Educational Support Objectives

The central focus and purpose of teaching this learning segment is to educate students about other holidays and cultures, but specifically focusing on Christmas in Italy. While this unit is essentially literacy based, it is also linked to Social Studies when students use a variety of intellectual skills to demonstrate their understanding of themes, traditions, and stories in different countries. This unit supports diversity within the classroom and it will expose students to the different ways of celebrating holidays among various cultures. The essential literacy strategy used throughout this unit is to analyze, explain, and describe the similarities and differences between Christmas in Italy and Christmas in their own home in the United States. The students are required to examine the way Christmas is celebrated in Italy in a variety of different ways, through both teacher directed guidance and student centered learning.]

a. Explain how children and young people’s development is influenced by a range of personal factors.

All of the children at the daycare were playing, waiting for their parents to arrive and pick them up. The teacher assistant was fairly new, and still getting used to the schedule and rules all the children and staff had to follow. Several of the kids’ parents seemed to come rather late, so the new assistant decided it would be fine for the kids to play with the daycare toys until they were ready leave. The youngest pupil was four, and the oldest had just turned seven, so all the children were undeniably messy and careless during almost all of their lives. The assistant’s excused themselves temporarily, the newbie could definitely handle the remaining children and if not it could help teach and improve her skills.

As a transfer student at Texas A&M, I demonstrate what determination and hard work stands for through staying self-motivated to attend my dream school. Prior to the start of my education, my family and I moved to this country in hopes of escaping crime and violence, seeking opportunities and freedom. I was able to undertake my own opportunities and enrolled at a community college while also working a full time job in an effort to pursue my dream of attending Mays Business School. Every year, thousands of students apply to Mays; however, Texas A&M only accepts 100 candidates to attend their business school. Because of this transfer process, I have become a motivated, persistent and dynamic individual who strives for success.

During my career at SUNY Orange, I have grown by leaps and bounds. I have mastered my short comings, earned a 3.5 GPA, made the Dean’s list three semesters and running, earned the Peter Albergani Inspirational Scholarship, and I was selected to attend the Exploring Transfer Program at Vassar College. SUNY Orange has opened many doors for me, doors I did not even know existed. I was not sure that I wanted to attempt to get my Bachelor’s degree, seeing as just getting my Associates degree was more than I ever imagined I would accomplish. That all changed when I was given the opportunity to experience what it would be like to attempt learning at a four year institution.

I am a Human Services major who plans to pursue my masters degree. I am currently a sophomore and plan to graduate in the spring of 2015. I recently had the great opportunity to attend the Exploring Transfer Program at Vassar. There I was able to refer my belief that I should further my education. After graduation from Orange County Community College, I hope to further my education at Smith college in Northampton, MA. After achieving my masters degree I hope to gain a career where I can focus

is a 5-year-old kindergarten who has speech/language IEP for expressive/receptive language. She has a difficult time getting started with activities, independent routines and verbally participating in class meetings. To meet her IEP goals (short and longer term) I have determined her needs will best be served with the following goals/objectives. Scout will: 1) participate in class discussions; 2) verbally request wants/needs; 3) work cooperatively with classmates; 4) follow 2-step direction in a timely manner.

The event that I attended was hosted by the Academic Success & Tutoring Center (ASTC). It was a one hour program that was part of series to help new students ease into and survive their first semester at Stony Brook University. The particular topic that I decided to attend was Goals and Motivation. I have a hard time staying motivated and getting my work done. I always seem to wait until the last minute to do things and then I break down because I am so stressed out. I'm also having second thoughts on what I want to do in my life and how I am going to get there. Therefore I thought that this topic was particularly good for me and I think that it was actually quite helpful.

Transferring to a four year school has never been a question for me, it is and always has been, a non negotiable expectation I have for myself. I am currently attending Mohawk Valley Community College, a two year school which I will be graduating from in December, after only three semesters, with an associates degree in International Studies. I chose a community college initially because I was unsure as to which field I wanted to major in. Before I made my decision however, I was presented with the idea that I should save money and go to a community college where I could change and explore different majors without any serious financial repercussions. This turned out to be the best decision I could have made at the time, as not only have

As a kinesiology major student, I take English 49 to complete my General Education Requirement. Prior to this, I had taken English classes in high school and I wrote short stories on the Internet, too. I started off thinking that this class would be boring and full of reading and researching. My thought was completely wrong. Since I have been enrolled in English 49 from January, my writing has improved tremendously. I have learned how to think critically, how to write and express myself through writing, and how to find the answers to questions that I don’t know throughout this semester.

While reading chapter 10 from Spring and chapter 5 and 6 from Educational Foundations, I was able to reflect and come up with comments, concerns, and questions about the text being read. Chapter 9 from spring talked about scientific school management. Scientifically managed schools have meritocracy and they reduce public control. Also, this chapter goes on to talk about how graduate schools of education were on important link the educational power structure that came to dominate public schools in the 20th century. Next, in chapter 5 from Educational Foundations it talks about definitions of racism and discrimination. It also talks about manifestations of racism and discrimination in schools. It is sometimes difficult to separate what is racist or discriminatory from what appear to be neutral school policies and practices. Lastly, this chapter goes on to talk about how there is a complex connection between diversity and discrimination. In chapter 6 from Educational Foundations it talks about inclusion. This chapter states a big question; why are students with disabilities less likely to have constructivist learning experiences than nondisabled

We are committed to ensuring that its employees have the appropriate level of knowledge and skills for their job and encouraging their personal and professional development to help them achieve their full potential. The purpose of this policy is to give managers and staff direction on the handling of these situations,

There are many systems of support for professional development. Personally, I prefer books and internet. Also creating occasions to discuss issues, share experiences or to be able to present some new knowledge to colleagues in an informal environment is a good way for co-workers to share good practice. This type of activity within a team will stimulate discussion and provide an opportunity for each person in the team to learn something new and a chance to reflect on their own individual practice and knowledge base.

I. Explain three reasons why learning and development needs may arise in your own organisation. Include examples for individual and group needs.

Students with disabilities have many needs that teachers must meet. These needs range from academic to non-academic needs. This report will discuss academic and non-academic needs of students with disabilities and how teachers meet these needs with respect to curriculum, teaching strategies and assessment. The effectiveness and appropriateness of the methods that teachers use to support students’ needs will also be evaluated. One academic need of students that teachers need to support is basic mathematics skills, in particular, money skills. Additionally, one essential non-academic need teachers must support is students’ social skills while in group situations. In relation to money skills, teachers can use a differentiated curriculum, show students real life examples and use direct, systematic instruction to teach, and use questioning as a form of assessment to ensure their students’ academic needs are met. Furthermore, teachers can use the general capabilities outlined in the Australian Curriculum, modelling and reinforcement to teach social skills, and use questioning as a way to assess this learning to provide for students’ non-academic needs.