A Speech On Education And Language Arts

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

I am reaching out to you because I have some major concerns with my son Braydon Thorman's education. Braydon is in Mrs. Kuithe's 3rd grade class. Braydon seems to be struggling A LOT. Braydon is a very bright kid and that is one reason I am so concerned. Braydon has ADHD and has been diagnosed sence kindergarden. He struggled mostly with being still in KG and first grade. second grade was great, we did have handwriting issues. This year however is such a set back. This is Braydons first year of getting grades and such a transition, a very very hard and stressful transition. When I first saw signs of this I requested a meeting with Mrs. Kuithe and Mrs. Montgomery. I felt good about that meeting. I felt like we really hashed out some of my concerns. He almost made honor roll, then

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

A collateral interview was conducted with M.S. 54 Booker T. Washington Middle School. It is reported by Mr. Gongaley, Ms. Kirk, Mr. DeLuca and Mr. Behar, that Rafi has been doing very poorly academically the entire year. The child rarely submits homework, does not complete assignments and needs constant refocusing. Although he was with offered the opportunity to go to an afterschool homework program, he does not go often. It is reported that the child needs someone with him in order to reach specific educational goals and in order to complete assignments. He is currently in a class with two teachers, one special education and one regular teacher. In order to help him succeed with an assignment it is necessary for teachers to work closely with

S.A. and his family were facing imminent homelessness after his mom was diagnosed with a physical disability. Due to a lack of resources during that traumatic time period, S.A. missed many days of school, which caused him to be behind. He is now in 6th grade, but does not meet grade level requirements. He obtains a 4.5 grade level in math and reading, which could retain him from entering middle school. With his family’s involvement at ForKids, S.A. is required to partake in the Hot Meals & Homework Program. ForKids has also been able to provide services that would assist S.A. in coping with his learning disability. Through our educational program, our goal is to get S.A. to meet his grade level requirements.

My two boys, Christian and Adrian Ayala, are both A/B students and both have achieved Principal Honor Roll once every year. My 11 year old son, Adrian, has been medically diagnosed with ADD. He suffers from anxiety and stress disorder. He is taking medically prescribed Adderall for his anxiety and his depression. He is enrolled in the special needs learning program. Even with these challenges, my youngest son has managed to maintain a perfect attendance andcosistently achieves honor-roll recognition every year. He is also a Boy

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Bryce is an 18 year old male who struggles academically due to a Specific Learning Disability in reading, writing and math. Due to Bryce’s Specific Learning Disabilities he exhibits weakness in all academic areas which include; reading, reading comprehension, reading fluency, written expression, math calculations and math problem solving abilities. In high school, Bryce received special education accommodations in all academic areas, and he received Speech and Language Services to support him with his Specific Learning Disability. Bryce recently graduated from the Renascence High School in Springfield Massachusetts. This fall Bryce plans on attending Springfield Technical Community College with a vocational goal of receiving

Matthew was interviewed alone. He was initially observed to be quite and reserved. However, he did open up as the testing progressed. Spontaneous speech was limited. Eye contact was fair with intermittent variability. When asked about his understanding of being at the office, he indicated that he had come for ADHD testing. When asked about the things he likes he said, “making paper planes. I like baseball, I like playing with my friends.” Matthew reported that with his friends he plays video game, ride bikes, plays soccer and baseball. When asked about the things he does not like he said, “ Reading. I am not good at it.” He then elaborated, “ I don’t like reading out loud.” Matthew further endorsed not liking writing. He identified ‘staying put in my seat,’ as being difficult for him. He said, “I start to move around. I feel uncomfortable.” He further stated, “at school I am really bored. I get distracted. I am looking all around at the road.” He indicated that he likes cars and likes to identify them. Matthew endorsed looking out of the window while the teacher is teaching. He talked about sports car and named a few.

Attention Grabber: Everyone has someone that they look up to. For some it’s celebrities, parents, or tall friends.

In the speech “Remarks by the President in a National Address to America’s Schoolchildren” by Barack Obama, he encourages students to try hard in school because education will further their success in the future. President Obama uses the reasoning that with education students will have responsibility just like those around them to achieve high standards. Students must also try hard in school to get their work completed and not give up on their education and make going to college a goal of theirs. Students need to have responsibility, try hard on their education, and be aware that they have many educational opportunities.

An English writer, John Locke, agreed with this point by saying that even though we were born with minds of our own, the mind was blank until it began to be filled with ideas and knowledge from our experiences in the world. I don’t think you can doubt that. Can you? You yourself know that as you grow older and live longer, you are gaining more experiences. These have changed your beliefs and outlooks many times. You know what? That is how your mindset is forming and changing.