My students are some of the hardest working kids that I know! They do not let their exceptional learning needs get in the way of their goals, and they come to class every day ready to learn something new.
As a Special Ed teacher at a Title I School, I work with students who not only have exceptional learning needs, but who also come from low income families.
In spite of the many difficulties that my students face, they come to school ready to face the day, and eager to engage in learning activities. Their excitement when they realize that they have mastered a new concept, and they are a step closer to reaching their goal, is what inspires me every day to reach my own goals.
My Project
Good literacy skills are some of the most important skills for our students today. They use literacy skills not only during school, but in their day to day life as well. Many students that I work with have specific learning disabilities in reading, and so, they struggle with their literacy skills. Generally, when students struggle with reading, they do not like it, and it can be hard to motivate them to practice their skills. When you can present the skills in a fun format, such as with a file folder game, students are much more willing to practice their skills, even going so far as to work independently.
"A child who reads will be an adult who thinks." To quote Sasha Salmina, reading not only teaches children the ability to read signs, words in their environment, or even sentences off a page.
It teaches children deeper thinking skills that help them throughout their entire lives. Fostering a love of reading in students who have struggled is always my goal, and I accomplish this goal by making reading fun and exciting. These file folder games will be another tool in my toolbox for helping to encourage all students to love reading.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Shaffer and reviewed by the DonorsChoose team.
