Evidence Statement Of Joseph's Self-Esteem

He was a very energetic and very colorful kid which is the main reason why I chose to even observe him. When I first started observing him he was playing with a string by himself but then some other kids decided to join him and at first he seemed like he didn’t want them to play with him but the teacher told him that he should share with them. He straightway followed the directions from the teacher and shared with the other kids and he actually had a really good time and loved to play with those other kids.

There are thousands of stories in the Bible, but one stands out in particular; the story of Joseph. The Hebrew meaning of the name Joseph is “may Jehovah add, give increase.”1 Through the life of Joseph we see God add meaning and purpose to his life, just as God adds meaning and purpose to all our lives. “For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.”2 Joseph obediently followed God’s plans through trials and tribulations whereas many other figures in the Old Testament faltered in their faith. Joseph, son of Jacob, is the single most important human being in the Old Testament because of his impeccable faith to the one true God and his story of forgiveness that set the stage for God’s chosen people.

Dave is a four (4) year old preschooler, who seems to be a little bit calm but playful. The classroom is a very spacious room with various toys, furniture, books and other facilities that makes it ideal for a preschooler’s classroom. When I entered the classroom, Dave looked at me, and didn’t seem to care about my presence, as he continued with his play. Since he was the only student in the classroom, he was playing alone on a wooden table and was just preoccupied with his play.

I always knew Jonathan was a smart child; however, it was difficult to get him interested to participate in the activities. In the beginning, he did not like where our group would sit. Jonathan would wonder off and look at other groups in the classroom. When it was reading time, he would lay in the rug and begin playing around. Jonathan would hide behind my back or hide behind the book. During name writing time, Jonathan would doodle on his name card. I kept trying different methods to figure out how to cooperate with Jonathan. I asked my supervisor for advice as well. Finally, I realized that Jonathan enjoyed when a task was assigned to him. For example, I would have him help me turn the pages of the book. I realized to get Jonathan involved, I had to demonstrate to him that I appreciated his attention, and that his contribution is valuable to the group. I would complement Jonathan for his efforts on saying the vocabulary word. When Jonathan wrote the first letter of his first name facing the correct direction, I told him how proud I was of him. As result, Jonathan participated more during reading time; he would be interested on what will happen next in the story, and he would remember a few vocabulary words. Finally, the greatest success was when he wrote his first name and last name without losing

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

No one understood what he was going through and he had no one to lean on. Because he has to deal with everything himself, he has many internal and external conflicts. He has to deal with the fact that his only friend and the love of his life is gone forever. Unfortunately, he does not fully share his thoughts or problems to the reader or people around him. With a positive tone, the author states that "it was inside him and outside him, and it was already starting to scream, and it was getting louder and his brain was getting louder and he threw water in his face but he couldn’t stop it” (Schmidt 82). This quote displays the fact that he is a very troubled boy who has a lot on his plate. Joseph has to overcome all of his problems by himself, and he feels like he is going to explode. Joseph is also becoming a dynamic character because he starts to get closer to his family. Once he does this, he beings to tell them his story, and what had happened to him. This is an incredibly important part in the story because it really shows the reader what Joseph is like on the inside. Similarly, it explains that he is capable of sharing his

At the end of Joseph’s story he forgives his brothers. Instead of seeking revenge he tells his brothers, “Now therefore be not grieved, nor angry with yourselves, that ye sold me hither: for God did send me before you to preserve life” (Genesis 45:5). Joseph is able to forgive those that caused him his suffering, as Joseph views himself as part of God’s plan. Similarly, as the guards lead Jesus to be crucified he forgives them saying, “Father, forgive them; for they know not what they do” (Luke 23:34). The forgiveness offered by Joseph and Jesus to those who wrong them exhibits the strength of the two characters, lack of sin, and role of God in their lives. Throughout the Old Testament there are allusions to a Messiah. The intertextuality between

On October 15, 2015, I observed Jacob during a whole class lesson. During this lesson, the teacher read the book We’re Going on a Leaf Hunt by Steve Metzger. While the teacher was reading, Jacob was holding a school tool (rubber star he uses to occupy his hands while the children are sitting on the rug). At first, Jacob was paying attention to the book; however, he began to instead focus on his school tool instead. During various times throughout the shared reading, children were asked to turn and talk to a partner about some of the things that the children were doing on their leaf hunt. During turn and talk, Jacob had to be prompted to speak with his partner; however, he would often speak to the teacher instead. After the

Joseph was accompanied by his father, Nicholas who has full custody due to a history of neglect by the mother. Joseph attends Logan Elementary. Mr. Chadwick reports that Joseph can often be self-injurious by chewing his hand until it bleeds, and banging his head on walls, as well as being aggressive to his brother, and his peers. Mr. Chadwick as the ED/CD waiver for both of his boys as they both have autism, Mr. Chadwick has personal care assistance hired to care for boys during the

The Joseph narrative can be found in the book of Genesis chapters 37-50. It is slightly interrupted “by the story of Judah and Tamar (Gen. 38) and by the so-called Blessing of Jacob (Gen. 49:1-28)” (Skinner, 438). The story of Joseph is seen as unique because it has different characteristics than its counterparts in Genesis. Other writings in Genesis seem to be short, brief incidents, about family and tribal affairs. The Joseph narrative, on the other hand, is lengthy in nature “comprising some 300 verses” (Barton & Muddiman, 60). In fact, Joseph is “second only to Moses in the attention given to him in the Torah” (Spring & Shapiro, 260). Some scholars consider the Joseph

Mrs. L shared that he eats alone, but during recess he does have one friend he will play with basketball or soccer. Currently, his friend Daniel is the only student in the school that will play with him. Daniel attend the learning center together and both have Mrs. F as their general education teacher. Mrs. L. mentioned that at times the boys do argue with each other because they spend a long period of time together. Another area of concern Mrs. L has for Richard is his constant need to please others. Richard is an interactive student and wants his peers to welcome him when he tries to play with them. When his peers are welcoming to Richard, he tries to please them as best as he can. Richard will imitate his peers behavior or he will join along to what they are doing. His limited social interaction is a concern that Mrs. L wants Richard to continue to develop and limit bullying situations from occurring

was running around, using the water he had in his body and he wasn’t drinking

Jack is an expressive child, and with increasing confidence and comfort, is participating in activities that encourage his receptive and expressive language skills. Since the beginning of the school year, Jack has demonstrated growth in his interest and ability to engage in whole group settings and discussions, such as Morning Meeting or during story time, forming and responding to questions. Jack practices speaking clearly in front of the whole class, when presenting as the Sharer during Morning Meeting, detailing special and exciting experiences with his family. For example, Jack was excited to tell his classmates all about his visit with his cousin, Avery, in Cincinnati, “I went to Avery’s house in ‘Nati. It was so far in the car. I was playing with toys.” Throughout other children’s sharing opportunities, Jack works to listen, using whole body listening, making sure his eyes and ears are on the speaker, allowing him to fully focus on what is being said or discussed. He often raise a quiet hand and pose a thoughtful question or share a comment that is related to the topic being discussed. When partaking in the daily greeting portion of the Morning Meeting, Jack prefers when his turn is preceded by others, allowing him to securely and

F.) Why was reestablishing oxygen flow to Joseph’s body so important? What processes would be affected by the lack of oxygen?

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with