Denise's+Page

=Denise's Page=



I am a Milwaukeean, a MPS scholar and graduate of UWM. I reside in our family home where I have lived most of my life, with my older sister. I have 3 sibblings, which I am the 3rd child; two of which live here in Milwaukee, my oldest brother, wife, daughter and 2 grandsons. my sister and baby brother that lives in Los Angelos, California, with his wife, teenage son and daughter. My sister and I are single and have no children by choice. My parents are deceased, my father passed when I was at the age of 7 and my mother as an adult. I was a daddy's girl. My parents extended famlies live here in Milwaukee and Racine, we are very close and are active.
 * An Introduction of Denise Owens**

My __employment__ experiences are in sales, banking, __insurance__, __finance__ and __education__. I have worked as a day care director,__teacher__, trainier, headstart teacher, MPS recreation site director and assistant, site cooordinator, teacher and instructor. I have 14 years with MPS as a library assistant, librarian,paraprofessional,substitute teacher and teacher. I was interested in adult educationa and taught __GED__ in a W2 program for a Non-Profit agency. Later to enter into supportive services in __education__ as a Title I teacher for reading and or math. This I like because it is a small group, which the groups change several times a day and you see rapid growth. I recently acquired a position and service 3 __schools__ and am learning a new computer system to document the files required.

My educational __studies__ began at MATC in Human Services, __Early Childhood Education__ and Psychology, proceeding to Alverno __College__ in Elementary __Education__,short lived and moving to the University of Wisconsin Milwaukee studing Community __Education__ and Policy __Studies__ then acquired my Post Bac in __Elementary Education__. This lead to futher studies in International Studies at the University of Wisconsin- Whitewater, Jamaica Practicum; a 3 week teaching experience in Mile Gully at the elementary school, pulling __students__ for small group instruction in reading. This opportunity was taken on 2 more times in reading and math. Now I go yearly and __continue__ to teach in the __schools__ with the children and I facilitate teacher's workshops. Yes, there is time at the beach and to enjoy the food, sights and sound of Jamaica.

I also am a pentacostal believer and am vey involved in my christian walk, as a Deaconess, Christian __Training__ Alliance Director- (all educational aspects for the ministry). I'm a Chief Inspector for the Adopt A Pole __Election Commission__.



I have a company "**DeEducational Services**" for __training__ and tutorial Services. I provide secular and religious __training__. It is 5 years old, servicing private, contracts and consulting services.

I enjoy cultural events, the arts, travel, good company and meals. I'm partial to summer, warm weather and beaches, bright cheery colors, love sandles and shoes period, well they need a matching hat and bag. I love spending time with my family, and friends laughing and socializing. The top choice would be chilaxing in Jamaica. I sing gospel, like baking and sewing.



**Denise as an Educator**
Teaching, I love it!!!! I like to __meet people__ and help generally I met families and work to aid as much as possible with the theory of helping them to __become fishermen__ rather than inabeling them with provision only. I enjoy small group instruction, teaching adults, workshops, facilitating and planning educational events. I work to involve the people being serviced in the event so they will have a vested part and gain more. In my teaching I try to apply the instruction to life terms and events so the learners will see how it fits into their everyday life and it's important. My moto is to //**__reach them and teach them__**//. My methodology is Life Learning, Learning Styles, and Gardner 7 Multiple Intelligencies, which connect all your areas and styles of learning to make a teachable connection reachable. One's learning style is important to know or recognize and address so you gain their attention, confidence and show you care about them and learning. It' s respect for the learner and your intregity as a teacher/educator. I am commissioned to help, my life purpose is to aid othes. I knew in 4th grade I wanted to teach because I had a neighbor, he was skipping school in the primary grades, I would work with him after school to do his school work since his friend's would bring it home to him as if he were absent. I liked tutoring and needed lots as a learner.



__**Eight Concerns I have about Education:**__ 1. Non Public Schools Monitoring 2. Social Promotion 3. Special Education Services 4. Immunization / Health Prior to school entry 5. School Opportunities- (Differentiated Learning, Alternative Education, Techonology, !/2 Day Instruction, Home Schooling) 5. Class Size 6. Parent Involvement 7. Stewardship of Funds- (fair disbursement of funds) 8.Attendance

__**Educational Likes**__ I like that education is free and a variety of opportunities I lke that their ar many minorities teaching. Life learning styles Professional dress Categorizing/ Stereo typing Caring Communication

__**Dislikes**__ Many do not take it serious and take advantage of the opportunity. MPS to totally release the old guideline of the % of minorities per site. Profanity used by professionals to communicate. Unconcerned dress of professionals- dirty/ wrinkled / club clothes. Respect All People Adult Sarcasim to children for things adults are responsible for.

[[file:School Presentation .pptx.lnk]]
Action Research Teaching to Reach Gray Area __Students__ through increasing their attention span To increase learning the methods of curriculum instruction would be to use the multilpe Intelligence and Life Style Learning this willl allow instruction to use all aspects of the child's learning abilities and __offer__ more toward their higher level skills and abilities.

I am interested in building attention spans since this school year I observed that much of the need for remedial instruction was due to the very low attention span of the students I serviced. Many without learning indicators, but obvious their were some interventions needed. Such as exposure, anger management, behavioral modifications, social skills, various instructional styles and remedial skills 2 grades below the grade the students were assigned and family support in all aspects.

Denise, I think this is an excellent topic, I have struggled with reaching my students and have had principals even tell me that you just don't reach them all. This doesn't sit well, I believe that ALL students can and will learn. It's a matter of finding what motivates them. I will be watching closely to see what your findings will be. Great Job!!! Tamika

Denise, This is the ONE MILLION DOLLAR question. I think every teacher has had to pass on a gray area student. The student is not above level, not on level, but not too below level either. What do teachers do with "gray " area students and how do we get them functioning at a level that they are learning and excelling? This is a great question. ~Caryn

Denise, I think this topic is great. I have some students in my class that have a lot of issues with attention. I would love to know what to do with them. I have tried everything and nothing seems to work. I can't wait to hear more. -Tiaa

__** Chapter 3 **__

Restatement of research question: What are effective strategies to enhance short attention spans in grey area and special needs students?

Why I did my research?

My thoughts or interest are; building attention spans, Excitement in School “a place to learn” Working with students with special needs unidentified- class ratio Working with gray area students will aid students by providing instruction as in the regular daily routines but observation of specific student’s participation and retrieval of information. Lessons plans will address the specific need of concern. What are effective __strategies to develop a greater attention span__ within gray area students?

II. Roadmap/Outline for where this chapter is going and what the reader can expect. III. Details of what I learned from the data: I learned first of all to be a better listener and to make better notes or connections of my observations. This occurred during my conference with the parents. The father thought his son was being indifferent rather than having a real physical deficit. He realized he was slow but when he could not recall information he had just shared, his father thought he was playing games and did not want to do the work. Like counting on and what number comes between. His mother on the other hand babied him and made excuses using his medical condition of asthmas his delay, or he is tired from a full day at school and the medicine tires him out. She definitely was not going to say something was wrong with her baby. She stated “he comes from strong gens” on her side of the family, is fresh in my mind. But there were many medical and psychological issues on her side of the family as we talked over the weeks to come. I learned additional resources per the maps websites and instructional sources/strategies from the IEP. A. What is the data I collected and how did I collect it The data I collected were conference notes of the parents, an IEP, Map Test Results, student’s work and anecdotal notes. I acquired the parental notes by speaking with the parents regarding their concerns about their child. The father shared a copy of the child’s IEP and Map results. While working with the student I made notes on the sessions and assignments.
 * 1) Research Question and Why the topic was researched?
 * 2) Data Collection
 * 3) Data Results
 * 4) Details of Case Study
 * 5) Family & Student History
 * 6) Chronological Sessions and practices/ outcomes
 * 7) Closure of sessions

B. What did I find out from the data/research (This is the area where you can "tell your story" - like the model we saw in class last week) From the research I learned there are many facets that affect the education of our children, from the classroom to the community at large. I learned the lack of information and training the teacher’s are unaware of can create more misunderstandings in instructing the child to the best of their ability. Many teachers do the very best they can with the skills, training and tools they have available to them.

// From this article I will take away and be reminded of seeing the individual student, their // // personal strengths, work to identify their learning styles, patients, seek to understand // // behaviors and redirect with positive instruction. The idea of revisiting information was stated. // // I used this theory this summer. We would revisit in a number of ways, areas, and students // // struggled in like counting money, borrowing, and division as we move along to other areas of the curriculum. //

//Recognition of elements that affect like Environmental- lighting, temperature// //Emotional-motivational, persistence, responsibility and structure affect ones response for instance persistent students may need breaks during learning.// //Sociological-work strategies, individualized cooperative/group learning// //Physical-perceptual strengthens intake time of day require mobility/ motion, movement// //Perceptual strength- in learning; Dunn & Dunn (1979) claim 20-30% appear to be auditory.// //Psychological- elements of learning styles global verses analytical left verses right brain learners, impulsive verses reflective.//

IV. What does all this mean? Conclusion Section: A. this is what I have I learned overall I learned specifically, the needs of this student and how to best work with him through instruction and gaining the best of our time together to help him gain skills and build self confidence in his academics. He had accepted the fact that he was slower than other students in some area but was willing to learn the material as best he could and was willing to get help to learn more. In my observations I learned to pay more attention to his gestures and facial expressions, these were non verbal communication calls for help, he was unable to express the help he needed or at what point the confusion appeared. Once we were comfortable talking I could ask him why at this point did he make the gesture or expression. He would share more or I would offer for us to try again, he would agree and we would take it step by step together, to ensure he gained a better understanding. I learned to model more, work step by step, having him show me or tell me the steps to the process. We worked on organization, like aline numbers to add /subtract. 7 8 9 4 8 9  +__1 5 3__

In his Spelling / writing I taught him to use index finger spacing.

I figured out a variety of materials to use as manipulative. Such as number lines, alphabet charts to use for recall. I used scrap paper to work together on areas of problems. I searched the internet to find a variety of resources for lessons and activities. Example: Word family activities to cut and paste. He liked these types of activity.

I noticed with him the time of day and weather, environmental stimulants affected his attentiveness; also his medical condition and if he had taken medicine. If he was dealing with asthma and or allergies he was less attentive, due to the drowsiness of the medicine. He was anxious during baseball session for the sessions to be over. He also was excited to tell me the game results. We were able to relate some of baseball sceneries in his lessons and he enjoyed that and food was all ways a winner, usually fresh fruit. One day I had shopped for fresh fruit and had it sliced so he used it for small math addition and subtraction word problems.

B. How I and my students have changed because of my research? I have gained a better understanding of my student’s challenges and strategies to effectively work with the students at a level that will capture their attention.
 * //I have come to a frightening conclusion. I am the decisive element in the classroom. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.//**
 * //In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. (p. 16)//**

// Common Behavioral Indicators are: // // Frequently distractible, excessive fidgeting/squirming, difficulty following directions, inability to muti-task to completion, poor listening skills, frequently misplacing items, impatient, requires immediate gratification, not aware of the consequences for their action but all about the moment and rewards. They tend to zone out but their minds are in motion, but not on the present task. //

// The strengths are: better focus on high intensity activities, video games, computer activity, and sports; usually artistic and good spacial reasoning. // // Socially the students appear introvert, low self- worth, low self- esteem. There seem to be some genetic connection. // //ADHD (Attention Deficit Disorder/Hyperactivity disorder)is identified with these common behaviors as lack of self consciousness, impulsive, unconscious action, disregarding others, taking others things, butting in, taking others turns, disruptive behavior and are extraverts.// //Add identifiers vary with each person. Suspected contributors are alcohol, prenatal drugs, lead poisoning, diet, pregnancy complications and birth trauma.// //Statistics show that 1/3 of LD (Learning Disabled) students have AD and 50% of ADD students have at least 1 or more specific learning disabilities.// //ADD affects reading rates, language deficits and mental math calculation abilities.// //Additional associated disorders are anxiety, depression, bipolar agitation of mania, substance abuse, high risk behavior, dissociative states, borderline personality’s features, conduct disorder and obsessive- compulsive disorder; cited by Hallowell & Ratey (1994)//

Dealing with the challenges of ADD can be perplexing and exasperating for the student, for their teachers, and their parents. The first step to helping these students is to recognize that they have probably experienced an inordinate amount of frustration and both internal and external attacks on their sense of self-esteem and self-worth. Given budget issues, the growing number of identified special education students and the underfunding of special education, the most com­mon setting for ADD students is the inclusion regular classroom. Teachers in regular classrooms need to be flexible and committed to working with ADD students on a personal level. These teachers need to be aware of the biological/physi­ological nature of ADD, and it is imperative for them to establish a supportive working relation­ship with the student’s parents or home caregiv­ers. Both Diamond (2005) and Brown (2007) remind teachers of the situational specificity of the symptoms. These researchers observe that almost every ADD student has periods of excellent executive functioning. Video games and athletic events, for some, can serve as examples of this normal func­tioning. Consequently, both teachers, and parents or care givers have to guard against the rationale of … “if you can focus in one place, then why can’t you pay attention in the classroom”. The problem is not one of will power but “a chronic impairment in the chemistry of the management system of the brain” (Brown, 2007, p. 26).

C. Future implications for my teaching? My future instructions and connections to the students and family will be to work with the child as an individual and work with using identified strategies. //Information I will Take Away:// //As a teacher to be patient, listen, show care and concern for the learner and your instruction, provide encouragement, seek an understanding, be resourceful, modeling more often in a group and individually, build self esteem and self worth by giving opportunities of leading roles, taking responsibility through citizenship positions, availing them warnings if they are to respond to the information being presented and vary your instruction and tools to enhance learning and retention.// //There were some methods shared that colleges were also shared I class, such as greeting the students upon entry, using their names and be culturally aware.//
 * //Consider the student’s needs, abilities and instructors increases success.//**

D. Questions I am left with? I am yet concerned as to ways to spread the information to more educators to make their jobs less frustrating in dealing with the children, by understanding more about the students physical concerns.

E. Other research I may engage in the future I will further my studies in special education sources to be able to better service the students and families. I plan to study ESL for a certification.

** TLA Program - Denise's Field Experience Documentation **
 * (10 hours per course)**

FIRST ADD INFORMATION INTO YOUR WORD DOCUMENT, THEN TRANSFER INFO TO CHART.MAKE SURE TO SAVE FREQUENTLY.
Field Experience Activities include journal entries, activities in your classroom, online interactions with your colleagues.
 * Field Experience:** Every student in the TLA program is required to document 10 hours per quarter of field experience or classroom applications. These activities will document your applications of the theories and practices encountered in your coursework, as well as your growth and application of the Nine Outcomes of the TLA program. The purpose of field experience is to help you to make connections to your thinking, deepen your insights into these new connections, and ultimately guide you in discovering how these insights can, have, or will transform your professional practice.

This document has two purposes. One, it gives each student a place to record their field experiences. Second, perhaps more importantly, it provides an opportunity to reflect on those experiences. THE COMPLETED 10 HOURS MUST BE COMPLETE AT THE END OF THE QUARTER.

For each activity, please complete the chart below. Use the Reflection Questions below as a structure for your reflection on the activity; your reflection should include as many of these questions as possible, but need not be limited to these questions.

quarter || Course || Date of Activity || Duration (give approximate time spent in/doing activity): || Activity (describe briefly, if possible provide an artifact to document) || Reflection (please answer as many of the questions listed above as possible. Take as much time and space as you need to be thorough) || 6 || 533 533 || 3/5/13/13 3/6/13 3/7-8/13 || 1 hour resource search 1 hour instruction 10 sessions 1 hour resources 10 sessions || Genre- Literature || The class connection is differentiated learning and modification of the instruction. Authors Purpose The literature purposes covering stories, poems,plays. the students were not able to recall a story. So I decided to modifi the lesson by beginning at Nursey Rhymes. I went on the internet to find nursery rhymes, activities and videos. I located rhymes as stated above to meet the students grade levels and abilities. For grades K5-2nd & 5th- 6th (functioning at a PP- 1st grade reading level) Initial instruction: I explained to the students the purpose of our lesson was to identify the Author's Purpose Next I shared with the students what types of stroies we would be working on for the day which are fiction / reality, folk tales, tall tales and folk lures. I had worksheets and books as samples of these types. I asked the students if they knew a nursery rhyme? Many did not understand the question. So to ignite their memories I recited Hickory Dickory Dock and they chimed in with me and were making the motions. I printed pictorial rhymes with the verses. I shared one of the pictorial worksheets with each child, I allowed them to recite if they knew i the nursery rhyme or to read it if they didn't know the nursery rhyme. We identified the rhyming word, if there were any and talked about why the author wrote it based on the words in the rhyme. For example: Hickory Dickory Dock- the moving of the hands on a clock, events take place within time. The students colored the worksheet. (K5 - 2nd grade) We shared various videos for the nursery rhymes and noted different versions. We listened to an Anasis Folk tale and discussed the difference in types of stories. As well as to identify the author's purpose. The 7th & 8th grade, explored rhymes and shared the ones they knew and learned a few extra verses and versions of the nursey rhymes. We shared folk tales, tall tales, fables and myths while identifying the diffence of the story types, writing styles, cultures and purpose. We read short stories, tales and viewed videos and listened to stories of various cultures and types. The students selected books to review and read. They shared the story summary with their friends. The story time to just review the book was to enable the nonreadesr to feel confident in their time to story tell. I read several of the books to the group to ensure each child was able to share in the reading activity. Through these activities I learned a better view of the curriculum and it's focus. I learned to dig deeper to reach the knowledge base of the students being served to provide instruction for the curriculum being taught. I learned it is important to vary the types of instruction, so that each child in a group recieves their learning style that will capture their attention and to allow them time to share their learning experience. each of the various styles of sharing material I was able to identify their attention being drawn in to the lesson. I learned was to provide instruction at all of the students levels like visual, auditory, creativitly. I learned a better view of the curriculum, meeting the material to complete the student's check list. I learned additional resources to use. I also gained a review of the story types and writing styles. I learned of new authors. The result of this lesson was to help the students to be able to identify different story types, writing styles and the author's purpose for writing. In this lesson I learned to share with my peers the resources I used to instruct the lessons, for which they were glad and appreciative for the ractivities. I liked that the variety helped me to have some enthausiam in instruction. We maximazed the time. I learne d several methods to get responces and participation out of all of my students on task at one point or time within this lesson. The TLA Outcomes covered were: ESR 533 Course Goals and Student Learning Outcomes 1. Share their ongoing research and respond to each others’ work in critical and constructive ways. Through using a number of resources I was able to sha re owth NLU peers ans sttaff members. we discussed the relationship as related tothe curriculum and studetn's abilities. 3. Situate their projects within the conceptual writings and research of others by continually reviewing, responding to, and integrating related resources and participants. My action research has helped me to see the importance of reaching each child through their many learning styles and attention span lengthes. 4. Engage in a variety of analyses of their data to discover/create key links, patterns, and metaphors that help enlighten the nature of the relationship between their work and their students’ learning. Yes, my instruction required me to be observant to the data resurces, and encouraed me to try many variations to gain the students active attention. 5. Examine a variety of ways student learning can be improved through systematic analyses and instructional redesigns based upon student responses to instruction and learning environments. Yes, I was required to try several methods and strategies to be successful at theis lesson. 6. Understand the rich professional potential of evolutionary change based upon data carefully collected and analyzed, and then applied to improve student learning. I shared with my peers. 7. Explore ways to increase their capacities to apply their knowledge of technology through their research experience. Yes, i was excited to use internet sources for auditory and visual aids, since in my research it stated that students woth low attention spans need sivid action visuals, such as video games and fast paced moving activities. we also used motions to reply ans vote responces to the wriring types an s sounds, rhymes. 8. Understand how action research can facilitate change, school improvement, and community leadership. Agreeably, my research material has made an impact on my instruction and teaching style. It has caused me to be resourceful to meeet each students level and ability to gain the skills wothin the set curriculum and lesson. || Next they were to race from one end to the other end of the gym as I callled their letter. the third part was to make the alphabet sound and name a word that began woth their letter. K5 || Next they woud review the errors and share how that affected the comprehension of the story. || Add rows as necessary.
 * Reflection Questions**: **//How or why did you choose to document this activity? What was the outcome? What was the result of this activity? What TLA Outcome or Outcomes (if applicable) did this activity provide you more insight into? What did you learn about yourself, your peers, your students, as a result of this activity?//**
 * Quarter 10hrs/
 * 6
 * K5-8th Grade**
 * ||  || Date || Duration || Activity ||   ||
 * 7 || 543 || 5/23/13 || 1.5 hr || Assessment || I set up the learning environment to be quiet by reducing the number of students present. Since the other students had completed their assessment prior i just had the one student attend. 8th Grader ||
 * 7 || 543 || 5/30/13 || 1.5 hr || Alpha Sequencing || I provided the students wit an alphabet card nd asked them to line up in order, holding their card in front of them.
 * 7 || 543 || 5/3/13 || 1.5 hr || Alpha Recognition || The class was held outside o the tot playground. The students were given sidewalk chalk and assigned an alphabet to write on the ground in a designated area. The students wrote the upper and lower case. As in the "Simon Says" gme I would call a student and a letter they were to run tothe leteer and stand on or by it depending on how many students were assigned to that letter. K5 ||
 * 7 || 543 || 5/6/13 || 3.0 || Reading Fluency || The students would read and their peer would highlight the word the reader skipped, misread /pronounced.