2. Weeks Date&
time
Number
of hours
Notes/activities
Week1 Feb. 9
11:30-12:55
Feb. 13
12:50-1:40
2.5 The first day is to use the calendar to record the dates,
objects and prices. Every student talk about the dates for
that day. We recorded the name of item, like Kashi bar,
Starbucks Mocha, Coffee and Goldfish. Also, we learn
how much we sell by comparing the difference of
quantities of last week and this week. We have the
inventory to buy things. Also, we calculate the total
amount of snacks by calculating the amount of items
inside inventory. Finally, we calculate the money we
make by multiplying the prices and quantities.
Week2 Feb. 16
11:30-12:55
Feb 20
12:50-1:40
2.5 Students:
We record the dates again. I find Hector moving around
and he cannot concentrate on the work. He likes to talk
with me and communicate with other teachers.
However, he cannot do work like remembering numbers
and calculating. I think he may have ADHD. Hector just
walked around and it seems that he doesn’t want to
study. Other students like Sabastian and Sadie cannot
calculate numbers and I help them use the calculators to
write the right numbers. Sabastian laughed at me and we
just laughed together. He is very friendly. Hector throw
those paper away sometimes and walk around when we
are calculating the quantity of items left in inventory.
What I can do is to use the calculator to help them
calculate the money we make through selling snacks.
Also, we worked as a group to calculate. Sabastian
carries the snacks to count and Sadie writes down the
number. A group calculate the total money and write
down improvement they can have, including replacing
one snack with another one.
Week3 Feb. 23
11:30-12:55
Feb 27
12:50-1:40
2.5 This week I worked with Hector, Sadie, Sabastian to sell
coffee, beverages, and snacks to offices and gyms in
first floor, second floor and the third floor. Sally pushes
the car. Hector talks to others to sell products. Sabastian
calculates the cash. When they sells the coffee, teachers
ask them how much the product is. Also, they calculate
how much to give back. After selling for one class,
Sabastian went to calculate the total profit. Sally went to
wash the coffee kettle. Hector and other classmates put
snacks and beverages back. When Sabastian was
calculating the cash, he learned to divide the money and
use calculator to count. After all of them, Josh praised
everyone in class to have a good sale outcome. Also, his
positive reinforcement is good to increase positive
behavior for selling.
3. Week4 March 2
11:30-12:55
March 6
12:50-1:40
2.5 This week one group stays in classroom to calculate the
number on receipt to calculate the money we make last
week. I work with Sadie, Sabastian, Hector and Tahau to
sell coffee and snacks around the building. One teacher
wants to buy one cup of coffee. However, the teacher
don’t have enough cash today. When students meet
emergency like this, Tahau called our teacher, Josh, to
check whether we can receive money tomorrow. After
Josh agrees, we offer the teacher coffee and provide
great customer services. Hector is better at concentrating
now. If he has problem with calculating, he will ask me
for help to calculate. Also, he has great customer
service. He communicates with other teachers in offices
and asks about their weekdays and weekends. The
teacher is very joyful to communicate with us and asks
us to eat pizza with him.
Week5 March 9
11:30-12:55
March 13
12:50-1:40
2.5 This week I went out to sell coffee and snacks with
Hector, Sabastian and Sadie. However, I find them still
having problems with calculating and remembering
numbers. I have doubt whether they have learning
disabilities and whether Hector has ADHD.
After class, I asked Josh to have more mathematical
practices with students and I will bring calculator to
class and cafeteria every time to help them calculate.
Also, I observe students. Sabastian is very steady and
does what he needs to do. Sadie is very responsible for
job and pushes the car. Hector is very good for talking
and communicating with others. Even though they have
some learning disabilities like remembering numbers
and computation, they are all both responsible and
friendly. I like them. I told Josh that they need more
practice for computation and mathematics.
Week6 March 16
11:30-12:55
March 20
12:50-1:40
2.5 I arrived on time:
This week, I took calculator to class for them to use.
Hector, Sabastian, Tahau and I sell coffee and snacks.
The teacher told she didn’t have change. Therefore,
Tahau called Josh that she didn’t have enough money.
Then Tahau, Hector, and Sebastian wrote down the
amount of money teacher owed and the snacks she got.
Finally, we offered great customer service to teachers.
When we finished, we said: have a great day! How do u
plan your weekend? Everyone enjoys our service.
Students also learn more about how to deal with
emergencies and how to interact with other classmates
and teachers. Also, students learn how to sell proactively
and ask: do u want any drinks today? We have fresh
coffee! We have new kind bars now. It’s better for your
health. I’m very glad for their improvements even
though they still have problems with computation.
4. Weeks Date&
time
Number
of hours
Notes/activities
Week7 April 6
11:30-12:55
April 10
12:50-1:40
2.5 I missed shifts due to illness. Also, I learn about learning
disabilities and ADHD. I find some symptoms which are
similar students in our life skills class. For example,
Sadie, Hector and Devontae have problems with
calculating. Hector and Guy cannot concentrate on their
work and want to move all the time. East High School
uses direct instruction to show them the process and teach
them how to sell, use equipment and calculate. Also, this
life skill class will teach them not only mathematical
problems and concentration, but also will teach them to
concentrate and interact with others. Hope those students
can improve gradually and contribute to society
successfully. :D
My bad: I have to set my behaviors regularly
Go to class every time. I need to tell Josh to improve
mathematical practice. Bring calculator next time.
This week, we sell coffee and snacks as usual. After that,
we cleaned the stuffs, calculate profits and classify snacks.
I understand that we should teach students with
disabilities the skills of life (flexibility) everywhere
through many mistakes. That’s the process of education.
Week8 April 13
11:30-12:55
April 17
12:50-1:40
2.5 In teachers’ class to make power point, when I came in,
Hector and other students were very surprised. Hector said
I’m his friends. The teacher was angry that Ashley is a
volunteer instead of your friends. She taught personal
space in front of classmates. I was surprised at first: I’m
their friend!” The teacher told me personally:” as a
volunteer, you should be a teacher to those students. There
are boundaries between you and students. You should try
your best to fulfill your roles. If you are friends, you may
develop romantic relationships with students. It’s not your
field to do so and you need to have responsibility for what
you do. I understand, as whether a student or volunteer, I
have different responsibilities. Also, I should do the things
inside my field. It’s logic and responsible to do so.
From this time, I understand that we should not only teach
life skills to students with disabilities, we should also
teach personal space and boundary to them from every
aspect of life.
5. Week9 April 20
11:30-12:55
April 24
12:50-1:40
2.5 Our selling team has done a great job for several weeks
and we make profits about 70 every week, so Josh gives
us reward for our hard working. He gives positive
reinforcement for students. One is to replace paper board
to reserve coffee with a new board. Another improvement
is to replace the coffee kettle with a new coffee kettle
which is easier and more efficient to use. Also, Josh
replaces the calculator with iPad, which calculate our
money and items easier and automatically. Moreover, Josh
offers them sign up forms to sign up for a new field trips
and tells them that they can have good relax and enjoy the
food during field trips. Josh uses positive reinforcement to
encourage students to have continuing passion for selling
and improving. I love Josh’s style of teaching. It’s both
instrumental and relaxed. He may need to give more
mathematical practices for students. After introducing new
field trips and equipment, we continue selling snacks. I
asked Sadie and Hector what they like and what they will
do during weekends. Sadie loves swimming while Hector
loves boxing. They also asks me what I’m going to do on
weekends. We have very good interaction. :D Hector
loves talking with me. I just share how college life is like
and my hometown in China. Also, we sell around all
floors. One teacher praises us that we help the teacher
keep healthy because we offer healthy food.
Week10 April 27
11:30-12:55
May 1
12:50-1:40
2.5 Today I stayed in classroom to help Sadie, Guy and
Devontae use cash to do mathematical practices on our
receipts. We put dollars separately to represent different
snacks. If we sell this snacks for two times, we put two
parts of dollars together and calculate the total amount of
dollars. Also, we list items on receipts to find the most
expensive item and the least expensive one, so students
learn how to compare different numbers to find the largest
one and smallest one. Finally, we calculate all prices of all
items, including cheese its, fruit snacks and coffee, to get
the total prices of all items we’ve sold. Also, in order to
get improvement, we try to replace Kashi Bars with a new
item, so students log in to computer in our classroom and
find a similar product like kind bars and write it down for
Josh to decide whether to buy it. With this practice of
mathematical model combining computation and
improvement in realities, Sadie, Guy and Devontae will
get more improvement in mathematics and numbers.
6. Week11
May 4
11:30-12:55
May 8
11:30-12:55
2.5 This week students have new field trips so they write
down their budget at first. They write down breakfast they
want from menu and write drinks they want. After that,
they calculate the total price for both food and drinks.
Also, Guy reads through items on menu to decide which
one to eat. When Devontae has difficulty calculating the
price, Guy says he will help Devontae and he helps
Devontae calculate the total price. Guy has learned how to
help and interact with others. I’m so glad to see his
improvement. After writing down budget, we sell coffee
and snacks around buildings. We begin to use the new
iPad to calculate the price and quantities of items. We
click the item like Starbucks, iPad will show the price for
Starbucks and quantity for Starbucks. After that, we click
change to see how much we should give back to
customers. If the customer give us five dollars, we click 5
dollars and iPad will show that we need to give back 2.5
dollars to customer. It’s very efficient to use iPad. Also,
we use new equipment, like larger coffee kettle, to
increase efficiency for selling coffee. Also, we add more
blenders on board for customers so customers will be
more satisfied for our services. Also, we print one chart
for all items and prices for items on board for customers to
see and compare prices. Students now are more able to
find the right cash like five dollars and right coins like one
quarter. They are more polite and say have a good day to
everyone. We make 47 dollars in total. Also, students all
get improvements in mathematics and social relationships.
After that, I help Josh with cleaning coffee kettle and Josh
says thanks for your help to me. He is a very polite teacher
who knows how to improve and do better job.
Week12 May 11
11:30-12:55
1.5
Today, Josh researches the nutritional information and
prices of different bars and decides to replace Kashi bars
with Kind bars, which are healthier.
I stayed in classroom to help Sadie, Guy and Devontae do
researches to compare the prices of two coffee kettles on
Amazon. They learn to log on website of amazon to insert
the name of coffee kettle. After that, they write down the
name and prices of two coffee kettles. I also recommend
them to look at the reviews of coffee kettle to decide
which one is better. Finally, we have a discussion and
write down the name of the most cost-efficient one.
After that, we go out to store to do research about ice of
new brand the compare it with the ice we use. We write
down the prices for each brand of ice per unit. Finally, we
decide to use the cheapest one as our ice and write down
for josh to do research and decide.
7. Total number
of hours
completed
29 It’s a wonderful volunteering experience.
Thanks for this course, our instructors,
teachers and students in East High
School. Great semester. :D
8. A. What we need to do in class
I came to East High School every Monday and Friday for the fifth class for life skills class to
help Josh, out Mathematics teacher, to teach students mathematical problems and life skills to
sell snack.
The first day was to use the calendar to record the dates, objects and prices. Every student talked
about the dates for that day. We recorded the name of item, like Kashi bar, Starbucks Mocha,
Coffee and Goldfish. Also, we learned how much we sell by comparing the difference of
quantities of last week and this week. We had the inventory to store snacks. Also, we calculated
the total amount of snacks by calculating the amount of items inside inventory. Finally, we
calculated the money we make by multiplying the prices and quantities. Also, we taught students
to sell, buy and keep track on how much money was in our bank account.
In another class, which was the cafeteria, we were divided into two groups. One group stayed in
classroom and calculated the total money we made on receipt. Another group pushed the car to
sell coffee and snack to teachers and students around the building. Everyone in the selling group
had different roles. One student pushed the car and sold snacks. Another student got cash and
gave back changes. The last student wrote down the name and quantity of item we sold on a
chart to record.
B. Models of teaching in East High School
East High School uses cooperative learning, which encourages groups of learners to work
together toward achieving a common goal (P187). For example, in the cafeteria, we worked as a
group to carry things, sold snacks and calculated quantities we have sold, dates and months.
Students were divided into two groups. One group was calculating money, finding new
9. commodities to sell and calculating the receipt. Another group was pushing the car full of coffee
and snacks to sell around all floor. In this group, we had different role sharing. One was pushing
the car. One was receiving the money and giving back changes. Another student was recording
the name of the commodity that we sold and recording the quantity of snacks and drinks that we
sold. Also, if one student had problem with calculating or remembering the names of
commodities, I or other teammate helped him or her to solve problems. Also, Josh asked
questions like: What will you do after receiving the bill? The student thought and used the
calculator to find out the change that we need to give back. Also, the selling team promoted role
sharing. In both teams, they facilitated individual assistance. This team method promoted
academic behaviors like calculating, social behavior like greeting customers and communicating,
and help-seeking behavior like asking help for calculating. What I can do in this teaching model
was to help them calculating, remembering names and numbers and facilitating social behaviors.
As a result, when we finished the work, we worked as a group to count the money we make and
clean all the stuffs like coffee kettle. As a team, we could find our own roles and help others do
the work like writing and memorizing numbers. At first, they had problems with calculating, so
Josh, our math teacher, and I just used different cash to practice calculating in classroom. Also, I
brought the calculator with them when we were selling outside of classroom.
Another teaching method that teachers use was team teaching. When students were selling coffee
and snacks, other special educators would buy snacks and observe whether students can count
the right number. If the student could not, teachers would show them how to use cash to do
calculations and give changes back to customers. In classroom, Josh would teach students to use
calculator to count numbers. Therefore, teacher and special educators worked together to teach
students life skills like Mathematics. The teachers would have systematic observation for
10. student’s role and make data collection for students (P28). If students still lacked the skills,
teachers would assist individually and give more practice.
Another life skill class used the instruction model of station teaching, which provided active
learning format for students to explore and do work individually. This class encouraged both
cooperation and independence. Students were divided into small groups to discuss their works
and discuss what they have learned. In this class, students were required to do research about
different animals like wolf. Teacher taught a student how to do research online one computer and
repeat the information to a new group of students (P25). Students started to do research on
computers about the shapes, habitats, characteristics of wolfs. After they did research about
animals individually, they made one PowerPoint to introduce this animal. Teachers wrote
questions about the animals by themselves and students answered questions about this animal on
PowerPoint. Also, they organized the materials into each page of PowerPoint and made the
content logic. The teacher in class asked questions like: what can you do to make others
understand more about the eating habits of wolf? This strategy can help increase students’
response and rate and help them discuss and exchange opinions. When teacher explained
questions about animals to one students, he still explained materials to other students, so the
students would learn independently or as a group to work efficiently. With the instruction of
group teaching, student learned how to do research, be curious about lives like animals and make
PowerPoint to present because they all learned how to do research and make PowerPoint from
teacher personally.
In East High school, teachers use different strategies to help students prepare well for transition,
which prepares students to participate fully in all aspects of community life. Such a curriculum
would need to address not only educational needs but also work behaviors, independent living
11. skills and recreational and leisure time activities (P35). Also, transition programs, like this
mathematics and social skills class, must be customized to the individual needs and desired
outcomes of each young adult. This mathematics life skills class can help students with learning
disabilities learn how to calculate, communicate with customers, help others and organize our
own behaviors and activities. As a result, students can learn to adapt to environment and deal
with social and interpersonal networks with other classmates and teachers.
C. Students with learning disabilities and how we can help them improve
Some students in our class have learning disabilities, which is a retardation, disorder or delayed
development in one or more of processes of speech, language, reading, writing, arithmetic, or
other school subject resulting from a psychological handicap caused by a possible cerebral
dysfunction or emotional disturbance (P205). I find those students have learning disabilities
because some of students in class have problems with mathematics. In some instances, students
have difficulty with computational skills, word problems, spatial relationship, or writing numbers
and copying shapes (P217). Other classmates may have problems with telling time,
understanding fractions and decimals, or measuring. Students in class have to talk about the date
every day in the beginning of the class. After that, they will practice math through the quantity
they sell, including the amount of snacks the inventory and the quantity they sell shown on the
data record on one notebook. They will find out the money they make by multiplying the
quantity of snacks and price per unit. Most students in the classroom have problems with
calculating the number. They have to use cash to practice or use calculator. Also, they have
difficulty remembering both academic and nonacademic information, such as homework
assignment and telephone numbers (P220), so they write down the numbers and homework on
notebook every class. Some of the students have problem with short-term memory (P220). For
12. example, Sabastian and Sadie had difficulty remembering numbers that they recently heard, so I
repeated the number for them. Also, individuals with learning disabilities can frequently
experience difficulty attending to tasks, and some exhibit excess movement and activity, or
hyperactive behavior (P222). For example, Devontae and Jim all could not sit still for a long
time. Also, they usually walked around the classroom in class and loved boxing and violent
games.
Josh uses two methods to help students with learning disabilities. The first method is cognitive
training (P230), which means Josh will teach students to talk to themselves out loud while
performing tasks. Josh will perform the task of using iPad to calculate the money they’ve made
and the changes they need to give back to customers while students are observing. After that,
students will learn to use the iPad while Josh gives instructions like: click this button to calculate
the money we’ve made. Also, students will try to remember the speech to perform the behavior
while they are using iPad like: I need to give changes after I receive bills. Finally, the student
will evaluate his or her behavior. They will ask themselves: have I followed the write procedures
of returning change? What do I need to perform better? (P230) As a result, when Sebastian is
using the new coffee kettle, he says: using this iPad, I only need to push the button of change and
click on bills customers give us. The second method to help our students with learning
disabilities improve is direct instruction. (P231) It emphasizes to control details of instruction so
as to actively engage students’ involvement in cafeteria and group working. It is presented to
small groups of students. Josh uses short sentences and simple vocabulary like pushing the
button of coffee kettle to help student learn how to use the new coffee kettle. Also, when
students sell coffee and snacks successfully and learn life skills like computational skills quickly,
Josh gives them snack. Also, Josh usually offers them field trips to help students get relaxed and
13. enjoy the delicious meals in field trips. Also, after students finish the service selling, Josh praise
students every day that they have done a great job and sold a lot of stuffs. For example, I worked
with Jim, Sadie, Sabastian to sell coffee, beverages, and snacks to offices and gyms in first floor,
second floor and the third floor. Sally pushed the car. Jim talked to others to sell products.
Sabastian calculated the cash. When they sold the coffee, teachers ask them how much the
product is. Also, they calculated how much to give back. After selling for one class, Sabastian
went to calculate the total profit. Sally went to wash the coffee kettle. Jim and other classmates
put snacks and beverages back. When Sabastian was calculating the cash, he learned to divide
the money and use calculator to count. After all of them, Josh praised everyone in class to have a
good sale outcome. Also, his positive reinforcement is good to increase positive behavior for
selling, communicating and calculating. (P313).
D. Students with ADHD and how they get over it.
In classroom, I observe students. Some of them cannot say words clearly. Some of them
cannot concentrate. Some of them don’t want to study. Some of them throw things away
and walk around classroom as they want when I come to class firstly. I find a student
named Jim who may have ADHD. He cannot pay attention to dates or numbers. Also, he
usually makes careless mistakes. He is unorganized at the schoolwork while we request
him to do. Also, he lost items necessary for task completion like pencils. Sometimes, he
cannot sit still and he goes around the classroom. He loves boxing and violent games and
has difficulty engaging in quiet activities. He also has difficulty with executive functions
like self-regulation, working memory and arousal level because he cannot remember the
numbers and dates. Also, he is usually very sleepy. He has difficulty remembering
numbers and dates that he recently heard. Sometimes, he doesn’t follow class rules and
14. has difficulty finishing work. (P252) I find so many similarities of symptoms of ADHD
on book and characteristics of Jim. The reason for ADHD may be that there are so many
distractions for Jim and he cannot concentrate on course. He loves video games and
boxing. Those games on Internet may distract his concentration in class (from the video
https://www.youtube.com/watch?v=zDZFcDGpL4U ). However, he is very good at
communication and social skills. We use peer monitoring to help Jim’s inattention and
hyperactivity (P268). Students have to go to sell coffee and snacks as a group. Sadie and
Sabastian works with Jim in one group, so they will asks Jim to receive bills and give
back change every time. Also I will give calculator for Jim to calculate the money we
receive. After we do a great job at selling, teachers will give us pizza to eat. After that,
Jim will be happy and enjoy working in a group. Even though he will go around the
building to look around and cannot stop, he begins to wait for us and sell snacks together.
Therefore, Jim can both play video games and learn mathematic skills on class with
peers. He can keep his hobbies and learn new life skills at the same time.
F. Assistive technology to help students.
Also, Josh uses assistive technology like computer, iPad and calculator to help students,
remember, calculate and search materials online (P138). For example, in order to find lower
cost for coffee container, students and I search online on computers to compare the prices
and reviews of different containers to find the lowest price to buy.
With technology and practice, students finally are very skilled at selling coffee and snack.
Computer can benefit students with writing challenges. Calculators can aids students with
learning disabilities struggle in calculation or the processing of basic mathematics facts. IPad
15. can help students with learning disabilities with regard to organization and self-management.
In the final class I attend, they have sold 47 dollars one day for the cafeteria.
Also, we add coffee stirrer and more cups for customers to use for efficiency. In the final
class, we write down the food and drinks we want from one menu for new field trips and
write down the money for each items and calculate the total amount of money. We read
through items on menu to decide which one to eat. Guy talked to Devontae: I will help you to
read through the menu. They have learned how to help others. After that, we sold coffee
around the buildings. When we pointed at the iPad of the item customer want like Kashi bar,
iPad will show the money we need like 1 dollar and then it will show the change we need to
give back to customers. Using more technology for coffee like better coffee kettle, we have
more customers buying coffee and have higher efficiencies. As a result, students learn more
about customer service, computation and social relationships. They are more able to find the
right cash and quarter for changes.
G. Our problems and how to get it over
When I’m volunteering, I also find my own problem at first. For example, sometimes I cannot go
to class regularly, so I try to set my behavior regularly. Also, because students have problems
with mathematics practice, I tell Josh to give more mathematical practice for students and bring
calculator every time. As a result, another group sitting in classroom to calculate usually use cash
to practice the amount of total money and the changes they need to bring back. They use
different receipts to calculate the money other stores make every day and write down the amount
of items and price per item. Students list the most expensive items and least expensive items.
16. Also, they will search online to find new items to add into list and sell. We replace Kashi bar
with kind bar, which is healthier and more delicious.
H. Education is a lifelong learning and it can happen everywhere for students
Also, after I interact with students and teachers and I make mistakes when I volunteer, I
understand that we should teach students from every aspect of life. In one week, I took calculator
to class for them to use. Jim, Sabastion, Tahau and I sold coffee and snacks. The teacher told she
didn’t have change. Therefore, Tahau called Josh that she didn’t have enough money. Then
Tahau, Jim, and Sebation wrote down the amount of money teacher owed and the snacks she got.
Finally, we offered great customer service to teachers. When we finished, we said: have a great
day! How do u plan your weekend? After that, we cleaned the stuffs, calculated profits and
classified snacks as usual. I understood that we should teach students with disabilities the skills
of life (flexibility when facing emergencies) everywhere through many mistakes. That’s the
process of education.
Another mistake helped me to understand how to establish clear relationships with students. In
teachers’ class to make PowerPoint, when I came in, Jim and other students were very surprised
because I was going to makeup shift and they didn’t know I was coming. Jim said I was his
friends. The teacher was angry that the volunteer is only a volunteer instead of your friends. She
taught personal space in front of classmates. I was surprised at first: I’m their friend!” The
teacher told me personally:” as a volunteer, you should be a teacher to those students. There are
boundaries between you and students. You should try your best to fulfill your roles. If you are
friends, you may develop romantic relationships with students. It’s not your field to do so and
you need to have responsibility for what you do. I understand, as whether a student or volunteer,
I have different responsibilities. Also, I should do the things inside my field. It is logic and
17. responsible to do so. After this event, I began to be a volunteer and only assisted students learn
life skills in class. Also, I understood I should only do what I need to do when I have
responsibilities for different roles. Everyone should have their personal boundary.
From this time, I understand that we should not only teach life skills to students with disabilities,
we should also teach personal space and boundary to them from every aspect of life.
I. Summary
East High School uses both station teaching and cooperative learning to help students learn life
skill like, selling skills, mathematic skill and research skills. Also, these instructions help
students learn how to interact with classmates and teachers. Through improvements and
hardworking, we have helped students with learning disabilities get improved in Mathematics
and people skills. I understand that we needs cooperation and need to incorporate education in
every aspect of life to help students with disabilities.
Also, through my volunteering, I find that students with disabilities are same people like us and
they have many good virtues. Sabastian is very steady and does what he needs to do. Sadie is
very responsible for job and always pushes the car. Jim is very good for talking and
communicating with others. Even though they have some learning disabilities like remembering
numbers and computation, they are all both responsible and friendly. I appreciate them a lot.
Also, I never mention disabilities in front of them and they all want to regard themselves as
normal students who can study and work. Through this perspective, I believe humans are mostly
the same. We all need to study, work, love and reach our potentials. We should give enough
chance for everyone to develop and reach their potentials. Students with disabilities have no
exceptions. We don’t need to treat them as special people because they want to be normal. They
18. all have both advantages and disadvantages like all of us. Roger Eber in our video has said that
he also to communicate with people in a normal way and he doesn’t want to be treated as special
(source from our video of Roger Eber in class). As a result, I started to develop conversations
with students in a normal way like our hobbies and friends. Sadie and Jim talked happily with me
and I want all of the students can be treated normally and get opportunities to reach potential.
Good luck to those students.
Finally, I find one problem with East High School’s instructional model. Students in our class
have different abilities but the life skills mathematics class can only develop specific skills. For
example, Guy is very good at calculating but poor at memory. This mathematics social skills
class can only teach students specific abilities like calculating and social skills. As a result, Guy
cannot get enough improvement in memory but can only practice what he has already been
skilled at. Therefore, East High School has limits on give each student specialized practice for
students and students with disabilities cannot reach their full potential based on their all
advantages and disadvantages. This problem is the point where East High School can improve.
19.
20. Log of service hours. 20 pts. = _______
□ Filled out completely (- 3 per week empty)
□ Days / weeks indicated clearly
Minimum number of service hours completed over a 10-week period. 50 pts. =
_______
-5 for every hour short; -5 for every week short
Description of activities and individual(s) with whom you worked. 30 pts. =
_______
□ Thoughtful (-5, -10, -15) if limited details about the individuals; not person-first)
Discussion of activities’ relationship to course. 60 pts. = _______
□ Integration of at least 3 specific text citations (- 10 for each one missing)
□ Integration of at least 2 additional materials covered in class (e.g., movies, guest
speakers, lectures)
• Excellent, thoughtful, sophisticated, varied, insightful 92 – 100 (A)
• Good use of citations, accurate 87 – 91 (AB)
• Basic observations and connections 81 – 86 (B)
• Some inaccuracies, lack of proofreading 76 – 80 (BC)
• Numerous inaccuracies and writing errors Below 75 (C-F)
Summary 20 pts. = _______
□ Overall impressions
□ Knowledge gained
□ Concise
Evaluation Form 10 pts. = _______
□ Submitted on time or placeholder (-10 if missing; -2 if late w/o permission)
□ Favorable (-10 if unfavorable)
Commitment Form 10 pts. = ________
□ Filled out completely and submitted on-time
Total =______ / 200 pts.
