Interview With Jane In The Classroom

“Oral language is a skill that is acquired naturally by the young. The importance of its development in early childhood cannot be overemphasised. It underpins the whole scope of learning and is employed to question, to seek information and to proffer ideas. A child who has a well – grounded ability in oral language will usually be nicely poised to cope with reading and writing. Anyone who lacks this will be at a disadvantage.” (J.Fellowes & G.Oakley, 2010, pp4) It is a vital component of every human beings life as it is a means of communication and interaction with their family, friends and

Jane- Jane is an inquisitive girl who believes some things around her without explanation and is defensive of her familyy and friends. A bit of a bookworm, Jane reads (excuse the pun) as a nice and determined young woman.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

As a Learning Assistant, working in Year 3, I worked closely with a seven year old girl who, for the purpose of this case study, I will call Jane. Jane was a confident and happy girl who, despite not being particularly academically gifted, always participated with class discussions and activities enthusiastically.

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

has a soft spot for Helen Burns and appears to be one of the strongest

The first point of view of the book was told by Jane. This way, it is more persuasive to readers to believe that the book is an autobiography. As she aged, she showed more knowledge on her opinions and the way she delivered the story. Jane would sometimes, go off topic or say outcomes first then adding details. Humans, generally talk like this, especially older people which makes Jane a genuinely convincing character.

Plaintiff Jane Paul moves the Court for its order barring Defendant or his witnesses from referring to or presenting any evidence or argument regarding Ms. Paul’s past alcoholism, her DWI conviction, or the Defendant’s religious beliefs, because such evidence is irrelevant and could unduly prejudice the jury. A fair trial requires that the jury consider only the evidence relevant to the issues. Ford v. Gordon, 990 S.W.2d 83, 85 (Mo. Ct. App. 1999). Evidence is relevant only if it “tends to prove or disprove a fact at issue” or bears on the witness’s credibility. Id. For example, while a witness’s reputation for being truthful is relevant, the witness’s character flaws unrelated to truthfulness are not; such evidence is usually offered only to prejudice the jury. State v. Eisele, 414 S.W.3d 507, 515 (Mo. Ct. App. 2013) (holding that evidence of witness’s use of profanity was irrelevant to witness’s credibility

Jane Doe is a junior at Riesel High School. She is very involved in a variety of high school activities including; FFA, athletics, cheerleading, and band. Jane and her younger brother have attended school in Riesel since kindergarten. Her father is a police officer in Waco and her mother is a hairdresser. She says her family is a middle class family when compared to others in the Riesel community. She said she was taught the importance of knowing the difference between needs and wants at a young age. Jane feels that quality her parents instilled in her will be beneficial for the rest of her life.

Melinda’s teachers are the Hairwomen, Mr.Neck, Mr.Freeman,and The Spanish teacher. Hairwomen looks like a monarch butterfly because the tips of her hair is orange and her hair is always covering her face. Mr.Neck is a mean old man that has an eye on her. Mr.Freeman is

Most people have life goals, however Jane Toppans goal was a little different. Her life's ambition was to “have killed more people – helpless people – than any other man or woman who ever lived.” Jane was born in 1857 in Boston, Massachusetts as Honora Kelley to 2 irish immigrants by the names of Paul and Bridget Kelley. Shortly after her birth, Janes mother died of tuberculosis. This left only her father to take care of her; however he was not a very reliable parental figure, he was known as "Kelley the Crack" to his friends, and was a known alcoholic.

Although Jim did learn speech it became noticeably odd to others around him as he had developed his own, unique grammatical characteristics and his poor articulation meant he didn’t acquire normal language skills (Sachs et al 1981). Bruner suggests that this was due to lack of social interaction in his learning of speech, which again highlights the importance of nurture in promoting a child’s language development.

Kathryn Baker was caught on her Gmail account during 3rd period emailing a friend off campus. When I walked up she closed out. I asked her to reopen it. She stated she was emailing her teacher. I asked her again to open it and she did so, but she scrolled through. I had to direct her to show me what I was asking for. When she opened it up she was having a general conversation with another student not on this campus, and the email contained profanity. I informed her that was unacceptable and she was not to do that again. Kathryn said okay, and then replied to the person as I was standing beside her. This behavior is unacceptable and will not be tolerated. If Kathryn cannot follow the classroom guidelines she will lose her computer privileges.

I would change Judy's conduct by helping her to control her own behavior. At this age she is anything but difficult to prepare. I would say, "Judy you are experiencing difficulty focusing". "I need to help you". "I am going to move your seat." I would approach her each time she is fruitful or knows the answer and give her verbal recognition. I would likewise say, "I like the way you are sitting in your seat and focusing". Likewise, Judy will take in a self-observing system. The instructor will lay five dark chips over her work area. The educator will take one chip off the work area in the event that she doesn't finish the assignment. In the event that every one of the chips are removed the work area, Judy will lose her prize. I would give a

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.