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Effects of academic performance
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1. IC Problem-solving stage:
In this problem solving model, I am currently engaged in the problem identification process with Mrs. V. and Mrs C. In problem identification, Mrs. V expressed some concerns that she is having with her student Bingo in her classroom. Mrs. V expressed that Bingo has been verbally abusive and threatening towards other students. Students have approached her after recess complaining that Bingo would call them names. She also expressed how Bingo does not understand the concept of personal space. He would do obnoxious things to other students such as wiping his dirty hands on another student. At one point, in the cafeteria, Bingo spit on the table and rubbed the spit on another student. Other students are afraid of
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When she corrects Bingo, he begins to cry. He refuses to do any school-work and becomes verbally abusive towards other students. He would randomly leave the classroom without asking permission. The teacher tried to have the student do some group work, but Bingo refuses to work with a group. His behavior has affected the other students and no one wants to sit next to him. Now, Bingo sits in the back of the room, away from other students, and does not participate in any work. The teacher does not know how to deal with him, therefore, she no longer approaches him. She feels bad for him, but does not know what to do. Mrs. C also reports that Bingo does not do any work in her class. She praises him and tries to encourage him to do work. He tried, but gives up …show more content…
I was focused on identifying the problem and we listed the target behaviors, which is verbal/physical aggression, cursing to self, not doing school work. I believe that Bingo has several alarming behaviors, and I did not want to focus on just one specific behavior. Then we set up a tentative goal, which is reducing the verbally/physically abusive towards other students. Next, we want to increase Bingo’s school performance in Mrs. V’s, and Mrs. C’s class. We also want to decrease the amount of times Bingo curses to himself. Lastly, we discussed collecting data (tally marks) during data collection. We discussed that the teacher will be collecting the data each period Bingo does not participate in school work. We will also record each time Bingo becomes verbally/physically abusive towards others, and each time he curses to himself. The data will be collected each school day, for two
described as a novel method in dealing with problems. AI is based on an assumption that one should seek what is currently working for him that will lead to a positive change or transformation in an organization (Fry, 2003). Moreover, AI doesn’t focus on what's going wrong or the problem itself in the client's life; on the contrary it encourages him to discover his resources and capabilities in order to sustain a positive change (Hammond, 2006). Moreover, 4 stages are discussed in a coaching session which
(NAEYC). First of all, is the research behind how important and critical learning is in early stages of life, as well as how it reflects outcomes later down the road. Throughout childhood, developing communication skills and capacities for learning support other critical improvements. Even before children enter grade school, weak academic skills are found to be associated with behavioral and attention problems (The National Academic Press, 124). Educational outcomes in adolescence can be traced back
1. IC Problem-solving stage: In this problem-solving model, I am currently engaged in the problem identification process with Mrs. V and Mrs. C. In problem identification, Mrs. V voiced some concerns that she is having with her student Bingo in her classroom. Mrs. V expressed that Bingo has been verbally abusive and threatening towards other students. Students have approached her after recess complaining that Bingo called them inappropriate names. She also expressed how Bingo does not understand
maintaining successful job performance. The communication skills essential in the workplace include basic oral and writing skills, and the ability to communicate in work groups and teams with persons of diverse background, and when engaged in problem solving and conflict management. Oral communication competence can contribute to
the basic component of computer design characterizes what is known as the second generation of computers. 1963 brought about the start of third-generation computers. Solid-logic technology (SLT) enabled the development of the integrated circuit (IC). ICs allowed the placement of as many as 664 transistors, diodes and other associated components on silicon chip less than one eighth of an inch square. We are now in the midst of the fourth-generation of computers. Characterized by continued miniaturization