Do you have the courage to change your classroom for the better?
Written by Cheri Dotterer
March 13, 2020, will “go down in infamy” as the date that changed our generation. FDR spoke those famous words on December 8, 1941, the day after the Pearl Harbor attack in NYC. This difference with COVID-19 is that it has unified the world to change, not just the United States.
Yes, schools are closed for the remainder of the school year. Will they reopen in August or September? How will we deliver ESY? Time will tell. There is no answer today.
My question is, do you have the courage to attack our new normal with grace? Are you preparing for change is service delivery?
According to Brené Brown, “the foundational skill of courage-building is the willingness and ability to rumble with vulnerability (Brown, 2018, p. 10).” Her definition of rumbling is a discussion, conversation, or meeting that leans into vulnerability and commit to change.
Are you ready to have conversations that may totally change your professional practice?
Are you ready to get messy and change classrooms forever!
I believe that we have an opportunity to bless this generation of students like no generation before us to understand that borderline student, the one that struggles, but does not qualify for an IEP or 504.
Consider how we could develop programming online and in-person to help these students engage in education without frustration and negative emotional memories that prevent them from writing.
Let’s band together to spread Dysgraphia Awareness and become the Dysgraphia Authority in YOUR school.
Now is the time to get your K-5 Dysgraphia Specialty! Sign up before school ends and begin improving your collaboration with your teachers or occupational therapists. This course off professional development contact hours.
In the course, you will:
1. Verbalize a working definition of the Written Expression Disorder, dysgraphia as classified under Specific Learning Disability.
2. Delineate dyslexia, dysgraphia, and dyscalculia so that they can summarize their classroom observations.
3. Summarize a gross description of the neural pathway connections for reading and writing.
4. Design a lesson plan or treatment intervention to improve retention of spelling and vocabulary using the techniques instructed based on Motor Learning Theory.
Here’s what three occupational therapists have said. Some are seasoned therapists with over 15 years’ experience.
“I think the biggest thing I have learned is that there are different components/categories of dysgraphia. The assignments required me to analyze and reanalyze tasks.” ~L.J.
“After taking a step back to analyze dysgraphia, I didn’t realize there were so many differences between them!” ~K.R.
“I met and evaluated a kiddo today that I just know is dysgraphic. It was so clear, and I felt so good knowing, instead of wondering!” ~K.A.
I ask you again, how much courage do you have to change your classroom/treatment zone? S