how they will be tested, and that it is okay to use both.  In this article they refer to this as “Code Switch”.  We should be expanding on their own language as well as teaching them Standard English, by doing this it will help increase their confidence, because they are learning, but at the same time they are not being told that what they already know is incorrect. 

I do not remember any specific examples about my schooling experiences where I saw this occur. I have stated before that my family as well as my husbands family is very old fashioned.  (My husbands more so than mine)  His family uses a different dialect and I have caught him using it from time to time.  I would correct him for it because I thought that was the best way, and now I am not so sure.  His family uses phrases such as “He weren’t going to go”.  I know that this is incorrect, but to them it is just normal communication.  The thing is, when I was in one of my education classes at Fairmont State, I was shocked when one of the professors stated almost this same example.  It was said that this would not be accepted and that if we were speaking like this then we basically should not be in college.  I of course never mentioned that I had family members that spoke like this, because I was shocked that this professor has ran in to this before. (W hich means that it is not only my family)  I have never looked down on my family and was a little irritated when the professor made this statement.  I wanted to state that my sister-in-law speaks like this and graduated from Fairmont State a few years ago with bachelors in psychology.  She made it through and she did just fine. 

I think that this article and inclusive practices is very similar, almost the same.  You must include these different dialects into teaching in order to accommodate every student which is what has to be done with inclusive practices. 

Culturally Responsive Teaching

As soon as she opened her mouth:

Quote:

“And when we do this, we play God, conferring or denying educational opportunity to individual, socioculturally different, children.”

Why this quote:

I think that this is more of a statement then a quote, but I really like how it is stated.  I think that some teachers forget just how much (for lack of a better word) “power” they have over their students.  Children look up to adults especially their parents and their teachers because they come in contact with them every day.  Teacher’s attitudes towards their students will help to shape the way students learn and look at themselves.  So if teachers refuse to show all their students the same respect and strive to teach them all, then they are basically playing “God” and leading children’s lives down paths that more then likely they were not meant to go.  By denying them their education, they are crippling them for life.   

I found this article about a teacher who was sucked into the stereotyping only to realize that maybe she was wrong.  It is a good article that forces us to ask our selves if we have ever stereotyped.   

Article on stereotyping

Questions:

1.  Literacy knowledge is knowing or understanding that reading and writing coincide with communicating.  Reading is an example of print literacy and verbal communication is an example on non print literacy knowledge.

2. If you have a stereotype about something, it may enable you from giving instructions in the best way. 

3. When a child comes to a school they should be given every opportunity to learn and prosper.  By teachers not varying their instructions and trying to have all students learn in the same manner, they may be preventing other students from learning.  Not all students learn the same or in the same way and if the teacher truly wants to reach all students that they need to try and accommodate them all, and help each students reach their full potential. 

4. When teachers (or any role model) take into account a child’s (or adults) language or social status and use it in a negative way, such as saying they will never learn to read, it is a denial of educational opportunity. By taking different social cultures and looking down on them and not adjusting instruction to meet their needs is denying them a proper education.

5. That just because a person speaks a different language, that they are incapable of being literate.

6. They can stop looking at and listening to stereotypes and try to help and accommodate all students.  Teachers have the power to shape students lives.  They look up to teachers and want them to like them.  If a teacher treats a child poorly and cast them aside with the notion that they are incapable of learning, then that child may never have a chance to succeed in life.  No teacher or person should be able to determine that for anyone, and yet unfortunately they do. 

7. Proper English to me is a term used back in the day when people were expected to talk and act a certain way.  Today life and people are different.  We have changed (well most of us) and need to accept that what might be proper English to me, may be different for someone else.  And what right do I have to ask someone to conform to my idea of “Proper English”?

Tall Tales of Appalachia:

Quote:

“Not long ago, one of the student counselors at West Virginia University told me that the most persistent problem she encounters is a lack of self-esteem.”

Why this quote:

Again I think this is more of a statement then a quote, but I can relate to the statement and I think it is completely true.  I have children of my own and each of them has completely different personalities.  My oldest daughter is always so unsure of herself, and my husband and I are constantly telling her that she can accomplish what ever she sets her mind to.  I firmly believe that my daughter as well as everyone else is capable of succeeding in life if they set their minds to it, and don’t let other people or obstacles stop them.  

 This picture really shows how children and adults should perceive themselves

Citations:

Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)

O'Brien John. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?pagewanted=2&src=pm

Sullivan Amy. (2012, January 11). Stereotyping in the classroom. Retrieved from http://www.inspiredteacher.net/2012/01/stereotyping-in-the-classroom/ 

Frisk Phil. (2008, March 31). Phil frisk. Retrieved from http://philfrisk.com/about_me.htm  

Inclusive Classroom Video

McCullagh Sherry. (2008, August 15). "the inclusive classroom". Retrieved from http://www.youtube.com/watch?v=o5WCX-998vs

This video contains really good information and videos about inclusive education. 

Quote

"Good teaching is more a giving of right questions than a giving of right answers." --Josef Albers

Reaction:

I chose this quote because I believe that when you give students a question and allow them to come with the answer on their own using their own meanings and intelligences, then the answer will become meaningful to them and will be retained. 

Double Entry Journal #1

                                      

Inclusive Education:

Inclusive education means including all students into the same classroom setting.  It is the right of all students to be educated in regular classes with the chance to interact with and learn from each other.  This is described by IDEA as the “least restrictive environment appropriate” for individual students.  Inclusive education is meant to benefit all students in the class. 

All children deserve to be taught together without being separated and made to think that they are different.  My daughter use to be on a 504 plan and had to have modifications made on her work.  She was not removed from the classroom, but given a little extra assistance or help.  If the school or teacher would have separated her, I think it would have done more damage then good.  She is very worried about what other children and adults think, and if separated she would have constantly been wondering if people were talking about her.  Being left in the classroom with a little extra assistance was much better then being pulled out.   

3 types of students Inclusive Education is meant to serve:

Inclusive education is meant to serve all students including but not limited to students with varied ethnic, linguistic, socioeconomic and ability components.

2 Characteristics of Inclusive schools:

There are several different characteristics of inclusive schools.  However, the two that stand out to me are Problem Solving Teams and Parents as Partners.  I can relate to both of these because when my daughter was on a 504 plan I would have meetings every 45 days or so to discuss her progress.  During each meeting her teachers, principle, councilor, and I were present.  We took the time to discuss what was modifications were being made and what could be done to help and improve her work.  With all of us working together, my daughter slowly improved, and within two years she was able to be removed for the plan and now is functioning or working at a regular pace. 

1 strategy that helps students become more responsible and effective in the inclusive process:

This process is listed as a characteristic and is known as Students as Problem Solvers

Citation:

Inos , R. H., & Quigley, M. A. (n.d.). Research review for inclusive practices.
    Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm