Observation Interview

While observing my classroom teacher, I asked what her thoughts on the Response to Intervention Model was and what she liked and disliked about it. We spoke about about the general benefits of RtI, and how it could be effective in students already receiving Special Education Services. I also asked her opinion on RtI and it's framework when it came to gifted students. It was very interesting to see how the teacher I observed viewed RtI in the classroom and in general. 

1. What do you think of the Response to Intervention Model?

The teacher I observed stated that she believed that the RtI Model is an effective way to differentiate instruction and better individualize it for students. She believe that the RtI Model addresses a majority of students and learning styles.

2. What do you like about the Response to Intervention Model?

The teacher I observed thinks some pros to RtI are that it can help individualize instruction for students, provide more support without labeling students, and help teachers understand why a student may be having trouble with a concept/unit, or if it is behavioral or instructional. She believes RtI can also help identify at-risk students.

3. What do you dislike about the Response to Intervention Model?

The teacher I observed thinks some cons to RtI are that some students may feel inadequate if they need more help than others. On the teachers behalf, it takes more plan time in order to formulate lessons accordingly and extra supports/enhancements.

4. If a student is already receiving Special Education Services, how can RtI help them?

The teacher I observed thinks RtI can benefit a student with IEPs because it levels the amount of support they need and not all students with IEPs need the most extensive supports.

5. Do you believe that the RtI framework addresses students who are considered gifted?

The teacher I observed believes that the RtI framework also helps gifted students because there can be different tiers of enrichment. She believes it helps keep students from feeling bored within the classroom.