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Essay on Role of parents in education
The importance of parents involvement in education
The importance of parents involvement in education
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Leroy is a 2nd grade African American student at Martin Luther King Elementary School. He is 8 years old and lives with his mother and two older brothers. His favorite school subject is math. He likes to play video games and basketball, especially when he is playing with his friends. Leroy’s favorite holiday is Christmas, for he gets to visit his grandma and enjoy all the delicious foods that his mom and grandma cook. When asked where would he go if he can go anywhere, he responded with Skate Park. He likes to skate around the park with his brothers. Leroy wishes to be like his older brother when he grows up.
Leroy is a competitive student even among his friends. He likes to read at the same table as his friends or in the same room with them. When his friends are present, Leroy is more cooperative. He follows instructions, and he puts more effort into his readings. He wants to perform better than his friends; however, once he begins to struggle, Leroy loses his motivation to succeed in the task. According to Svinicki (2005), Leroy’s behavior and attitudes portray a student with a performance goal. To be more specific, a student with a performance approach goal, for Leroy’s main interest is to appear competent. The main reasons for the effort he puts in are to surpass his peers in order to receive recognition and attention.
After determining Leroy’s goal orientation, my goal was to encourage him to shift from performance approach goal to achievement goal. I believe shifting Leroy’s goal orientation will benefit Leroy in numerous ways. He will be intrinsically motivated to read, which will increase his engagement in the reading games that we perform together. When he is engaged in learning the contents for himself, h...
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...uring challenging tasks. In order to encourage Leroy to shift his goal orientation from performance approach goal to mastery goal, a variety of supports may need to be provided. Leroy needs to learn in an environment that minimizes competition and supports failures as learning opportunities. He needs to witness his accomplishments and recognizes that it is his effort and not ability or inability that resulted in his success. It may take some time for Leroy to shift his goal orientation from a performance approach to an achievement goal, but I believe with the right support and encouragement, Leroy will be able to develop a mastery goal.
Works Cited
Dweck, C.S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.
Svinicki, M. (2005, February). Student goal orientation, motivation, and learning. Idea paper #41, Idea Center.
Goal Development: John has difficulties communicating his needs and his wants, the most consistent request he asks for is a van ride to the airport. Considering John’s situation and his mag-locked apartment there is a need to fill up time with meaningful activities for him and because of the limited comprehentions and vocabularies, I started introducing new activities that can be meaningful and improve independence like collecting his laundry and put them in the laundry basket, to avoid communication barriers I’ll demonstrate to him what I’m asking of him and whenever he does it I give him a candy
Gene sets himself up to become the inferior in his relationship with Finny because of his distrusting nature, but his yielding to Finny’s power motivates him to no longer be the lackey but rather the leader. In Gene’s quest for dominance, his initial steps are passive; he seeks to portray Finny as an antagonist and look better in comparison. Gene’s plan escalates as he takes away power from Finny physically. This proceeds into an obsession with him, convincing Gene that the only way to gain power is to become Finny. Knowles uses Gene’s escalation of his plot for power to warn readers to be wary of those seeking power. Through Gene, he advises the reader that individuals who seek power will stop at nothing to achieve their goal.
If I were Alex, I would use the amiable coaching style to help James stay productive and perform to the best of his abilities. One main concept of this coaching style is to connect with the employee on a personal level and develop the employee. James seems to be very smart, but he needs someone to show interest in himself and truly want him to succeed. When James was most successful, his manager was personable and was invested in helping his employees succeed. Along with being personable, Alex should develop employees and invest in his/ her future. Developing an employee should include training or continuing education opportunities that helps the employee develop into a well-rounded employee that feels comfortable with his/ her manager and organization (Aguinis, 2013). By a manager investing in the employees and of...
Learning is more controlled by the student rather than the teacher so that the student is learning what they are ready to learn and motivation comes from internal satisfaction of mastering said tasks. Goals may include choosing activities based on own interests, communicate in some way satisfaction of task mastery, and showing interest and working in various areas of the classroom (Sciarra, Dorsey, Lynch, & Adams, 2013, p.
Throughout this week’s exploration, the children and I had been continuing to explore spiders and spider webs. The children got a chance to look at spider webs and explore how they work. The conversation evolved around how do spiders make web and what would happen if it’s destroyed. Leo’s play of spider family is still present in this week’s exploration and the children had been building upon this idea. In addition, the children started showing interest in what the spider web does. The children started talking about how the insects are wrapped inside spiders’ silky webs and the spiders can catch them.
I was able to observe an infant his name is mark this is eight months old . Then I got the chance to observe a toddler and her name is Lailany and she is three. I was able to observe their physical / Motor skills. I got the chance to observe their cognitive thinking and language communication also. And my last focus was social and emotional development. I decided that I would observe both of these children during their dinner time.
The second 10 minute observation consisted of an art activity they did. She had cut out shapes of different modes of transportation and she had cut out pieces such as wheels, doors, windows, etc. The children's project was to glue the pieces to the cars. There was a example there, but they were free to do it how they wanted to do it. I would give the caregiver a rating of 3 for caregiver use of vocabulary. She used specific words such as wheel, tires, doors, etc. but she didn't really use too many new words. She stuck to the vocabulary they had learned in the previous week. She didn't really use any varied words throughout the activity to describe what they were doing. It was a quite activity overall and an activity she had a lot of wiggle room to introduce some new, rich vocabulary to the children.
Reading goals must be realistic. Students will not engage if the reading is not authentic. I want to encourage my students in reading and give them the tools they need to succeed while allowing them to choose what they read. I also want to implement different reading assessments that are creative rather than just textbook responses. Genuine reading experiences will help my students find their own passion for reading. These experiences may come from allowing students to pick their own books, having parent involvement, giving specific feedback, or alternative ways of assessment. I believe the more options I give my readers the more realistic my chances of connecting with them are.
After her name was called, S.W. ran out onto the playground first amongst the others in her class. S.W. played on the jungle gym for about 10 seconds. Then she walked towards other toys on the playground. She rode back and forth on a purple seahorse. S.W. then walked towards another child to play with. She is now playing in a hoola-hoop with two other children. S.W. and the others walked from one end of the playground to the other end. She tripped and fell and ducked underneath the hoola-hoop to escape it and then started crying. She found her teacher and attempted to explain why she was crying. Now S.W. is standing by herself in the middle of the playground.
Observation provides important information that will help you better understand your students so you can teach them based on your observation results. I believe one of the most important things I learned during my observations was that if you know what level your students are at and what they need to work on it will help guide you with what you should be teaching them. All children are unique and learn differently from one another, therefore it is important to closely observe each child. It was very interesting for me to see how different each child was from one another, each child was working on achieving a different milestone. Formal and informal are the two different methods you can use when observing. I found that informal observations
Based on my experience I have to tell you that the first person who understand the child is the mother. You are a person who is closest to him and after that comes the role is his father. You and his father should bear all the responsibilities towards your son. This will be the most importance thing you should care about. Also, you must know everything about the autism and how it affects in your son, because your son has all the symptoms that appear in his behavior such as he doesn’t seem to want to play with other children and he won’t look and respond anyone talk to him. However, you must know the techniques and skills treatment that helps your son. In additional, there are many good methods that you should follow it. First, some language
The child observation lab took place at a relative of mine, specifically my uncles home. Also, the observation took place on February 3, 2017 from 5pm to 7pm. Mainly, the observation and tests I used took place in the kitchen where the child’s father was present half of the time and the child had an older cousin present majority of the time. Further, the child’s name is Gavin; he is 4 years old male and weighs 45 pounds and is 3 feet and 6 inches tall. Gavin is in a healthy physically and mentally.
I used methods that help me make sure I held the children’s attention since this was truly important. I prepared a poster board in which I used many colors, colored pictures, and shiny letters to capture their attention. I spoke naturally with no papers to ensure a comfortable atmosphere with a nice flow. I simplified the topic to words they would understand, but also gave them some terminology. For example, when explaining the assessment done to the eyes with the pen light I mentioned the constriction (the getting smaller, what I said to them) and dilation (the getting bigger, what I said to them) of the little “black whole” in the center of the eye called the pupil. I also asked what does the heart do, one little girl said “it pushes blood” then I asked do you know what sound it makes, and I refer to the loop doop sound.
At the crack of dawn I had to get ready for the interview with Ms. Bryant. Borrowing Cathy’s car to get to the interview otherwise I would have to catch the bus plus I had to find the place of which I had no inkling as to where it was. The job did not pay much but it was an open door for me and I took it something was better than nothing at all. Ms. Bryant met me at the door invited me in and asked all the usual questions in the interview process. She quickly let me know I was hired then asked for my resume and teaching certificate. She wanted me to start that Monday but I had an appointment to go to court with Cathy on that day as a witness. Hesitantly I explained I had to appear in court I could start the day after. Understanding she replied, alright I will see you Tuesday then. Pulling a copy of my resume and teaching certificate from my folder I give them to
While some learners read to be identified as good learners, others who read solely for pleasure are more likely to be high achievers (Guthrie, Klauda & Morrison, 2012). For instance, learners with high intrinsic motivation are noted to use more strategies and have more comprehension of science texts (Guthrie & Wigfield, 2000). What is more, learners who are intrinsically motivated in their learning tend to read more (Guthrie & Cox, 2001) and as a result of more exposure to written texts learners´ comprehension and vocabulary knowledge increased (Echols et al., 1996; Stanovich, 2000). However, those who read for rewards, to meet requirements or to avoid embarrassment are more inclined to become low achievers. Therefore, learners who strive for higher education need to be intrinsically engaged in their learning and reading activities to acquire not only vocabulary growth and comprehension from textbooks but also gain a sense of