I've been in and out of classrooms since 1997, working primarily in alternative school settings or with high-risk populations. I currently run a program that integrates students with severe emotional/behavioral issues back into the general education high school setting.
I don't "talk down" to kids and balance treating them like young adults with setting firm boundaries and expectations. I'm not a "fly by the seat of my pants" sort of teacher; I create a very structured setting, then build in lots of hands-on activities based on expressed student need.
My colleagues seem to find me the least-obnoxious of the special service providers. That's like an award, right...?
BS Theater, University of Kansas, 1997 BS Communications, University of Kansas, 1997 BA, English, 1999 BA, Secondary Education, 1999 MS, Special Education, 2013 MS, Educational Leadership, in progress (projected 2018)
You know what I really dislike? Going to staff development, workshops, or symposiums where all the presenters do is jabber in sweeping generalities without ever telling me HOW to accomplish the lofty ideals being espoused. Okay, I actually hate that (dislike is an understatement). That's why I have sought to write materials that lead teachers, step by step, through the process of meeting students' social/emotional/behavioral IEP minutes. You know that box you have to check? The one that says how many "minutes of instruction" you'll give the kid or how you'll help the kid meet his goal? My materials actually help you DO that...not just talk about it.