Comparison with initial handling of the problem
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The document compares the initial handling of Anibal's problems to the realization that he needs more support from his parents. Initially, the author tried different communicative approaches to understand Anibal and help with his lack of study skills and responsibility. However, the author realized they were not Anibal's parent and he needed the long-term support that only his parents, especially his mother who lives with him, can provide. While teachers and tutors can help, Anibal spends more time with his family outside of the 5 hours he is in school each day.
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Assure
The document summarizes a lesson plan to teach 1st grade special education students the months of the year using the ASSURE method over the course of a week. The teacher will analyze the students, who range from ages 6-7 and come from different cultural backgrounds. They will use a PowerPoint slideshow to associate pictures with each month and group the months by season. Students will label posters of the months and place picture cards in the correct months. They will be evaluated on their ability to name and categorize the months after one week. The teacher plans to get feedback and may extend the timeline based on student progress.
Pre School Teachers
Pre-School teachers aim to prepare 4-5 year old children for first grade by teaching them skills like following instructions, sitting still, and working with peers. Some goals are achieved by having children line up, take turns, and properly handle books. Teachers find reward in seeing students learn colors, letters, numbers through activities and asking questions. They hope to make learning fun while teaching basics, maintain enthusiasm, and interact well with parents through potential difficulties. The main reasons for becoming a teacher are loving kids and helping them grow, having patience for typical behaviors, and helping children with problems.
Assure
1) The document describes a lesson plan to teach 1st grade special education students the months of the year using the ASSUME method.
2) The teacher will use a PowerPoint slideshow to present pictures representing each month and have students label posters of the months and identify the season each belongs to.
3) The goal is for students to learn the months within a week and be able to identify 75-100% of the months and their seasons by the end of the lesson.
Assure
The document discusses a lesson plan to teach 1st grade special education students the months of the year using the ASSUME method. The plan involves analyzing the students, separating the months by season, and using a PowerPoint slideshow with pictures representing each month. Students will receive posters to label the months as they are discussed. The goal is for students to learn the months within a week and place them in the correct season. The teacher questions if the plan is appropriate for young students and special education but believes using visuals and engaging activities can help students learn. Feedback from other teachers will be sought to improve the lesson.
Orientation Powerpoint
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Meet the Teacher Presentation
This document provides information from a second grade teacher about the upcoming school year. It outlines details about the class such as the students, classroom expectations, daily schedule, and curriculum. It also provides the teacher's contact information and ways for parents to be involved, such as volunteering to be a mystery reader or attending parent/teacher conferences.
Simple present leo
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My first experiences teaching
July was excited but nervous for her first teaching experience in a program called "Semilleros de Ingles" where she would teach English to students from public schools. She had support from a partner teacher with more experience who helped her with classroom management and activity planning. July had high expectations but was worried about applying what she learned in theory to practice. She was surprised by how diverse the students were and realized the importance of understanding their backgrounds. July worked hard to prepare engaging materials and strategies by exploring online resources and books. Her first solo teaching experience made her realize how difficult it is but she was determined to do her best.
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Assure
The document summarizes a lesson plan to teach 1st grade special education students the months of the year using the ASSURE method over the course of a week. The teacher will analyze the students, who range from ages 6-7 and come from different cultural backgrounds. They will use a PowerPoint slideshow to associate pictures with each month and group the months by season. Students will label posters of the months and place picture cards in the correct months. They will be evaluated on their ability to name and categorize the months after one week. The teacher plans to get feedback and may extend the timeline based on student progress.
Pre School Teachers
Pre-School teachers aim to prepare 4-5 year old children for first grade by teaching them skills like following instructions, sitting still, and working with peers. Some goals are achieved by having children line up, take turns, and properly handle books. Teachers find reward in seeing students learn colors, letters, numbers through activities and asking questions. They hope to make learning fun while teaching basics, maintain enthusiasm, and interact well with parents through potential difficulties. The main reasons for becoming a teacher are loving kids and helping them grow, having patience for typical behaviors, and helping children with problems.
Assure
1) The document describes a lesson plan to teach 1st grade special education students the months of the year using the ASSUME method.
2) The teacher will use a PowerPoint slideshow to present pictures representing each month and have students label posters of the months and identify the season each belongs to.
3) The goal is for students to learn the months within a week and be able to identify 75-100% of the months and their seasons by the end of the lesson.
Assure
The document discusses a lesson plan to teach 1st grade special education students the months of the year using the ASSUME method. The plan involves analyzing the students, separating the months by season, and using a PowerPoint slideshow with pictures representing each month. Students will receive posters to label the months as they are discussed. The goal is for students to learn the months within a week and place them in the correct season. The teacher questions if the plan is appropriate for young students and special education but believes using visuals and engaging activities can help students learn. Feedback from other teachers will be sought to improve the lesson.
Orientation Powerpoint
Jack is preparing to climb his first beanstalk to visit his giant for the day. His mother walks him to the beanstalk and encourages him, though she is nervous since this is his first time. Jack slowly climbs higher into the beanstalk until he disappears from view. His mother remains at the bottom, missing him already but knowing he is ready for this step toward independence.
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This document provides information from a second grade teacher about the upcoming school year. It outlines details about the class such as the students, classroom expectations, daily schedule, and curriculum. It also provides the teacher's contact information and ways for parents to be involved, such as volunteering to be a mystery reader or attending parent/teacher conferences.
Simple present leo
The document defines the simple present tense as describing habits that are still ongoing or habitual actions. It provides the formula for positive, negative, and interrogative simple present tense sentences, including the use of auxiliary verbs do/does. Examples are given of a positive sentence, negative sentence, and interrogative sentence in the simple present tense. The document concludes by providing a paragraph example describing a daily routine using the simple present tense.
My first experiences teaching
July was excited but nervous for her first teaching experience in a program called "Semilleros de Ingles" where she would teach English to students from public schools. She had support from a partner teacher with more experience who helped her with classroom management and activity planning. July had high expectations but was worried about applying what she learned in theory to practice. She was surprised by how diverse the students were and realized the importance of understanding their backgrounds. July worked hard to prepare engaging materials and strategies by exploring online resources and books. Her first solo teaching experience made her realize how difficult it is but she was determined to do her best.
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Updated assure method for ci 350
Mary-Lynn Pell will teach her first grade special education students about the months of the year. Her class has 10 boys and 7 girls, with the majority being white. She will use a song, video, two worksheets and two hands-on activities for students to learn the months. For the activities, she will use materials like markers, construction paper and laminate. She will encourage participation and evaluate students based on their ability to recite the months accurately without help by the end of the month.
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The document outlines an ASSURE lesson plan for teaching first grade special education students the 12 months of the year. It involves having the students sing a song that lists the 12 months while matching each month to its corresponding number. The teacher will print song lyrics, test a YouTube video, and prepare materials for a matching activity. Students will sing the song daily and get stars or marks based on participation. The teacher will evaluate students over two weeks and revise the approach if needed to help all students learn the months.
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The document is a letter from a teacher to parents about using blogs to share learning experiences from both school and home. The teacher explains that the class blogs will include photos, videos, and audio recordings of proud moments at school. Parents are encouraged to also share proud moments they witness at home by commenting on the blog posts. Examples are given of things parents might write, along with an overview of the curriculum to give context for the types of achievements looked for.
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The teacher will teach months of the year to a first grade class with diverse demographics and some students with ADHD over five days using a video, grouping activities, and interactive discussions. The teacher will use a projector to display a video song about the months while students sing along. Students will also get into groups by birth month and discuss favorite/least favorite months. Throughout the week, the teacher will engage students through participation, questions, and small group practice to ensure all students learn the months with 100% accuracy by week's end.
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The document outlines an ASSURE lesson plan for teaching first grade special education students the 12 months of the year. It involves having the students sing a song that lists the 12 months while matching each month to its corresponding number. The teacher will print song lyrics, test a YouTube video, and prepare materials for a matching activity. Students will sing the song daily and get stars or marks based on participation. The teacher will evaluate students over two weeks and revise the approach if needed to help all students learn the months.
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Jamie is a 3 year old boy diagnosed with autism spectrum disorder and communication delays. He lives at home with his mother, father, two sisters and one brother. All of his siblings have also been diagnosed with ASD. Jamie attends a developmental preschool part time and receives special services including OT, PT and SLP. At school, Jamie is working on skills like handwriting, reading, communication, social skills and mathematics. Jamie's teacher wants him to improve his fine motor skills, gross motor skills, and ability to feed himself with utensils. The teacher learned that Jamie comes from a loving family that is dedicated to caring for their children with ASD despite facing many challenges.
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The document summarizes the author's experience volunteering at Head Start, a program that helps prepare young children from low-income families for school. The author assisted teachers, reading to children, helping with arts and crafts, and supervising activities like outdoor play and meals. Most children were African American and from low-income local families. Through volunteering, the author gained experience working with young kids and learned about their developmental needs, despite not planning to work with children in the future. The experience taught the author patience and helped understand what community health work might entail.
Boring after-school-activities-464
Children often lose interest in extracurricular activities they once enjoyed. Parents should investigate why by talking to their child and teachers to understand if issues like class structure, discipline, attention from teachers, social pressures from lack of friends, or pain from the activity are factors. If changes can't resolve the resistance, it may be best to withdraw the child from the activity and allow them to pursue it again later if interest returns. Forcing participation will only reduce happiness and enthusiasm for supposed 'extra' activities.
Parent teacher interviews
This document provides guidance on preparing for and participating in parent-teacher conferences. It discusses the purpose of conferences, which is to discuss a student's progress. It offers tips for before, during, and after conferences, such as making a list of questions to ask the teacher and following up with the teacher after the meeting. Sample questions are provided that parents can ask teachers about their child's participation, strengths, weaknesses, and how they can support learning at home. The document also provides role-playing activities to help parents practice for conferences.
C:\fakepath\family experience summary
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Behavior analytic autobiography dru millerwise
The author describes their father as their "Jewish mother" who helped shape them into the person they are through behavioral principles. As a child, the father quit smoking and drinking to be a positive role model. He also extinguished the author's tantrums by ignoring them until the behavior stopped. As a student, receiving poor grades from teachers caused the most aversive stimulus of disappointing their father and motivated the author to improve. The father then implemented tools like homework monitoring to provide approval contingent on academic success, resulting in the author's improved performance through high school and college to avoid disappointing their father.
Jamie rowe
This document contains Jamie Rowe's planning and coursework for an early childhood education competition. It includes a planning process, documentation of experiences such as lesson plans and philosophy papers, and evidence of skills and developmental knowledge. Some key points are:
- Jamie planned a science activity for 4-5 year olds on a given topic for the competition.
- Coursework includes guidance, licensing, and philosophy papers discussing views on child development and appropriate activities/punishment.
- Sample lesson plans show activities planned for preschoolers to develop music, social, and motor skills through a game of Duck Duck Goose.
Case study phase i
Michael J. Sosa Cardona conducted a case study on a 17-year old student named Anibal Miranda Ortiz who attends Jose Campeche Community School. Anibal lives with his mother in Caguas and has average grades, but struggles in Spanish and English. He enjoys sports and cars and wants to study criminology and law. Anibal has some behavioral issues in class that distract him and others, but seems to do well in physical education and sports. The case study aims to understand the root causes of Anibal's behaviors and how to help him achieve his potential.
PSYCHO JOURNAL.docx
The document is a social psychology journal assignment submitted by Ng Wyn Jane. It summarizes key concepts from 5 lectures on social psychology, including social facilitation, social loafing, social learning perspective, motivation, self-efficacy, counterfactual thinking, optimistic bias, and operant conditioning. Specific examples from the author's experiences are provided to illustrate each concept.
Journal1 psy
1) The document contains journal entries from a student named Agnes Yeo Shu Yuan discussing various concepts in psychology including observational learning, cognitive dissonance, confirmation bias, and social facilitation.
2) Agnes provides examples from her life where she exhibited observational learning by imitating the behaviors of family members, cognitive dissonance in justifying unhealthy behaviors, and confirmation bias in making assumptions about others.
3) She also describes experiencing social facilitation, where she performed worse on a complex sketching task when being observed by her lecturer compared to working alone.
Empowered parents
The document outlines 10 rules for homes and provides scenarios to illustrate their application. It argues parents should point children to biblical truth rather than personal authority. When conflicts arise, parents unintentionally undermine each other and don't allow children to learn from struggles. The 10 rules are designed to give structure and consistency while directing children to Jesus, who was the living Word. Internalizing responsibility through rule-following helps children develop identity and character.
1
Gina and Feni become friends after Feni helps Gina when she falls on her first day of school. During a math lesson, Gina's homework book goes missing and Feni gets blamed until another student, Adiyan, confesses that he hid the book to get Feni in trouble because he was jealous of Feni's intelligence. Gina and Feni apologize to each other and remain friends.
Sara Schwartz-Gluck - Beginning with the end
Sara Schwartz-Gluck discusses that the end of the school year is an opportunity to put the stepping-stones in place for future success. Before rushing into summertime and enjoying the pool, flip-flops, and sunshine, let's take a moment to talk about maximizing our children’s growth at this juncture.
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Tws e portfolio form
This document is a Teacher Work Sample from a student teacher, Michael J. Sosa Cardona, completed during his practice teaching placement at Jose Campeche Community School in San Lorenzo, Puerto Rico. It provides background context on the school, including that it serves a lower-income population and struggles with behavioral issues and standardized test scores. It also describes the school's English program, the needs of the practice teaching group, and sets learning goals to improve student writing skills through engaging instructional activities and strategies.
Case study phase ii
This document provides a new analysis of a student named Anibal Miranda Ortiz based on observations and interactions by the case worker Michael J. Sosa Cardona. Key issues identified for Anibal include losing interest in class, irresponsibility, and a lack of study skills, which stem from focusing too much on his social life outside of school. A work plan is outlined with activities aimed at improving Anibal's English speaking skills and interest in reading, but progress is limited by absences and lack of engagement. It is determined that Anibal's problems extend beyond school and that he needs more support from his family at home.
Case study phase iii
Anibal Miranda, a student, has been showing behavioral issues including disrespecting teachers. His grades have also declined. The case worker organized meetings with Anibal's mother to address these issues, but she did not attend. Teachers observed that Anibal's behavior was problematic in multiple classes. Despite challenges, the case worker sees potential in Anibal and wants to help him improve his behavior and pass 12th grade, while the school considers suspending him.
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The document provides a test on the short story "The Tell-Tale Heart" by Edgar Allan Poe. It consists of multiple choice questions about plot details and literary elements in the story, a sequence of events exercise to put steps from the story in chronological order, a character analysis of the narrator where the test-taker must describe how he feels, thinks and acts, and short answer questions about capital punishment and the story's setting.
Quiz 1
The document is a quiz from an English class at Jose Campeche Community School. It contains 15 multiple choice questions that test understanding of key terms related to the structure and composition of essays. The terms include thesis statement, topic sentence, introduction, conclusion, paragraph, and supporting ideas. Students are asked to match the terms with their definitions in order to demonstrate their knowledge of the basic parts of an essay.
Essay test
The document is an English assignment for 12th grade students that involves analyzing and outlining an essay sample. The essay sample is titled "The Hazards of Movie Going" and discusses the difficulties the author faces in going to the movies, including getting to the theater, problems with the theater itself, and troublesome behaviors of some moviegoers. Students are asked to outline the essay by identifying its introduction, body paragraphs with topic sentences and supporting details, and conclusion. They are also given multiple choice and short answer questions to test their understanding of essay structure and elements.
Reaction for freedom writers revised
The document contains a worksheet for 12th grade English students at Jose Campeche Community School. It provides prompts for students to write a reaction to the movie "Freedom Writers" by answering 5 questions in 3-4 sentences each. The questions ask about the plot of the movie, identifying with the situation, feelings after viewing, agreement/disagreement, and lessons learned.
Front page
This document is a teacher work sample from Michael J. Sosa Cardona completed during his practice teaching at the University of Puerto Rico in Humacao and Jose Campeche Community School. It was completed on April 30, 2012 for his English Department practice teaching course under cooperative teacher Sonia Almeida and practice supervisor Dr. Nilsa Lugo.
From contextual factors to references (needs revision)
This document provides contextual information about Jose Campeche Community School in San Lorenzo, Puerto Rico and summarizes the school's strengths and challenges. It notes that 66% of students are lower-income and many students with behavioral issues attend Jose Campeche after being rejected from the more selective vocational high school. Though the school has advanced English and Spanish programs, it struggles with student behavior problems and standardized test scores. The document outlines three learning goals for a writing unit to help students learn the structure of essays and improve their writing skills. Assessments include pre-writing activities, draft essays, debates, and a final five paragraph essay to evaluate student progress.
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This document provides a table of contents for a lesson plan that includes contextual factors, 3 learning goals, an assessment plan with pre and post assessments, results from a pre-assessment, an overview of instructional activities and technology used, examples of instructional decision making, analysis of student learning for the whole class and subgroups, and reflections and references. The plan outlines the context, objectives, assessments, instructional approach, and analysis of student understanding for a lesson.
Case study phase i
This document provides background information on a student named Anibal Miranda Ortiz. It summarizes that he is 17 years old and studies at Jose Campeche Community School, but has faced behavioral issues. It describes Anibal's home life, interests in sports and cars, academic performance of average grades except for lower marks in Spanish and English, and future aspirations to study law. The school counselor indicated there may be additional undisclosed factors influencing Anibal's behavior.
Case study phase iii
This case study examines Anibal Miranda Ortiz's behavior over several weeks. [1] Anibal initially seemed to be making progress but then his grades dropped significantly and he began disrespecting teachers. [2] Meetings were scheduled with Anibal's mother to address his behavior, but she did not attend. [3] The teachers want to help Anibal succeed due to his intelligence, but his behavioral issues are a major concern and risk of suspension or failing to graduate.
Case study phase ii
This document summarizes Michael J. Sosa Cardona's case study of student Anibal Miranda Ortiz. It provides a new analysis of Anibal's problems in school, comparing it to the initial handling. It finds that Anibal struggles with English and loses interest in classes, but can focus when under pressure. It also outlines Anibal's home life challenges and lack of parental involvement. The work plan chart details Michael's activities with Anibal from February to March, including progress reports and a home visit, finding Anibal absent from school and needing more family support.
Lesson plan exploration revised
This lesson plan aims to teach 12th grade students to appreciate music. The lesson will have students share their past experiences with music both orally and in writing. They will discuss their favorite artists and genres. The goal is for students to have a new appreciation for music by the end of the class through discussing their diverse experiences. The lesson will be assessed through a group discussion.
Lesson plan
1. The lesson plan is for a 12th grade music appreciation class.
2. Students will discuss homework questions and vocabulary about music genres.
3. They will then listen to different types of music and discuss concepts about the genre.
Lesson plan oral report
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will give oral reports sharing their experiences with a music instrument, artist, or song.
3) The goal is for students to develop an appreciation for music through reflection and performance.
Lesson plan application 2
1) The lesson plan is for a 12th grade music appreciation class.
2) Students will discuss their homework assignments and listen to a Bon Jovi song.
3) After reflecting on the song, students will express how it made them feel and have a new perspective for their oral reports.
Bringing bryan to the classroom
1) The lesson plan is for a 12th grade music appreciation class.
2) A music artist will visit the class to talk about their experiences and bring instruments for students to interact with.
3) Students will listen to the speaker, ask questions, and reflect on what they learned to further appreciate music.
Application 2 may
This lesson plan is for a 12th grade music appreciation class. The objectives are for students to organize their oral reports on music in the order given as homework and to have a new level of appreciation for the music they hear. Students will discuss the homework, which involves numbers and a movie, and the teacher will use a rubric to assess oral reports. The goal is to enhance students' creativity, leadership skills, and social transformation through reflection on and performance of different music genres.
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Comparison with initial handling of the problem
- 1. Comparison with Initial Handling of the Problem I formulated a hypothesis at first to take a step on how to work with Anibal. I started working with Anibal by asking him what were they giving him, did he understand the material the teachers were teaching him, how did he feel, what was he going to do, among other questions. These were the usual activities. This was to take initiative and get to know data to work with him. I started to teach him more responsibility, more commitment to school, among other lessons. I wanted for him to recognize that school is important and that he needs to dedicate time to school in order to progress and that he needs to behave in order to have a good image and be someone in the future. Initially, I thought it was all it would work out. It did, to an extent. I realized that I was neither his big brother nor his father (which is obvious) to do this kind of stuff. I was behind him like he was a sibling or my son. Consequently, I developed caring for the boy. Still, that is not (and will not be) my job. He has a parent for that. That’s when I knew this kid needed support from his parents and that this fact would be a real initiative to handle the problem. Anibal lacks study skills, responsibility, and commitment, all which could be modified with the help of his mother (his mother because she is the only one that lives with him; note that I have mentioned his father several times, but this is because this study recognizes that his father also plays a vital role in Anibal’s life). The study led me to this result: Anibal’s parents need to support him and keep leading him through the path he needs to follow. I imagine: How would Anibal’s life be if he had a serious relationship with his mother or his father? Would he have bad grades in English? Would he have developed language acquisition in a proper way? Develop responsibility? Develop
- 2. commitment? I believe so, and I believe there is still time. I could do tutoring, I could dedicate time to socialize alone with Anibal and get information from him as well as take the kid and chat from time to time with him, but eventually I will go away and his parents will stay. So, comparing it with the initial handling of the problem, I could say that I, in a way, knew that Anibal needed support from his parents, but I didn’t know it would be this desperate. At first, I started trying different communicative approaches to know him, help him, and support him. It turns out that this was what he needed. The initiative to work with Anibal was to address his lack of study skills, his irresponsibility, and try to get him more interested in the classroom. Still, school is limited to five hours proximally (due to interlocking). He spends more time outside school than inside school. In other words, teachers are limited to what they can do. However, his mother is not, even though she works a lot. Family is family and Anibal needs from his family. A child is a gift from God and they should be conserved always. How Anibal’s life would be if his mother had been always with him? How his life would have been if he didn’t pass through a divorce? Things sure would be different. Still, we cannot judge no one and we cannot turn back time.