Jonah The Displacement Behavior

Some children may not like to be “taught” new ideas, games, etc. They might feel stressed to have a key worker sit with them and explain how we will accomplish a new task. The same child however may sit and observe other children doing the task first and then will have the confidence to try it out for themselves.

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

The first way Joe Clark persuades his students and coworkers is by using ethos. Clark starts off by explaining to his staff that in order for a real, positive, change everyone needs to work more efficiently and work together. “The only way we’ll get anything done is to get everyone involved,” states Clark. He also demonstrates that education is not only about the students, the teachers also play a major role. “But that is not their failure. I don’t blame them (the students). The failure is yours. That’s right yours. How many hours do you spend preparing your lesson plans? How often do you stay after school to give those children--the ones you know need it--the extra help they require?” Joe announces to his educators to make them realize that they need to work along with their students for an impact to be made. Clark also puts an importance on making sure all his scholoars know that no matter what their differences are they’re all equal. After making the white kids stand up Clark points out, “And they’re the same as all of you. They’ve got no place to go. If they had, they would have abandoned us a long time ago like everybody else did.” By saying this Clark tries to empower the kids and get them to perform with one another more efficiently, Forcing them to observe past each other's differences so they can

The hero of Homer’s Odyssey is Odysseus—the glistening, golden-skinned, muscular, clever hero that every audience aspires to be…right? Homer’s idea of Odysseus being the ideal man at the beginning of the Odyssey is repeatedly proven to be wrong. On more than one occasion, Odysseus displays definitively unheroic behavior that conflicts with his descriptions as a paragon of honor and virtue. His beautiful exterior conceals his true interior: that of a hypocritical antagonist who flouts the same rules he claims to uphold.

One of the first things that Ms. Anderson should do is to change the classroom layout and environment for Howard. First, he should have particular seating by Ms. Anderson which is near the whiteboard, but far away from high movement areas, for instance, entryways, pencil sharpeners, or windows. She should create an area where she can provide individual instruction for Howard. Especially, surround Howard with peers who are helpful and not confrontation. He needs a defined space where he can work on class work. Having Howard follow a checklist throughout the school day will help him stay organize with class work, more focus on instruction time, and less distracted with any classmates.

Max cannot read information written on the whiteboard and sitting at the front of the class (preferably close to a power source if he using ICT resources) will enable Max to listen to the teacher (the teacher should talk while teaching because Max may miss visual clues and written instructions). For practical demonstrations or using visual aids it must be remembered that it would be beneficial for Max to be close to the adult. The adult who is supporting Max could read out the board work that the teacher is writing and the use of auditory descriptions would help Max follow along text in books and on the whiteboard. Colour highlighting would help to differentiate information on a page. Multi sensory learning will enrich Max’s learning within the classroom but it must be remembered that visual and special concepts will need further explanation because he would miss out on vital visual information. Also, the use of real objects when teaching will enable Max to have more of hands on learning and also allow him to change his thoughts from concrete ideas to abstract concepts. An example of this may used in his application of maths skills whereby Max could be investigating the area of shapes and this could then be extended to area of a room for carpeting. It will also be important for the teacher to be aware of Max’s strengths and these can be used to develop goals, dreams and aspirations.

In School the teacher’s need to adapt their strategies and environments to help adapt Aaron to required standards of holding a job, Standard 5: Instructional Planning and Strategies and Standard 2: Learning Environments. They can provide assistive tech that can improve his critical thinking and responses. He could even use something like a pager to give him reminders of specific tasks to be done at and done by certain times. It was also clearly stated that Aaron also had organizational problems so you can make it a requirement for Aaron to keep a binder for your class. You can tell him when you will collect it and you can reward him based on how good it is. This will teach him how important it is to organize for the sake of neatness and time efficiency and thus possibly translate to his job.

To begin with, my job at Manzo has a schedule but it is flexible enough for me to step in and take on duties that Moses needs help with. On a normal day, I split my time in the classroom working with Mrs. Gonzalez’s and Mrs. Crow’s classes between reading with students one-on-one, and taking small groups of students to observe plants, and to do science projects like germinating corn seeds. I also lead 3rd and 4th grade students through morning and afternoon composting, which includes reading an analog clock, tracking how much time it

More time in the classroom is the solution recommended by Teachthought.com. Teachers should spend a few years with a veteran teacher until they are prepared to take on a classroom on their own. Potential teachers should spend more time in the classrooms observing, co-teaching, and teaching classes in front of cooperating veteran teachers. If a student teacher were to get more time in the classroom they would be able to observe best practices being taught, note how veteran teachers deal with discipline issues, and become better acquainted with all the responsibilities that come with teaching (Teachthought,

It is important for the current teacher to talk with the future teacher to suggest some strategies that help and some that have not worked for them regarding classroom arrangement, behavioral support, and instructional support. Since Michael has an IEP I would suggest that the new teacher to read over the IEP. When teaching students with IEP’s it is the teacher’s responsibility for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for the students for the school year, as well as any special support the students may need to help them achieve those goals. According to an article “Getting to Know Students”, it informs us that “Before teachers can differentiate instruction to meet students' needs, they must get to know their students' interests, learning profiles and readiness to learn” (WV Department.)

In this class I was able to assist with everything the students did. I helped with craft time where the students would create a craft depending on what the lesson plan was for that week. I helped students utilize their fine motor skills by advocating the individual task of using a glue stick without help, coloring in the lines, and using safety scissors. Each task was focused on the child performing at the best of his or her ability and using praise to promote the task and the child 's ability to perform the task. During story time the students would sit in a circle and either Mrs. Abby or I would read to them while asking questions about the story or about something pertaining to the story. During music time, the students watched educational videos about letters, numbers, colors, and how to count. I saw that the videos kept their attention while also allowing them to dance and sing along. In this type of class setting I was able to contribute to the development and advancement of each child by pouring my knowledge and experience into their lives. Having such a small class was helpful in that I could focus on each child individually to ensure that the students were equally cared for and valued.

During my time at Shenandoah Elementary School I observed Mrs. Fiol’s 2nd grade class. Her class is an inclusive class. I noticed that some students that seem to be advance still have behavior problem, which made teaching difficult. I learned a lot during my time in her class. I learned that you must flexible because the class must go on, and just because part of you lesson does not happen the way you expected it to go does not mean that you should give up. I learned that while it is trying to create an inquire lesson it is not impossible. With the correct resources and modification any student can perform an inquire lesson. I learned that an inquire lesson is better than the traditional way of the teacher just talking at the students. I also

She coul motivate him by special sticers or extra points after the lesson if he keeps the rules.

Jonah is potty trained. Mr.Gilliam said it was a little difficult to potty train Jonah in the beginning but he has no accidents for quite some time now. Jonah father is proud that he is not a fussy eater. Mr. Gilliam shared with me that Jonah has quite the appetite. He enjoys chicken, rice, mashed potatoes, corn and surprisingly most vegetables, including broccoli, which is his favorite.Jonah does not like to sleep. Naptimes are a challenge as are bedtimes. He typically stays awake and hums or plays with things in close proximity, even if it is just a piece of string or thread from his blanket. He also likes to play around under the sheets. When it comes to disciplining jonah Mr.Gilliam prefers to take away items and/or privileges instead of

2) If I had Dan in my second grade class I would provide schedule a where he could have lunch with his peers, so he could make friends. Also, I would have a teacher's assisstant who would work with Dan one-on-one to ensure he understood the material I was teaching, so I know what material I need to assist him