1. Question: What were Samantha’s father’s hopes, dreams and concerns for his daughter? Answer:
Hope & Dreams:Samantha 's father wants the very best for her and wants to see her go far in life. He wants her to continue to develop new skills and move forward, never backwards.
Concerns:He wants her to be in a place that she can be challenged, able to learn and progress that is comfortable for her.
2. Question: What specific things did you learn about that programs do to support families in realizing their hopes and dreams and in addressing the concerns family members have for their child?
Answer: One of the biggest things that I saw that the programs due to support the children that have special needs is they really take the time to get to
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Special needs
3. Question: From the video, what specific kinds of supports and teaming did you observe in the classroom that ensured Samantha’s participation?
Answer: The focus on what Samantha was doing has helped to continue with her participation. They ensured that all of what she was doing was focused around a single focal point so that they could make sure they are doing all they can to help her. They encouraged all the children to interact together and had group activities, as well as allowing Samatha time to work with another friend to paint, color, or just play together.
Samantha 's interaction with the children, smiling, laughing and playing games as well as dancing with the other children and also working on projects; these are all examples of Samantha 's participation.
4. Question: What specific strategies do you see the staff use to facilitate peer interaction and
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Question:Reflect on the handout "Member of the Class: Tips for Teachers." What did you observe that indicates that Samantha was a member of her class? Be specific, please.
Answer: The thing that made Samantha a member of the class was that she was participating in the activities, duck-duck goose, dancing, and working with the other children. When the children are called upon and asked to participate they feel as though they are a functioning member of that classroom. The other children treated her the same as they would any other child it the class, by painting and coloring with her and consider her a friend.
Another thing that helps for the child to feel as a member of the class is if everyone knows their name. Something as small as it seems does tend to go quite a long way with children and people in general. I also felt like Samantha really felt that she belonged and that everyone accepted her. She was a happy child which was evident from her always smiling and her positive interactions with the teachers and the other children (her
When the year started, Melinda did poorly in school. She often used stolen late passes and rarely did homework. By the end of the year this was much different. In the third marking period, Melinda says how she showed up to class every day throughout the semester, did some homework, and didn’t cheat on any tests. I see this as a vast improvement.
Do you feel Peter’s teacher was provided with enough support to make Peter’s addition to her classroom successful? Explain.
This story is a classic example of the social sensibilities and personal affections of the late-Victorian era. The member of the Class of 1894 formed a unique community—a commonwealth of learners—that remained intact throughout their individual lives beyond Eureka College. Besides the group effort that was taken to name the "class child" in 1894, these students also made a pledge ...
Imagine you are Mrs. Miselem, a first-grade teacher, and you are planning to implement PALS for the first time. What two steps might you take to promote a healthy team
Demonstrate supportive and realistic responses to children and young people's questions, ideas, suggestions and concerns.
She explains how her son was just pushed through school. “Our youngest, a world-class charmer, did litter to develop his intellectual talent but always got by” (559). He got through school by being a good kid, he was quiet and didn’t get in trouble. This was how he made it to his senior year until Mrs. Stifter’s English class. Her son sat in the back of the room talking to his friends; and when Mary told her to just move him “believing the embarrassment would get him to settle down” (559) Mrs. Stifter just told her “I don’t move seniors I flunk them” (559). This opened Mary’s eyes that her son would have to actually apply himself to pass. He wouldn’t be handed a passing grade. After the meeting with her son teacher, she told her son if you don’t try you will fail, making him actually apply himself. This made Mary understand that Failure is a form of positive teaching tool. Only because her son had to work for it and, now he actually came out of high school with a form of
What is one of the major goals you want your child to accomplish by the end of his public school education?
High-School, and follows Ms. Gruwell, a new teacher, and her class: room 203. Her class, a seemingly troubled bunch, are all involved in different gangs that are based on ethnicity; this results in their poor academic grades and a lack of concern for schooling, as well as acts of violence amongst the students. By caring for the students’ well-being and implementing different and interactive exercises in the classroom, the students begin to work together and form a new social group within that classroom; one that accepts each other inside and outside of room 203.
I was interested in the debate over her taking medication. I, at first agreed with her and her parents about not wanting her on medication. I was also worried about her uniqueness and creativity being destroyed by the medication. I also was excited by the idea of her changing schools in hope that she would make friends. I did not think about the new school working as a substitute stimulus for her. I was very surprised to learn about her lying about her academics and saddened to learn about her social problems. I was surprised at how much the medication helped her in the end and glad it did not hurt her uniqueness.
Sarah knew the council was only looking out for her and her peers’ best interests and safety, but she still did not enjoy the restriction. She wanted to be young and spend her teenage nights doing what she wanted. On the other hand, Sarah could instead use her time to start on work that wasn’t due until next week or instead study for upcoming tests. Sarah knew if she couldn’t do what she wanted, she could at least do what she needed to. Now that she didn’t waste her time on having fun and instead did her schoolwork, Sarah ended up getting ahead of her peers, and she soon became one of the best in her
Thirteen years ago, we met for the first time. Along the way, some additions and some subtractions were made throughout; leaving us with the group you see before you. Throughout our high school journey, as a very dysfunctional family, many good and some not so good memories were made that shaped us into the people we are today. Most classes grow up together, uniting as a group; or a family. It would be a lie to say this also happened with our class, as we are all so different. Our class holds so much diversity, it makes sense why we don’t seem to mesh together smoothly. But that is what makes us unique. Like the pieces of a puzzle. Each piece in a puzzle is different. Not every piece fits together, but they all have their own place in the big picture. That is what symbolizes our class. A puzzle. We are all so unique, and diverse, but all together we all come to form the big picture.
We spoke about the important people in the classroom which includes the child’s family, the child, and the teacher. The family is not physically present in the classroom each day. However, the children are products of their home environment, and the relationships
In conclusion, Mrs. Doe displayed how she uses classroom management and reciprocal teaching as well as group activities to allow children to learn from each other and become models for each other that Vygotsky believed was important for learning. Structure is important to her, but she is also able to keep it fun as well. She said “you joke, laugh, talk, read and do the math.” But more than that, her passion keeps her motivated and her sense of self-efficacy is obvious to me and her students will see it too.
...rs, e-mail, phone calls, parent meetings, and parent-teacher conferences. As a result, she believes that the school her child attends is doing an effective job of communicating with parents and families because the resources are available to parents and families to use, it is just a matter of them wanting to use what is available to them.
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive