Pouring concrete is very hard physical and mental work, fast-paced, even frantic, especially if there are not enough people. One of the workers we had hired cancelled at 11:30 p.m. on the Friday night before; no time to find a replacement. So, there was the man who drove and operated the concrete truck, my husband Tom, our friend Ed, and me. This could put us in the category of “not enough people.” We talked about the stress this would put on all of us, and decided to go ahead.
For a job such as this, everyone works together as a team, yet someone has to be in charge: that person assigns the specific jobs, provides the tools needed for each job, and goes over the instructions, answers questions and invites input, then goes over the details one more time. The mental challenge is to manage what is happening in real time, to anticipate what is about to happen, and to know when to step in and help your co-workers without neglecting your own tasks.
My job was to guide the “elephant trunk”, the canvas sleeve attached to the chute which puts the concrete where it needs to go, to re-direct any spillage, and to communicate to the driver: “Hold up” or “Bring it on.” Ed stood above the forms with a long pole which he used to tamp and shake and settle the cement as it filled the forms, and he shoveled overfill to underfilled areas. Tom followed up with the “finish work”: the screeding and floating, which levels and smooths the surface, and helped Ed and I as needed. This was roughly a 2-hour job, it seemed like 30 minutes, and we never stopped moving, from start to finish.
As it is with working concrete, so it is with the SETT Framework. Developed by Joy Zabala, the Director of Technical Assistance at the Center for Applied Special Technology, this is a valuable tool that collaborative teams may use to create the best learning environment for each student. SETT is an acronym for Student, Environment, Task and Tools, and provides an outline for the gathering of student information. This is a great starting point for designing instruction for each of your students. A friend and previous co-teacher of mine uses the SETT outline this way: She fills in the info for each student during the first couple of weeks of school, as she is getting to know and understand each child. Then she sorts the outlines by their similarities, and this helps her determine who goes where for small group instruction. Brilliant!
The PATINS Specialists can help you determine the best tool-a.k.a. assistive technology- which will effectually fit the needs of a particular student. They can suggest software, show you hardware, and demonstrate how it is used. Maybe there is an item in the Lending Library that you would like for a student to try. And of course, the ICAM should be your first stop for specialized formats when you see a student struggling to access the curriculum. We can explain the federal mandate to provide specialized formats, describe each of those, and advise you on the requirements for obtaining specialized formats of print instructional materials and related content.
Last Saturday, Tom referred several times to the “vision of the project.” It was not just about this 4-foot wall we were pouring, it was about the tiny home that will eventually be, which will provide needed shelter for someone in a peaceful setting.
Remember the vision of your project will be realized when your students move forward on productive paths because you have created the best learning environment, have given them meaningful tasks and the tools to complete the job. This is our vision too. We are here to assist you every step of the way.
Thanks so much!