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Mrs. Janoff’s Classroom Edit display name

  • Wing & Lilly Fong Elementary School
  • Las Vegas, NV
  • Nearly all students from low‑income households

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Classroom magazines are an important part of our morning routine. My students look forward to this part of circle time. When we sit in front of the Smartboard and listen to the magazine, there is 100% engagement. My non-verbal students begin saying words, my students with behaviors sit and watch the videos, and my students who are tactile learners wait their turn to play the magazine game. Most of my students may not be able to communicate using speech or language, and have very limited speaking skills. Often, children with ASD who can speak will say things that have no meaning or that do not relate to the conversations they are having with others. For example, one of my students has echolalia. Echolalia occurs when the child repeats words someone has just said. My student will count from one to five repeatedly amid a conversation that is not related to numbers during a math lesson. When we are learning about our weekly class magazine theme, my students begin answering questions without repeating what I'm saying because the magazine's vocabulary is consistent which helps me facilitate the discussion. Some of my students will do anything to "avoid" doing classwork. To create true reciprocity, it is detrimental for me to engage a student on his/her terms. Having my student watch the Scholastic Magazine videos teaches appropriate social behavior and keeps them engaged. The videos keep my students active and wanting to participate in new experiences because they are watching the children in the videos have fun! When we watched the video of the penguins waddling in January, we got up and waddled. When the classroom magazine game comes on, my students get a "sensory break." They can connect with games and activities Scholastic provides and incorporate problem-solving skills and hands on learning.

About my class

Classroom magazines are an important part of our morning routine. My students look forward to this part of circle time. When we sit in front of the Smartboard and listen to the magazine, there is 100% engagement. My non-verbal students begin saying words, my students with behaviors sit and watch the videos, and my students who are tactile learners wait their turn to play the magazine game. Most of my students may not be able to communicate using speech or language, and have very limited speaking skills. Often, children with ASD who can speak will say things that have no meaning or that do not relate to the conversations they are having with others. For example, one of my students has echolalia. Echolalia occurs when the child repeats words someone has just said. My student will count from one to five repeatedly amid a conversation that is not related to numbers during a math lesson. When we are learning about our weekly class magazine theme, my students begin answering questions without repeating what I'm saying because the magazine's vocabulary is consistent which helps me facilitate the discussion. Some of my students will do anything to "avoid" doing classwork. To create true reciprocity, it is detrimental for me to engage a student on his/her terms. Having my student watch the Scholastic Magazine videos teaches appropriate social behavior and keeps them engaged. The videos keep my students active and wanting to participate in new experiences because they are watching the children in the videos have fun! When we watched the video of the penguins waddling in January, we got up and waddled. When the classroom magazine game comes on, my students get a "sensory break." They can connect with games and activities Scholastic provides and incorporate problem-solving skills and hands on learning.

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