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Development of self-esteem essay
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Development of self-esteem essay
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Identification of Main Issues/Problems: There is a seemingly shy or introverted girl in an eighth grade class that has been having some various difficulties in navigating her education. She does not participate much, and does everything in her power to avoid drawing attention to herself or being noticed in class. She also does not divulge much personal information to the teacher. In addition to all of this, she has been somewhat ignored in class, both by the teacher and by the students. Furthermore, she seems to have problems at home. Her parents have strong, dominant personalities and have argued with school leadership about their daughter. This is her second stepmother, and she does not get to spend much time with her biological mother. Finally, she has also been diagnosed with ADD. …show more content…
The first category is the student herself. While it is already known that she has been diagnosed with ADD, she is showing symptoms of certain mental health problems, such as depression and anxiety. She also struggles socially, as she has few friends and is extremely shy. In regards of her academics, it is clear that she has become somewhat apathetic, as she puts forth little effort in her papers and does not participate in class. While there are many possible reasons for her behavior, it is evident that it has become debilitating to her academic success and therefore must be addressed. The second category is the classroom environment. From the beginning, it is clear that the teacher has been negligent by not noticing the student and letting her slip through the cracks. The student has also been able to avoid participating in class, which means that the teacher has not been adjusting the teaching strategies in order to pull the student into the class. The student also always sits on the edge of the classroom, which helps her avoid
... my classroom who always played on his cell phone, played games, and acted unprofessional in during school hours. He always plagiarized his essays in my English class and always received straight F’s and did not care one bit; this would be an example of a student who is not willing to be taught or educated. In fact, the student should not even go to the school if they are not willing to try and do their own work.
Attention deficit disorder, with or without hyperactivity, is frequently misunderstood, but it affects college students' academic and social success, as well as their emotional development. Attention deficit disorders are the second most common disability among college students, and it is classified as a psychiatric disorder, rather than a learning disability, in the fourth edition of the Diagnostic and Statistical Manual of the American Psychiatric Association, DSM-IV. Characterized by attention difficulties, specifically short attention spans, as well as impulsivity, distractibility, and restlessness, attention deficit disorders can adversely affect the performance capabilities of college students. Individuals report "drifting" during classroom lectures or social conversations, as well as difficulties focusing in noisy environments.
Therefore, the pressure mental illness does in a school environment. Many kids who develop a mental illness are misunderstood. The particular student who always turns in their homework on time begins to stop; according to one student, “my parents asked me why I had failed to produce any homework despite having sat at my desk for several hours” (Shields 43). This information indicates the student seems lazy or does not understand the work given, however the problem with the student is the emotions did not match up to a state to concentrate enough to finish a task. The other issue is that the student may not understand the problem of the mental illness. Grades begin to alternate in two different directions. The student who brought back great grades in their report card has begun to show results out of the ordinary, which is the sense of failing classes, “a first semester of As and one B and then Cs and one D for the second semester that person would probably say they were two different people” (47). A student who falls back on their studies may experience a heavy change in behavior, which if not taken care of; the student will not graduate high school and start to fall back on school life. Interacting with peers begins to be a difficult task. Social communication is a necessity in daily life, without it a person will face trouble when talking in the future. According to a psychologist students with a mental illness develop problems when, “talking to other students, get notes or discuss assignments, participate in class, meet students outside of class, chat with other students at class breaks, and make friends” (Mueser).
Mental illness in the classroom has become an issue that is important for teachers, not just parents, to look out for. According to Cinda Johnson, “Studies indicate that 1 in 5 adolescents have some sort of serious emotional, behavioral, or mental health problem”(Johnson). When adolescents spend half of their days in school, it is important that their teachers take the time to notice unusual signs their students may be showing them. Teachers have the opportunity and the influence to help students work toward a better future. In Graziano’s article, however, the teacher’s influence was spun the wrong way and led to mistreatment of the six-year-old boy and his learning disability. Johnson explains, “Effective teachers are “responsive to students’ problems and…emphasize reciprocity and the value of their students’ perspectives and feelings”(Johnson). The issue of disability in the classroom coincides with the issue of teacher and student trust in the classroom. In both articles there...
The chart above summarizes Mrs. Hippchen’s (teacher) and Mrs. Lagace’s (parent) ratings on the BASC-2. In the school setting, Mrs. Hippchen’s ratings place Alina in the positive range for Attention Problems, Adaptability, and Social Skills. This indicates that Alina’s behaviors in the area of Attention Problems are considered lower for a female her age and she exhibits strong interpersonal and adaptive skills. Alina is described as a student who is attentive during class lessons, friendly, and interacts appropriately with peers and adults. In the classroom, she puts forth her best effort.
From a biobehvioral view, Nate would often daze off in class. Being that he was diagnosed with ADHD and ADD, he had problems with staying focused and paying attention. In this case, the teacher was understanding of his diagnosis and allowed him time to re center and get back focus being that he did not take medication. From a behavioral view, when Nate actively participates in class, he is able to obtain meaning from the lesson and he understands his expectations. He is also able to keep up on the current assignments he is to track in his agenda book. When he records he assignments down in his book, the teachers praise him and tell him to keep it up. When he obtains a sufficient amount of signatures, he is able to receive his incentive of computer time. From an integrated view, Nate’s parents were often upset with him when he came home with no homework and did not understand why he was not able to keep up in school. The teacher had to explain to them some of the effects of an inattention disorder.
Subjective (S): Client started talking about parents’ divorce and stated, “that’s what she would do, and I’m nothing like her” [when referring to her mother]. “Besides my father, they’re the only people who ever believed in me” [referring to gymnastic coach and his family]. Client mentioned babysitting coach’s daughter and having a key to the house. When parents were in the process of a divorce, the client stated that she did not care that they were divorcing. However, client complained about physical symptoms such as stomachaches, shaking, and vomiting [possible anxiety or panic attacks]. “You’re thinking he used me” [referring to coach]. Client also mentions that her coach is good person and she was aware of what she did. Believes that her
Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would need tactile clues to follow directions. At the recommendation of her kindergarten teacher, Alison was tested for learning disabilities and the results from the school psychologists were that she was acting stubborn or disobedient. Her family did not stop with the school’s diagnosis. They had private testing completed that confirmed Alison did not have a specific learning disability. The final word came from a relative that happened to be a psychologist. He insisted Alison would grow out of her difficulties. So Alison continued on with her entire elementary, middle and high school journey as a student and daughter with an undiagnosed learning disability.
Moreover, this student also appears unmotivated to learn the material. He has disclosed that he has not done well in math in the previous grade and does not care much about his performance in high school. He has also stated that he wants to go straight into the workforce
The first page of your APA style research paper is the point where a great deal of formatting takes place, and for clear reasons it is the primary spot where any blunders get to be glaring mistakes, so taking care of it from the begin is key.
Thomas (one of my students), is a bright young man who loves to learn. He is always eager to learn new things so that he can go home and share the new information with his mother. His favorite activity is to play outside with his friends. He is also the most well mannered children in my class. For the last three months I have observed Thomas. I have noticed that Thomas’s grades are below average and do not seem to be picking up as the months go on. He is also starting to act out more in class and seems to be not paying attention as much as he used to. There are a few key items that I observed in the last three months that lead me to believe that Thomas is struggling from Dyslexia. One of the first signs I noticed was
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Much research in recent years has focused on identifying the key factors in the student characteristics that promotes academic success. Qualities such as psychological needs and social skills, namely self-efficacy, motivation, attitudes and behavior, academic competency, communication skills, collaboration, cooperation, and team capabilities are important for the student in the medical programme. Students who possess these skills are able to work effectively with others and managed their studies efficiently.
There are many different types of students. All students have their own way of studying and learning material. A student’s attitude is the most determining factor in how well a student performs academically. Some students are eager to learn and try their best; however, some students could care less about learning. Each year students decide whether they will succeed or fail in school. All students fall into one category or another. Students can be classified into three categories: Overachievers, Average Joes, and Do Not Give a Rips.
Meanwhile, the problem faced by Mr Andy is due to the misbehavior that mostly caused by two students in the classroom who are Danish and Ani. First and foremost, Danish can be said as one of the laziest boy in the classroom as he seldom completes his homework or will just stares blankly or watching his other friends when the teaching and learning process is being carried out in the classroom. Most probably he might be an autistic child, who has difficulty in learning and thus, needs extra coaching or tutoring from the teacher (assistance) to help and guide him in his studies. On the other hand another problematic student in the classroom is Ani, who is probably a mild hyperactive student in the classroom. According to Fitzgerald, Bellgrove & Gill (2008), hyperactivity causes the children to express restlessness and an “abnormal capacity for sustained attention”. That is why Ani is said easily loses or having difficulty in sustaining her attention span in the classroom as, even though she is more hardworking than Danish, and completes all her works given by Mr Andy, she has a kind disruptive behavior, where after her work is done, she will begin disturbing her classmates or peers. This causes, Mr Andy to have biggest problem in the classroom to carry out his teaching process smoothly and systematically. Sometimes Ani makes crack jokes in the classroom, which causes the rest of the classroom students lose their concentration in the teaching and learning process and lead to the failure in controlling and managing the classroom and also the behaviour of the students by Mr Andy. Therefore, in Mr Andy’s classroom, he has biggest problem to control the behaviour of two students in his classroom where probably the ba...
The time some students put into a relationship can become absurd. In this way, we come across the student who never seems to have their work done or never has time to work on their work. This free time would normally be used to do important tasks for school, but rather is us...