Based on my paper works,lesson plans, all paper from course 682
Hi Stephanie! I enjoyed reading your focus learner portrait.
1. what do you think the best approach to helping this student would be? How would you address this student behavior?
The best approach to help this student is by helping change his mindset and attitude towards law, rules, and regulations. The student appears to be "immune" to rules. That is why it is extremely difficult to convince him to play by the regulation, like everyone. To the student, rules mean that he is powerless—they mean limits and oppression. The best way to approach this problem is by helping him understand that rules protect and, most importantly, apply to everyone equally.
2. why do you think this student is having such difficulties? do you believe the ADHD is what's contributing to these behaviors?
I do not believe that ADHD is a significant contributing factor to the problems. His mindset is. This is because the student concentrates on things he only prefers and feels are desirable and uncontrol ling. He can play sports on the field without being coached or instructed by anyone. Similarly, he can do his assignments properly if no one instructs them. The problem is that the student hates rules. The student has set up his rules, which are a firm double standard.
3. He says everything is boring and he knows all the lessons but yet he is behind in his classes, could this just be a defense mechanism to him feeling badly about himself being behind, so he's making excuses in order to make himself feel better?
Yes, this is just a defense mechanism for his failures. They are cover-ups for his buzzkill performances and decisions in life. The student feels that teachers and coaches are teaching things that are not essential in life, but then again, the student dreams of excelling and scoring good grades to be successful.
Hi Kimberly!
1. How could the teacher better help the student's ability to communicate in the classroom? Since the student is new in school, the teacher needs to help the student develop better communication skills. This can be done by encouraging the student to engage in social interaction and play. This is one of the most important aspects of child development because children learn best while playing and interacting with others, including language learning. Interactive play sessions will provide enjoyable and interesting for the student to communicate.The teacher should find playful ideas and activities that the students seem to enjoy and incorporate sessions of singing, rhyming, and gentle talks for the child to begin imitating.
2. How could the teacher motivate tstudent to learn and focus during circle time?
Paying attention is a key aspect of learning. It is the ability to focus on one thing while ignoring the others. Autistic students can also learn how to focus . They can get better with practice. One of the best ways that the teacher can use to motivate the student to learn and focus is through talk and play. For example, copying the student's actions and behavior or repeating the sounds the child makes can spark the student's interest in seeing whether the teacher will copy them back. These back-and-forth interactions encourage the student to learn to hold onto something for longer.
3.What ways can educators modify a school day for students with Autism? For example, James becomes overwhelmed in gym class because it’s loud and kids are running everywhere.
Two things that educators can do are modify a learning day to accommodate the autistic student. First, pay attention to colors. Install the colors that the student notices so that the learning experience will be better. Also, create a cool-down room for them with no loud music and other students where the student could consider a safe space.
Hello, everyone!
(Simon)-Not his real name
A student is a seven-year-old, first-grade student in an inclusive classroom. The student’s primary language is English, and he can communicate his thoughts effectively. The student is diagnosed with a spatial disorder, affecting his ability to navigate his environment and understand the space around him. This disorder is accompanied by an autistic disorder, such as difficulties socializing, organization, and planning problems. Moreover, the student suffers from anxiety.
1.The student has an IEP plan that promotes educational advancement. He has been provided with accommodations and modifications to help him progress in his learning. He is given individualized instructions, enlarged printed worksheets, and a place where he can feel safe and not distracted. He does not wear glasses, as he does not have myopia. The student also receives therapy with a psychologist (one time per week) to work on his anxiety problems. The student also receives support from a special education teacher in the classroom, who can help him understand the materials and provide additional guidance. He has access to assistive technology to help him with his reading and writing, including a laptop with a text-to-speech program. He is given extra time on tests and assignments to help him reach his full potential.
2. The student needs help focusing on last-lasting writing and reading activities. He needs help to read the dashboard's notes and anything at a distance, such as a projector or bulletin boards, which interferes with his learning. He constantly needs help with finishing his tasks on time. He struggles with copying, has terrible handwriting, weak spelling and punctuation, and reads very slowly. Furthermore, he has difficulties following the classroom routine and prefers to work on activities alone rather than in a group. He does not like interacting with his peers but never acts aggressively or appropriately towards peers and teachers. He is suffering from general anxiety; he is worried when facing something new and things he never experienced. He has trouble managing his stress, which manifests in an uncontrollable emotional state. For example, Students can start crying, screaming, or running away. He is frustrated when it comes to an activity that requires a lot of movement. He worries about being unable to see something while actively moving.
3. Student is passionate about music. He is a very talented boy who enjoys playing the piano. He attends piano classes once a week. Student likes to go on different musical shows. The parents spend time with the Student to develop his reading skills on weekends . Moreover, he loves the read-aloud time. The student has also taken up the guitar and is starting to learn
My questions:
How can I use kinesthetic activities to help Student with his learning?
What strategies can I use to lower the student’s anxiety regarding new activities?
How can I help Student to socialize and find friends in the classroom?
Module: 3 Professional Rationale
Strengths
As an educator, I have many strengths when it comes to teaching. One of my glows is the ability to have strong parental involvement. I enjoy collaborating with the parents, and I can well and professionally lead the parent to how and why their child needs help, suggest and recommend how it will be better and without stress for their child. This way, I can create a stronger bond with the child and the parent and build a more robust support system for the child. My experience shows that it is an essential part of self-esteem and professionalism (Avallone, 2017). Teachers with high levels of self-efficacy tend to believe they can catch up with slow learners by using the proper techniques and encouraging them to work harder. Self-efficacy is also related to problem-solving in the classroom. My other strength is teaching step-by-step instruction by working in small groups, which could be any subject (math, reading, writing, and art). Group projects can maximize the educational experience by demonstrating material while improving social and interpersonal skills.
Refinement
My area of refinement is classroom management and teaching students with behavior and social-emotional disorders. It gives me a tough time assessing those students because they need help to stay on task or sit still and listen or follow directions. To improve my ability to manage these students, I will need to focus on understanding their needs and developing strategies to address them (Avallone, 2017). I will need to learn more about assessing and handling students with behavior and social-emotional disorders effectively.
Additionally, I will need to focus on building relationships with these students and providing them with additional support. This could be done through additional individualized instruction, small group instruction, and group activities. I need to learn more about how to effectively use positive reinforcement and behavior management strategies and provide appropriate consequences for misbehavior. I will need to focus on creating a classroom environment that is conducive to learning, is respectful, and encourages positive behavior. I will need to develop methods to ensure that all students are involved and engaged in learning (Ell Language portraits., 2023). Finally, I must focus on understanding how to create a compellingly safe learning environment for all students and create a culture of respect in the classroom.
Impact on Student Achievement
In order to improve my area of refinement, I will need to focus on classroom management and how to properly assess and handle students with behavior and social-emotional disorders (Kanaan, 2019). Through this, I hope to help these students reach their full potential and be successful in the classroom. Additionally, by having strong parent involvement and teaching small groups, I can create a better learning environment for the students and help them better prepare for their future. By addressing cultural relevance and the issues of behavior and social-emotional disorders, I can provide the best possible education to my students.
School Profile Impact on Cultural Relevance
The school report card provides essential information about the school environment, which can be used to assess the performance of the high-stake exams, as well as the demographics of the school (Lynch, 2018). By understanding the school's demographics and the student's performance on the high-stakes exams, I can better understand how to address cultural relevance in my teaching. For example, the report card will provide information on the percentage of English Language Learners students, which can help me develop strategies for teaching English Language Learners. Additionally, the report card allows me to understand the student's performance on the high stakes exams, which can help me identify areas of improvement that can be addressed through instruction (Weber & Cole, 2014). By understanding the student's performance on the high stakes exams, I can develop strategies for teaching and learning which will help the students succeed. Furthermore, by understanding the school's demographics and the student's performance on the high-stakes exams, I can better address the cultural relevance of my teaching and ensure that all students receive a quality education.
Conclusion
In conclusion, a school report card is essential for understanding the students' performance and addressing cultural relevance in teaching. By understanding the students' performance on high-stakes exams, I can better understand how to manage cultural relevance in my education. Additionally, by having strong parental involvement and teaching small groups, I can create a better learning environment for the students and help them better prepare for their future. By understanding the student's performance on the high stakes exams, I can develop strategies for teaching and learning which will help the students succeed. Finally, by understanding the school's demographics and the student's performance on the high-stakes exams, I can better address the cultural relevance of my teaching and ensure that all students receive a quality education.
TinaF
682Module12FinalReflection.docx
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