Double Entry Journal #13

Chapter 6: Affinity Spaces

1. Give an example of a "community of practice" in which you are currently participating in.

During my 75 hour clinical at Mountaineer Middle School I am working alongside an experienced teacher who is helping me experience a "community of practice"

2.Why is the term "community" better defined in relation to spaces rather than groups of people?

It's difficult to define community through people rather than it is through spaces as people are so diverse and different.

3. What is a "generator"? What is it's counterpart in school?

A generator is a contained space in which a certain activity takes place. In a school setting the generator is the object of learning.

4. What is a "content organizer"? What is it's counterpart in school?

A content organizer is design of action. In a school setting the content organizer is the lesson plans that are being implemented.

5. What is a "portal"? What is it's counterpart in school?

A portal is a form of delivery. In a school setting,the portal would be the textbook or materials used.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?

An affinity space is where people come together for a common reason such as a common belief/practice.

7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.

"Affinity spaces" support inclusive classrooms as the students all share the common reason as to why they are in the classroom making a common ground for everyone.

1) Sense of Community

2) Problem solving teams.

1. A Sense of Community - An inclusive school is a school where every child is respected as part of the school community, and where each child is encouraged to learn and achieve as much as possible. In order to achieve that sense of belonging for each child, many schools have found that fostering a sense of community is of primary importance.

2. A Common Vision - A shared vision that sees each child as a respected member of the community brings a common goal and connectedness to every participant—parent, administrator, school staff, or student. Sharing a common vision produces a strong community sense and interconnectedness.

3. Problem Solving Teams - Teams comprised of significant participants in every child’s program are formed to make decisions concerning how a student’s individual needs may be met. Problem-solving teams determine the type and extent of special education adaptations and services needed for each child and develop the implementation plan for inclusive policies for each child. In this way, each child benefits from the expertise of many members of the school community, each of whom provides a specific perspective on the individual needs of that child. Typically, teams consist of principal, special education teacher, regular education teacher, counselor, parent, paraprofessional and specific resource people.

4. Parents as Partners - A significant addition observed in inclusive schools is the solid inclusion of parents as full members of the school team. Recognizing the valid perspective of parents, addressing their concerns and dreams for their child, and incorporating their wishes into the educational plan are all aspects of a successful problem-solving team.

5. Teachers as Partners - Teachers are finding increased collegiality and a reduction in the sense of isolation through partnering as co-teachers. Teaming by regular education and special education teachers provides classes with the expertise of not just one, but two teachers. In these situations, teachers learn from each other, gaining inspiration and finding solutions to problems they had difficulty solving alone.

6. Paraprofessionals as Partners - Paraprofessionals play an equally significant role by providing continuity and support for students, staff, and families. Insightful perspective in planning and consistent service delivery are two of the vital parts paraprofessionals play on the problem-solving team.

7. Students as Problem Solvers - Successful inclusive schools involve students as partners in the school community. As students are allowed a greater participation in the community, they become more responsible and effective in the inclusive process. Common among inclusive schools is the use of students as:

a. peer mediators - students trained to help resolve disputes among other students. b. peer tutoring - students help other students learn and review material. c. cross-age tutoring - older students helping younger students. d. cooperative learning - teams of students problem solving and working together. e. buddy systems - two children who agree to help each other; may be made up of any two children, regardless of educational status, who want to help each other. 8. Community Members as Partners - Community involvement has been increased through the use of volunteers to mentor students, provide tutoring and support, and support staff in varied and unique ways that enhance the diversity of the student body.

9. Using a Common Language - A sense of community is created by establishing a common language without the use of intellectual and confusing terms, so that all participants can equally understand.

10. Time for Planning - Inclusive practices require additional planning time and scheduling for collaboration. For inclusion to be effective, the increased time for planning must play a significant role.

11. Bringing Services to the Student - Considerable success is being experienced by schools that provide services in the classroom for children with special needs. Regular teachers are exposed to the specialized techniques resource teachers employ, and students do not miss general instruction or disrupt the cohesiveness of the class.

12. Flexible Scheduling - A major challenge is how to manage instructional time in the most efficient way, not only to teach the curriculum but also to build a sense of community. Each successful incusive school devised various methods to flexibility to meet the diverse needs of the school population.

13. Co-Teaching - All teaching partnerships require collaboration, compromise, and extensive communication. General education and special education teachers bring knowledge and skills to teaching. When paired together, these teachers pool their expertise. Generally, regular teachers have in-depth knowledge concerning specific curriculum or subject area, whereas special education teachers know how to modify and break down curriculum and how to adapt methodologies to meet the needs of individual children. When general education and special education teachers are placed in a situation where they can work together, they have more to offer the students and each other.

8. How are traditional classroom different from Affinity Spaces?

Traditional classrooms are different from affinity spaces as they do not carry the sense of community necessary to provide a successful outcome.