Assignment Tool Analysis

The artifact I have chosen to attach to the discussion board was CE230 unit nine project. What I learned based on that assignment was how to develop creative activities for young children from the age of five and seven. After completing the different activities with the students in this project we had to show what were the student’s objective and what leaning experience where you trying to achieve and was it accomplished with this activity. Example after completing the activity you would indicated if the student was able to follow directions. You would observe if the child was able to correctly solve the problems and it the students showed interest in the game. I recalled when I was in grade school we played Math Bingo it was fun and educational.

Thank you for sharing your post. I found it incredible enlightening to read how this assignment worked in a clinical setting with real clients. I enjoyed reviewing your check in questions as well as your choice to integrate a video, which I would assume is helpful for the visual learners and those new to breathing exercises. Through collectively sharing their positive coping mechanisms in response to anger, the participants are able to learn from each other. It is great that you were able to challenge the group to reflect on additional coping skills regularly utilized. It sounds to me that you were coming from a strengths perspective, encouraging them to identify their positive coping skills. This is especially important, because when

I hope everyone is enjoying their vacation. As discussed on Friday Ms.Z now has a google classroom account where all your assignment's will be posted. I have invited you all to join, if you have not received my invitation you may join by using the access code: 47jesv . If you have any questions feel free to email me.

Dr. Seuss’s books made me like reading. When I would read I would dive into it and read at least two books at a time. In second grade I had a parade about Dr. Seuss and I was ecstatic. While reading Dr. Seuss’s books I learned to rhyme, and one time I wrote a poem, I ended up winning the poem fight at my school. The book “ Mr. Brown Says Moo Can You?” I pronounced some of my first words. While in kindergarten the first book I read was “Green Eggs and Ham.” Like Dr. Seuss expressed in some of his books “do not be afraid explore” the book that pokes out the most is “

During student teaching both of my placements were in math classrooms. With math being my endorsement, having a strong understanding of the content and knowing different methods (standards I & XII) lead to success with my students As a future teacher, I believe these two standards are the most important. I need to create learning experiences that are meaningful and age appropriate for my students. I created a lesson for my 8th grade students that showed the importance of content and methods of teaching. In this lesson, students had to solve questions involving the 8th grade math standards, but the questions were made in puzzle pieces. Students had to match the question and answers, making a shape once the problems were completed. This is called a tangram, which is a concept students had learned in an earlier grade. This lesson used a variety of strategies and met the needs of my diverse learners (standards III & V). The puzzle pieces had students use creative thinking and

There were two thirty minute observations (AM and PM observation) conducted daily in the school across a three-day period between May 9, 2016 to May 11,2016. A narrative of behavioral and environmental events was generated for each observation and was coded by antecedents and consequences to the targt behavior using an ABC analysis form. The visual results of the ABC analysis (see Appendix A for raw data) shown below suggest that the hypotheses for Barry’s behavior serves the function of escape/attention. For example, the observations were conducted during school hours when it was instructional times. It would suggest that he had a problem. Analysis at the antecedents and consequences from the ABC

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

Dr. Seuss once said “The more that you read, the more things you will know. The more you learn, the more places you'll go.” As a kid Dr. Seuss was always my first choice for bedtime stories. He’s rhyming and illustrations grabbed my attention. As I got older my interest in Dr. Seuss began to fade. Throughout my elementary and middle years I enjoyed reading the different Children’s Choice books. In fourth and fifth grade I was apart of this book club where we would read all the Children’s Choice books for that year. Once my group finished reading all the books we participated in a competition. The competition consistent of about 6 different groups of students, each from different school. There was a “spokesperson” that would read off different question, the questions could be from any Children's Choice books. Our goal was to

I want to be able to bring the dice game into a future classroom. This allowed all students to experience success and that is incredibly important. I will also be able to know other strategies for students who have autism and create a relax area in order for them to refocus. I also really liked the two meeting rugs. It allowed for movement and the students were able to refocus. Students would get up and get a white board and then go to the other rug and start writing their sight words. If the teacher only had one meeting area it would have been too much time on the floor and the students wouldn’t have focused on the activity. From the second round of practicum I will be able to bring how the teacher taught to her students. She talked to all of her students with a lot of enthusiasm and treated them equally while still knowing what they needed to work on. The teacher would expect the student to understand the concepts and would continually practice with them until they understood, “That is, students tend to give to teachers as must or as little as teachers expect of them.” (Spradlin, 2011, p. 63). She would spend one-on-one with one student each day and that was something that I found very important for each student, it allowed for them to know what was expected of them and ways to get to where they wanted to

I believe that books have one of the greatest influences on children when they are growing up. There are many different genres of books and they all have something different to teach and offer to children. For example, picture books and fictional stories spark imagination in children and teach them creativity while, non-fiction and stories incorporating diversity, teach children about a certain topic and help broaden their horizons. Keeping the importance of all the different genres of books in mind, I chose two articles from the Journal of Children’s Literature pertaining to this subject.

Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving.

I’ll never forget one book my family had. It was a guide to bugs and other critters, aimed towards children. I’d haul that book along with my sisters down to the creek in the gully behind our house, say, “Today, we’ll be learning about frogs!” and they’d eagerly tag along. We’d search and search among the rocks, and trek through the water in our galoshes for hours without succumbing to boredom.

As a six-month-old baby books had opened up a whole entire new world of experience for me. My inspiration to learn how to read and write was encouraged by my Mother and Grandmother. This is because they read out loud to me before bed occasionally and gave me the best time of my life by introducing me to a library. By two years of age I developed speech and other communication skills. This helped me understand and develop a favorite book, “PJ Funny Bunny,” and I would stare at the pages pretending I was reading them. I would continually pretend to read with other Dr. Seuss books, Smurf pop-up books (I imagined I was a part of these for hours), sniff & scratches, and sensory books. I had just begun

When I was young I would drown my floor with Dr. Seuss and books that gave excitement to me just by holding them. I loved looking at the pictures, the endless rhymes, and magical color schemes because I had no other outlet than books to reach in a grab my attention the way they could. That’s why picture books are almost a necessity to a child’s development. The type of

There are numerous children’s books available for educators to utilize as they create, integrate, and incorporate reading books into their lessons. When selecting books for students, many factors come into play. One central component to employ when selecting Children’s books is ensuring the book is developmentally appropriate for the child (Lennox, 2013). In order to select