I fought hard for a push in model and it
works really well.
Hi Ali.
I'm wondering what grade you teach, and if you could share more about the
actual management of the push in -- who does what when? small group?
individual? how many days/week? conferring time? etc. With only so many minutes
in a day, it's a challenge to find out when the best 'pull out' times are. For
sure we need to be spot on that our pull out support is in addition to not in
place of literacy time in the classroom, but sometimes that just doesn't work.
But I do agree with the other folks that missing specials is out of the
question.
In some cases, there are times when the first 30 minutes of the day work best,
and I have found that a phone call home to parents ensures the child is there
right when the doors open in the morning. The student checks in with the
classroom teacher, makes a lunch choice and then scurries down to my room.
It's prime teaching time. It sometimes means missing 'morning work' and a bit
of morning meeting, but the classroom teachers greatly appreciate that once
their little one is back in the room, he/she's there for the rest of the day.
The last half hour of the day often works, too, or the 1/2 hour between recess
and a special. Good communication with the classroom teacher and creative
scheduling can help, but not always.
Looking forward to hearing more about the push-in model. Thanks.
Martha
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