1) Provide a brief plot line.
2) What important messages are within the film that are important to teachers?
Forest Gump
Forest Gump is a man who is learning impaired but does not let that get in the way of his ability to achieve greatness. The story starts by introducing you to Forest who is teased, labelled and bullied by those around him. However, within these dark situations shines the dedication of his mother, his friends that he makes along his way and the people that see potential in him. In this movie Forest plays college football, joins the army, earns a medal for heroism, plays professional ping pong, runs an inspiring trek across the United States, falls in love and fathers a child. Not bad for a man who was told he wouldn't accomplish anything!
Forest Gump is an inspiring tale that encourages us to look beyond the disability and instead see the potential in every individual. The idea that everyone is capable of greatness. In fact like the character of Forest many important historical figures were labelled as a child. Albert Einstein is a perfect example. While Forest Gump is a fictitious character I would urge people to see the honesty and sincerity in this movie. It's time that we take the time to find the talents in all students, to stop judging and to start clearing the path towards creating a world where EVERYONE can have the opportunity to meet with success.
Great ability develops and reveals itself increasingly with every new assignment. Baltasar Gracian
Monday, February 25, 2008
Sunday, February 10, 2008
Assignment 9
Please provide a reflection on your learning in Ed3602. What parts of the course are meeting your needs as you think about serving students with special needs in your classroom. How much better prepared are you today than 5 short weeks ago? Are there changes that you would recommend within the course to improve its nature? Please keep in mind that the length of the course is limited so if recommending additional content, what sections do we examine dropping -- always a challenge!
I feel that the most important thing that I got out of this course was the diverse nature that we may meet in our years of teaching. Much else was somewhat review for me having had my education foundations completed and having a mother and aunt who work with students with special needs.
One thing that I would have liked to learn more about is IPP's as they are a very big reality to us as teachers. I wold really have liked to make up some real examples more in depth in class. An area that I would recommend cutting down is the portion on Differentiated Learning as much of it is review for PSII.
I would say that I am a little more prepared to go into a classroom then I was prior to this class. Moreso due to that idea of becoming more aware of students needs. I found the WIKI's extremely informative and encouraging. There is a breadth of knowledge at our fingertips and therefore we need not worry about not knowing about our students condition.
I feel that the most important thing that I got out of this course was the diverse nature that we may meet in our years of teaching. Much else was somewhat review for me having had my education foundations completed and having a mother and aunt who work with students with special needs.
One thing that I would have liked to learn more about is IPP's as they are a very big reality to us as teachers. I wold really have liked to make up some real examples more in depth in class. An area that I would recommend cutting down is the portion on Differentiated Learning as much of it is review for PSII.
I would say that I am a little more prepared to go into a classroom then I was prior to this class. Moreso due to that idea of becoming more aware of students needs. I found the WIKI's extremely informative and encouraging. There is a breadth of knowledge at our fingertips and therefore we need not worry about not knowing about our students condition.
Friday, January 25, 2008
Web Activity: Nicole and Kim Starchuk
What are the roles and responsibilities for all teachers in a classroom?
To provide a positive learning environment for EVERYONE!! To believe and follow the principal that everyone has a right to an education and CAN learn.
What are the roles and responsibilities for teachers of students with exceptional needs?
To learn as much as they can about their interest, needs, exceptionalities and learning styles. It is also the teacher’s responsibility to work with the family, specialists and others involved to ensure the child success in their educational process.
1. What is inclusion? Inclusion means that everyone belongs but it is often used only in the context of educational settings, or including students with exceptional needs into a “regular” classroom. A question that often arises is; what are the benefits of inclusionary settings?
Inclusion is the belief that everyone has a right to an education and has something to offer to society; the idea that society has much to gain from the perspective/contribution of a person with a special need.
An inclusive classroom encourages the opportunity to expose all children to diversity within a smaller construct and fosters tolerance, acceptance, appreciation for student limitations and exceptionalities. It also encourages a strong sense of community, while empowering students with the belief that they can in-still change and encourages the democratic process that everyone can make a difference.
2. Identification of students with exceptional needs in Alberta. In order to determine whether a learner requires the services of special education, what decision-making would be undertaken at the school level? Please skim the Alberta Education document Special Education Standards to note what steps would need to be taken.
- Identify
- Involve the parents
- Request info from the parents about the child
- Provide info to staff that describes exceptionality
- Make training for staff available concerning exceptionality
- Develop and use formal and informal checklists.
3. Four key areas are defined within the Special Education Standards document: access, appropriateness, accountability, and appeals.
Access: Students have the right to an educational school year under the school act.
Appropriateness: Educational outlines are designed specifically around the students needs.
Accountability: The obligation to answer to the execution of the assigned responsibilities.
Appeals: Protects the rights of the student and the parents in difference of opinions concerning the child’s education.
As a teacher we must know and follow the guidelines when identifying and introducing a specialized educational program.
4. Who are the children who are considered to be students with special needs in Alberta schools? You may be surprised with how some of the statistics “cluster” around particular categories of exceptionalities.
1) Learning Disability: A cognitive disability; a disorder of thinking and reasoning.
2) Severe Emotional/ Behavioural Disability: social adjustment, problems in “everyday intelligence”, self-concept, social acceptance, classroom behavioural difficulties
3) Mild Cognitive Disability: Mild disability concerning thinking and reasoning.
4) Severe Physical or Medical Disability: Requires medical attention. Ex: Cerebral Palsy.
Decreased: 1) Learning Disability (*see above) and 2) Communication Disability: Concerning the exchange of information, ideas, feelings, needs & desires.
There has been an increase in some exceptionalities because several reasons including: more awareness= more children being identified, break down of the nuclear family/single parent homes, increase in ESL students and so on…
There has been a decrease in some exceptionalities because of: education= awareness that “alcohol can result in FAS”, programs employed pre-kindergarten (early identification), specialists available at greater rates.
5. Open the IPP document you just downloaded. Read the twelve essential elements required within an IPP? (See page 24 within the PDF).
assessment data (diagnostic assessment data used to determine special education programming and services)
current level of performance and achievement
identification of strengths and areas of need
measurable goals and objectives
procedures for evaluating student progress
identification of coordinated support services
relevant medical information
required classroom accommodations
transition plans
formal review of progress at regularly scheduled reporting periods
year-end summary
parent signature to indicate informed consent
6. Read pages 28 to 34, which provides some detail on each of the above essential elements.
Bobby: Disorder- Aspergers Syndrome
Strength: Bobby has excellent fine motor skills and is comfortable with the computer.
An Area of Need: Strategies to improve communication with others and strategies to cope with anxiety.
Goal: Bobby will be able to recognize when he is feeling anxious and will breathe deeply while counting to ten in order to help him calm down.
7. Very briefly browse the remainder of the document (very briefly as it is HUGE).
Chapter 7’s ‘Making Goals Meaningful, Measurable and Manageable’ was extremely helpful in that it encouraged having a focus, keeping your goals and objectives in mind, having specific and attainable goals and creating goals that hold meaning to the students and consider the curricular objectives. As teachers we need to ensure that our IPP’s are direct and meet the needs of student. This chapter also includes sample IPP Storyboard Planners that we found extremely useful.
One strategy that is most salient to me is the measurability of the goals because assessment is the key to ensuring that the student’s goals have been and are being met. Having measurable goals also allows students to appreciate progress and reach some level of success with each assignment. As for teachers, measurable goals give us a focus and reduce the pressure surrounding the IPP.
To provide a positive learning environment for EVERYONE!! To believe and follow the principal that everyone has a right to an education and CAN learn.
What are the roles and responsibilities for teachers of students with exceptional needs?
To learn as much as they can about their interest, needs, exceptionalities and learning styles. It is also the teacher’s responsibility to work with the family, specialists and others involved to ensure the child success in their educational process.
1. What is inclusion? Inclusion means that everyone belongs but it is often used only in the context of educational settings, or including students with exceptional needs into a “regular” classroom. A question that often arises is; what are the benefits of inclusionary settings?
Inclusion is the belief that everyone has a right to an education and has something to offer to society; the idea that society has much to gain from the perspective/contribution of a person with a special need.
An inclusive classroom encourages the opportunity to expose all children to diversity within a smaller construct and fosters tolerance, acceptance, appreciation for student limitations and exceptionalities. It also encourages a strong sense of community, while empowering students with the belief that they can in-still change and encourages the democratic process that everyone can make a difference.
2. Identification of students with exceptional needs in Alberta. In order to determine whether a learner requires the services of special education, what decision-making would be undertaken at the school level? Please skim the Alberta Education document Special Education Standards to note what steps would need to be taken.
- Identify
- Involve the parents
- Request info from the parents about the child
- Provide info to staff that describes exceptionality
- Make training for staff available concerning exceptionality
- Develop and use formal and informal checklists.
3. Four key areas are defined within the Special Education Standards document: access, appropriateness, accountability, and appeals.
Access: Students have the right to an educational school year under the school act.
Appropriateness: Educational outlines are designed specifically around the students needs.
Accountability: The obligation to answer to the execution of the assigned responsibilities.
Appeals: Protects the rights of the student and the parents in difference of opinions concerning the child’s education.
As a teacher we must know and follow the guidelines when identifying and introducing a specialized educational program.
4. Who are the children who are considered to be students with special needs in Alberta schools? You may be surprised with how some of the statistics “cluster” around particular categories of exceptionalities.
1) Learning Disability: A cognitive disability; a disorder of thinking and reasoning.
2) Severe Emotional/ Behavioural Disability: social adjustment, problems in “everyday intelligence”, self-concept, social acceptance, classroom behavioural difficulties
3) Mild Cognitive Disability: Mild disability concerning thinking and reasoning.
4) Severe Physical or Medical Disability: Requires medical attention. Ex: Cerebral Palsy.
Decreased: 1) Learning Disability (*see above) and 2) Communication Disability: Concerning the exchange of information, ideas, feelings, needs & desires.
There has been an increase in some exceptionalities because several reasons including: more awareness= more children being identified, break down of the nuclear family/single parent homes, increase in ESL students and so on…
There has been a decrease in some exceptionalities because of: education= awareness that “alcohol can result in FAS”, programs employed pre-kindergarten (early identification), specialists available at greater rates.
5. Open the IPP document you just downloaded. Read the twelve essential elements required within an IPP? (See page 24 within the PDF).
assessment data (diagnostic assessment data used to determine special education programming and services)
current level of performance and achievement
identification of strengths and areas of need
measurable goals and objectives
procedures for evaluating student progress
identification of coordinated support services
relevant medical information
required classroom accommodations
transition plans
formal review of progress at regularly scheduled reporting periods
year-end summary
parent signature to indicate informed consent
6. Read pages 28 to 34, which provides some detail on each of the above essential elements.
Bobby: Disorder- Aspergers Syndrome
Strength: Bobby has excellent fine motor skills and is comfortable with the computer.
An Area of Need: Strategies to improve communication with others and strategies to cope with anxiety.
Goal: Bobby will be able to recognize when he is feeling anxious and will breathe deeply while counting to ten in order to help him calm down.
7. Very briefly browse the remainder of the document (very briefly as it is HUGE).
Chapter 7’s ‘Making Goals Meaningful, Measurable and Manageable’ was extremely helpful in that it encouraged having a focus, keeping your goals and objectives in mind, having specific and attainable goals and creating goals that hold meaning to the students and consider the curricular objectives. As teachers we need to ensure that our IPP’s are direct and meet the needs of student. This chapter also includes sample IPP Storyboard Planners that we found extremely useful.
One strategy that is most salient to me is the measurability of the goals because assessment is the key to ensuring that the student’s goals have been and are being met. Having measurable goals also allows students to appreciate progress and reach some level of success with each assignment. As for teachers, measurable goals give us a focus and reduce the pressure surrounding the IPP.
Tuesday, January 22, 2008
Class Reflection: Asssignment 5
In your blog, please provide your thoughts on the following three items. First, provide brief reflection on those learnings from the course that you feel have been most helpful in your development as a teacher. Second, provide brief reflection on those learnings that still need 'brushing-up' -- possibly on your own or possibly in class. Finally, provide brief reflection on specifics you hope to see in the last half of the class.
As someone who has had a range of exposure to education (my mother is an AID. my brother is a principal, my aunt is a special needs instructor and my sister is a teacher) I found a lot of this class to have simply re-stated areas that I already knew as being important to the educative process. While my experiences have been very individualized it has been very informative to relate these experiences to the broader examples laid out in class. I would say that the class has mainly been a facilitator of guiding previous knowledge and encouraging me to think more critically and assess where I want it to fit within my classroom.
I think that the class would really benefit from a strategy building class. We are told that inclusion is overwhelming, time consuming and necessary and yet there have been no suggestions given on how to cope specifically, aside from the one video. I think that as this will be such a huge part of our classes that it would benefit us greatly to spend a little more time touching on strategies specifically.
I would still like to see examples of IEPs. I think that it would be extremely beneficial to make one up as a class. Maybe learn some strategies to make them seem less daunting; break them down into steps that are more manageable.
As someone who has had a range of exposure to education (my mother is an AID. my brother is a principal, my aunt is a special needs instructor and my sister is a teacher) I found a lot of this class to have simply re-stated areas that I already knew as being important to the educative process. While my experiences have been very individualized it has been very informative to relate these experiences to the broader examples laid out in class. I would say that the class has mainly been a facilitator of guiding previous knowledge and encouraging me to think more critically and assess where I want it to fit within my classroom.
I think that the class would really benefit from a strategy building class. We are told that inclusion is overwhelming, time consuming and necessary and yet there have been no suggestions given on how to cope specifically, aside from the one video. I think that as this will be such a huge part of our classes that it would benefit us greatly to spend a little more time touching on strategies specifically.
I would still like to see examples of IEPs. I think that it would be extremely beneficial to make one up as a class. Maybe learn some strategies to make them seem less daunting; break them down into steps that are more manageable.
Saturday, January 19, 2008
Differentiated Learning
In your blog, please provide your reflection on three key areas within differentiated instruction that you envision that you will need to focus upon initially? In class we discussed that effective differentiating instruction is not developed 'overnight'. As such, what are the three key areas that will be a focus for you as you start teaching.
Organization
Environment
Evaluation/Assessment
I am a big believer that good organization is the key to a successful differentiated classroom. As differentiated learning requires a lot of movement throughout the classroom students need to know where everything is, where to go and how to get there efficiently. When this is available to the students less time is wasted in class. It also frees the teacher to spend more time teaching and less time explaining. Organization also helps with classroom management which is also a big time stealer and as time is always a deterrent to using differentiated learning it is an important to be efficient.
Having a positive classroom environment is essential to a differentiated classroom. In order to have your students working together, sharing and exploring learning they must be comfortable with each other. As a teacher I would foster a positive atmosphere for the beginning by encouraging students to get to know each other, learn each others names and by show casing student’s talents and skills to each other. If the students feel that they are in a fail proof environment then they are more likely to blossom in a differentiated classroom.
I feel that assessment, pre-testing, mid-testing and so on are an important aspect of differentiated learning. Before I can differentiate to my students needs I have to know their capabilities, strengths and weaknesses. It is pivotal that I know where my students are at all times so that I can challenge them and ensure that they can and will succeed. I will also work to build rubrics etc with my students so that they have a full understanding of the expectations in my classroom. It is my role as a teacher that I ensure that my assessments are fair, consistent and valuable.
Organization
Environment
Evaluation/Assessment
I am a big believer that good organization is the key to a successful differentiated classroom. As differentiated learning requires a lot of movement throughout the classroom students need to know where everything is, where to go and how to get there efficiently. When this is available to the students less time is wasted in class. It also frees the teacher to spend more time teaching and less time explaining. Organization also helps with classroom management which is also a big time stealer and as time is always a deterrent to using differentiated learning it is an important to be efficient.
Having a positive classroom environment is essential to a differentiated classroom. In order to have your students working together, sharing and exploring learning they must be comfortable with each other. As a teacher I would foster a positive atmosphere for the beginning by encouraging students to get to know each other, learn each others names and by show casing student’s talents and skills to each other. If the students feel that they are in a fail proof environment then they are more likely to blossom in a differentiated classroom.
I feel that assessment, pre-testing, mid-testing and so on are an important aspect of differentiated learning. Before I can differentiate to my students needs I have to know their capabilities, strengths and weaknesses. It is pivotal that I know where my students are at all times so that I can challenge them and ensure that they can and will succeed. I will also work to build rubrics etc with my students so that they have a full understanding of the expectations in my classroom. It is my role as a teacher that I ensure that my assessments are fair, consistent and valuable.
Aspergers
In your personal blog provide an entry that first very briefly describes John Elder Robison. What are his strengths and what are his challenges? Second, describe some of the approaches you would use as John's teacher when he was a youth.
John Elder Robison is an incredible individual who has persevered over adversity and embraced his strengths in a truly inspirational way. He is a true testament to the fact that everyone can succeed with the right focus. I was extremely moved by his ability to recognize his weaknesses and move beyond them. John, though finding social situations difficult to cope with still gave speeches and participated in social events; admitting that they are difficult he mentions strategies that he uses to remain calm. I am a true believer that with the right strategies anyone can achieve success which John is a true testament of.
I admit that I know very little about Aspergers and had to do some digging to get a grasp of what it involves. Luckily, John had a wonderful link on his sight to a specialist on the condition Dr. Tony Attwood. He described Aspergers as not being a disease or mental illness and encouraged people to look at it as being more of a matter of personality. He distinguishes individuals living with Aspergers as having a heightened intelligence in specialized areas with loads to contribute to society, as any individual does! They are extremely resourceful and can often find solutions to problems that others can’t; those with Aspergers see the world from a different perspective; an amazing gift when equipped with the right strategies. People with Aspergers can’t read subtlety in body language, don’t like change and can be overly critical. They also have a sensitivity of the senses and touch, noise etc can be overwhelming for them.
As a teacher I would provide structure and organization to help my student cope with day to day changes in the classroom. I would also allow them time to explore their area of specialty and use that to encourage socialization with their peers. One strategy that Dr. Attwood mentioned was allowing your student to listen to music on an ipod etc... He also suggests physical activity as an excellent way to help the student cope with stress. Thought blocking or focusing is also an excellent way to help students cope. I would also realize that they are limited socially and be aware of the student’s level of comfort. Socialization can be taught but should be done so using steps by which the student can function successfully. It would be my job to ensure that I know my student and used that knowledge to teach accordingly.
John Elder Robison is an incredible individual who has persevered over adversity and embraced his strengths in a truly inspirational way. He is a true testament to the fact that everyone can succeed with the right focus. I was extremely moved by his ability to recognize his weaknesses and move beyond them. John, though finding social situations difficult to cope with still gave speeches and participated in social events; admitting that they are difficult he mentions strategies that he uses to remain calm. I am a true believer that with the right strategies anyone can achieve success which John is a true testament of.
I admit that I know very little about Aspergers and had to do some digging to get a grasp of what it involves. Luckily, John had a wonderful link on his sight to a specialist on the condition Dr. Tony Attwood. He described Aspergers as not being a disease or mental illness and encouraged people to look at it as being more of a matter of personality. He distinguishes individuals living with Aspergers as having a heightened intelligence in specialized areas with loads to contribute to society, as any individual does! They are extremely resourceful and can often find solutions to problems that others can’t; those with Aspergers see the world from a different perspective; an amazing gift when equipped with the right strategies. People with Aspergers can’t read subtlety in body language, don’t like change and can be overly critical. They also have a sensitivity of the senses and touch, noise etc can be overwhelming for them.
As a teacher I would provide structure and organization to help my student cope with day to day changes in the classroom. I would also allow them time to explore their area of specialty and use that to encourage socialization with their peers. One strategy that Dr. Attwood mentioned was allowing your student to listen to music on an ipod etc... He also suggests physical activity as an excellent way to help the student cope with stress. Thought blocking or focusing is also an excellent way to help students cope. I would also realize that they are limited socially and be aware of the student’s level of comfort. Socialization can be taught but should be done so using steps by which the student can function successfully. It would be my job to ensure that I know my student and used that knowledge to teach accordingly.
Saturday, January 12, 2008
inclusion
Question:
Please provide your reflection on this change within your blog. How will this change of models affect your classroom? What are your thoughts with regard to these changes? Do you have initial ideas on how you will accommodate these changes?
I believe that the shift in education from isolation to inclusion is a positive one. As we are an ever evolving society so too must education challenge itself to achieve beyond the status quo and implement programs whereby ALL students needs can be met. Inclusion is an excellent step in the right direction however I am concerned with the lack of attention given to it. With classroom diversity at an all time high and other program implementations such as multicultural education, continuous programming, standardized testing and so on teachers are being bombarded with more and more information, objectives, mandates and school initiatives. While the goals behind these programs are often implemented with the best interests of the students in mind teachers are often left at the way side trying to define and at times figure out how they are to achieve all of these in the time allotted to them.
Inclusion on its own is a huge undertaking and I am concerned by the lack of knowledge base whereby a teacher can ensure they are meeting the needs of each and every student. To have the student’s best interests in mind is one thing. It is another thing to turn idealism into reality. We have to go beyond wanting the best for the child and instead DO what’s best for the child. I am not altogether convinced that full inclusion is always the best solution in it’s present form. I say this for several reasons: 1) resources- teachers often lack knowledge and resource help to cope with the range of children with special needs. 2) information- there is a current lack of programs aimed at equipping teachers with strategies to incorporate inclusion into their classrooms. In fact I believe U of L is one of the few education programs that have such classes mandated within their degrees. 3) money- there isn’t enough money to employ support staff or appropriate caregivers. 4) in extreme cases teachers are NOT trained in the medical profession and are unable to provide immediate care to those who require it.
While I do believe that inclusion can and IS a positive program for education I feel that a lot needs to be reviewed before we can call inclusion a ‘success story’. Until it receives the attention, funding and professional courtesy it deserves I am afraid it is just another program adding to the pressures on teachers today. As I have stated with the right attention inclusion has all the promise of being a truly beautiful thing and I hope that I can one day say with conviction that education is a truly inclusive stand of society.
Personally, I will accomodate these new demands by being as knowledgeable as I can about where my students are and how I can help them succeed within in my classroom. The more I know about my students the more I can gear my teaching style towards their learning style. I also believe that assessment should focus on growth and not on grade achievement. Each lesson should be appraoched with a goal and be considered successful when that goal has been accomplished. Reward students for achievements, focus on what they did well while keeping in mind that there are expectations on each and every student. I believe that high expectations show your students that you believe that they can succeed and that you will do everything to help them reach their full potential. For example: I will never use a bell curve because it tells my students that I don't believe that they can all learn.
Please provide your reflection on this change within your blog. How will this change of models affect your classroom? What are your thoughts with regard to these changes? Do you have initial ideas on how you will accommodate these changes?
I believe that the shift in education from isolation to inclusion is a positive one. As we are an ever evolving society so too must education challenge itself to achieve beyond the status quo and implement programs whereby ALL students needs can be met. Inclusion is an excellent step in the right direction however I am concerned with the lack of attention given to it. With classroom diversity at an all time high and other program implementations such as multicultural education, continuous programming, standardized testing and so on teachers are being bombarded with more and more information, objectives, mandates and school initiatives. While the goals behind these programs are often implemented with the best interests of the students in mind teachers are often left at the way side trying to define and at times figure out how they are to achieve all of these in the time allotted to them.
Inclusion on its own is a huge undertaking and I am concerned by the lack of knowledge base whereby a teacher can ensure they are meeting the needs of each and every student. To have the student’s best interests in mind is one thing. It is another thing to turn idealism into reality. We have to go beyond wanting the best for the child and instead DO what’s best for the child. I am not altogether convinced that full inclusion is always the best solution in it’s present form. I say this for several reasons: 1) resources- teachers often lack knowledge and resource help to cope with the range of children with special needs. 2) information- there is a current lack of programs aimed at equipping teachers with strategies to incorporate inclusion into their classrooms. In fact I believe U of L is one of the few education programs that have such classes mandated within their degrees. 3) money- there isn’t enough money to employ support staff or appropriate caregivers. 4) in extreme cases teachers are NOT trained in the medical profession and are unable to provide immediate care to those who require it.
While I do believe that inclusion can and IS a positive program for education I feel that a lot needs to be reviewed before we can call inclusion a ‘success story’. Until it receives the attention, funding and professional courtesy it deserves I am afraid it is just another program adding to the pressures on teachers today. As I have stated with the right attention inclusion has all the promise of being a truly beautiful thing and I hope that I can one day say with conviction that education is a truly inclusive stand of society.
Personally, I will accomodate these new demands by being as knowledgeable as I can about where my students are and how I can help them succeed within in my classroom. The more I know about my students the more I can gear my teaching style towards their learning style. I also believe that assessment should focus on growth and not on grade achievement. Each lesson should be appraoched with a goal and be considered successful when that goal has been accomplished. Reward students for achievements, focus on what they did well while keeping in mind that there are expectations on each and every student. I believe that high expectations show your students that you believe that they can succeed and that you will do everything to help them reach their full potential. For example: I will never use a bell curve because it tells my students that I don't believe that they can all learn.
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