Professional Development Assignment Kayla Turley

I attended a professional development on February 26th, 2019. This professional

development was a requirement for my job but offered a lot of helpful insight in the field of

education. Attendance for this professional development was required for every employee of the

building. The purpose of this professional development was to review scaffolding, the

importance of grouping of students, and to learn about pre-correction.

When I went into this professional development, I felt like I knew a lot about the topic of

pre-correction. I quickly learned more about reasons we may use pre-correction and about how

successful it can be with students with severe disabilities. Knowing more about the reasons we

use pre-correction helped me look at my day and find some of our harder moments to work on.

This allowed me to find ways to provide praise to our kids in some of our hardest parts of the

day. I think I could have benefited from more concrete examples of how use helps students who

have more severe behaviors during transition.

There was a lot of information provided in this professional development that I will be

able to use in the future. In the future I plan to use this often in the classroom. I have seen it work

effectively for many students, especially during transition times. I have found that when creating

a routine and reminding students about it, precorrection is effective at helping set students up for

success. I have found that students do much better in the next activity or group when they have a

successful transition with a lot of verbal praise.

One thing I would consider doing in my future classroom regarding pre-correction is

providing my students with many predictable routines for transitions. At the beginning if each

year, looking at the transitions that students struggle with or activities that students struggle with
when they get there after a transition and setting up a routine and pre-correcting before students

transition to that activity. I plan to have visual cues with picture cards to provide extra support

for students who struggle with receptive language and provide a way to communicate with

students with nonverbal cues, while still providing clear expectations.