Classroom Intervention Paper

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

Through observations, many thoughts can be running through our minds at what we observe. Some of our thoughts can be good and/or bad because we unconsciously generate particular thoughts based on personal experiences, stereotypes, biases, etc. A couple of days ago, I observed some students that were sitting around me in the library. I observed various students over the course of 4 to 5 hours because I was also working on homework for other classes as well. Before and after my classes I go to the 4th floor in the library, on the individual desks to eat work on homework, and study for my classes. It’s become my second home.

On Thursday, November 3, 2016, at approximately 10:51AM, I, Officer Larry Thomas was dispatched to Hooper, right at the bus stop, in reference to two males fighting.

I observed at a daycare called Children's house, I have observed here before and I know the teachers very well. I interviewed a teacher that was formally called Ms. A now called Ms. C who has been working there for 10 years. The Children's house is a private, suburban daycare with 20 children. The room that I observed in is a 3 to 5 year old room. Ms. C had a lot of 3 and 4 year olds. 7 of her children are 3 year olds, 11 are 4 and only 2 are 5 year olds. in her classroom she has 4 children with speech problems and 1 child with a development delay. She has an aid named Ms. M who works with her during the day. Ms. C tries to make their jobs equal, Ms. C teaches lessons and Ms. M teaches other lessons. While they are at center time they have one teacher work on a activity and the other teacher will drift around and insure that the children are behaving well and are out of harm's way.

The first tier in Response to Intervention for Behavior services all students within the school system with approximately 80% of students needing no further intervention beyond this tier. In this tier, school-wide positive behavioral supports are provided to students to reduce inappropriate behaviors throughout the school. Several school-wide supports are provided in this tier including "rules, routines, and physical arrangements" (Florida's Positive Behavior Support Project, 2009, p. 6) that reduce/prevent initial occurrences of behaviors that have been deemed inappropriate. Before these supports can be implemented school staff members must develop them. After development staff members go through training on how to properly implement these

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

Interventions provided during this service: Case management services were provided through a CFT (client family team) meeting. WYP gathered information during the meeting. The client's behaviors is better in school over the week (following directives, decrease in inappropriate languages, and more positive interactions with his peers). WYP updated the team about the client's behaviors. The client is doing better with engaging in a positive activity without getting frustrated. The client is seeking attention through asking questions (cannot take "no" as an answer) and with some challenging behaviors (running in the store and not following directives). WYP will continue to work with the client by ignore the client's non-preferred attention seeking

During the experiment of boys, I observed three men in the 20s who were talking about homework last weekend. During this experiment, A was on his computer talking about finances. B and C were locked into their computers without looking at A. The connection between the men seemed disengaged, as the DVD described. Most of what Deborah Tannan found is that the boys would sit at an angle. However, the participants had a couch, sitting besides each other. When they watch a movie, they would still talk and listen to each other, but would look at each other rarely at times. It lasted for a few minutes because they went to go eat together. In summary, they talked about sports and compared their teams over each other.

The following discussions took place over several separate observations; the participants were three paraprofessionals, three special education teachers, and one assistant principal. The discussion centered on the Booktrack website and its usefulness for students receiving special education services. The paraprofessionals, Diamond, Karla, and Cindy, work in the Challenge program at Alameda High School in Jefferson County Colorado. One of the teachers, Dan, is from the same program and is responsible for eleventh and twelfth graders. The other teacher, Amy, works at Hamilton Middle School in Denver. The assistant principal, Deana, works for Dupont Elementary in Adams County 14.

At this point of my observation, I am questioning how important is to be familiar with the person that we need to greet. It seems that the people I have observed so far need to be very familiar, not just being acquaintances, but to have certain kind of closer relationship. The young male student greeting to his instructor (my assumption) is an example of the role of familiarity when people greet.

During the duration of Alternative Education Perspectives, the class has visited different educational environments. The different environments include Spectrum School, Beloit Memorial High School, and the Welty Center. Spectrum School, which is located in Rockford Illinois, is a private school ranging from the ages 4 to 14. Beloit Memorial High School, which is located in Beloit Wisconsin, is a public high school that houses about 1900 students from the ages of 14 to 18. The Welty center, which is located in Beloit Wisconsin, is an environmental center that teaches kids from the ages 4 to 14. The three different learning environments teach their kids using different techniques. There is controversy on how each place teaches, but all of the teaching techniques are effective in teaching their students. Spectrum School, Beloit Memorial High School, and Welty Center use different teaching techniques that are similar to the readings in class.

The structure of the classroom in which I was observed in had a warm welcoming and childlike atmosphere, which every preschool or head start classroom should have. As one should enter the daycare center, the first thing that is seen at the door is a bulletin board of all the teachers and staff at the daycare. Along with that is an introduction piece of the teachers for each classroom, it talks briefly about how long the teacher has been in their profession, as well how long they have been working at the daycare center, and what they love about working at the center. As you enter the classroom, there is the office and in front the office there is the cubbies for the student to put their jacket and things of that sort. Behind the cubbies are

Adolescents who feel more lonely are more likely they to be depressed, anxious and less likely to take social risks (Moore & Schultz, 1983, p. 99). Similarly, “loneliness and depressive symptoms influenced one another bidirectionally from mid to late adolescence, with the direction from loneliness to depressive symptoms being stronger than the reversed direction” (Vanhalst, Klimstra, Luyckx, Scholte, Engels, & Goossens, 2012, p. 782). Thus, our intervention aims to reduce these feelings among middle school students. In turn, this goal is worthy from a sociatel perspective, as reducing feelings of loneliness will have a positive effect on the teenagers' school performance, their overall productivity as well as their reported life satisfaction (Trzesniewski, Donnellan, Moffitt, Robins, Poulton

Create procedures and expectations at the beginning of the year for hands-on activities and group work

Yes, I did think of behavioral interventions to assist the student in working on improving his behavior in the classroom. Some of the specific behaviors that are “out of the ordinary” for Sam include consistently disrupting the teacher to ask random questions and calling students names. Specific interventions the counselor could use include working with Sam to improve his self-esteem such as focusing on skills and highlighting skills that he excels in (Henderson & Thompson, 2011). Also, the counselor could work with Sam to figure out what his goals are and help Sam to design a plan to get to those goals. This could be in the form of a student contract. Additionally, the counselor could work with the student and teacher to come