K-1 Reflection

Ever since I can remember, I’ve struggled with writing. It just wasn’t something that came natural to me and always resulted in a very uncomfortable process. Throughout this class, I have become more comfortable with writing and its components. Though, this is only writing 101, my skill level has increased immensely. Before starting this course, writing was uncomfortable and confusing, but towards the end, my knowledge has expanded and I can more comfortably take on the majority of writing assignments.

I remember was to my classes from Composition 1 always often has two times can't believe not finish to my graduation been at Texas Southmost College still to my 3 years. Because a nation are my writing skills for ASL (American Sign Language) and some grammar is a check to my grade being lower before the semester. For teacher is Maria. L Morales are Spring Semester was on 2015 almost to pass because near percent of the grade with the final is got D should more add points. I will take a class again to Composition 1 being Fall Semester with another teacher is George Flores sometime not good to my grade lower with essay and some quiz in class use to teaching about take a vocabulary word in the PowerPoint. I did went to every day arrive on time

During my first semester here at Stout I learned lot in all my classes but especially in my Composition 1 class. As I did not have the greatest English teachers in the past this semester was very helpful to me. Not only was I able to expand my composition skills but also how to think and develop my writing even further. I could apply these new skills in my speech class as well and it gave me a better help when preparing and presenting my speeches.

During the whole situation from the moment we pulled up out side the house I was very nervous and wanting to give a good impression only made this worse. Once we had entered the house and met Tom I calmed down a little. I was surprised at my own reaction of distaste when I entered the house and encounter a grumpy drunk so early in the morning; I had no prior knowledge of his situation (Claire later informed me that his wife had recently divorced him and he was having difficulties coping).

While implementing Primary Health Care models, identical to those in metropolitan areas, in a rural setting is not practical, I feel there is an obvious need to improve primary health care in remote areas. This is due to the significant health gap between Indigenous and non-Indigenous Australians, in rural and remote areas

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

As part of a restructure in a one form entry primary school, I was appointed the position of being part of the School Improvement Team and Special Educational Needs Co-ordinator (SENCO). The SENCO role was previously overseen by the Headteacher whom I work closely with in relation to both of the positions I hold. As well as having these responsibilities within the school, I am a full-time class teacher in Year 2.

During this time DI worked on safety skills and personal information for Audriana. DI wrote Audriana personal information and printed for future session Audriana and DI practice her dad & mom name, address and her parents phone number. In addition DI research for social stories which Audriana und acknowledge that it's important to stay close to an adult when she is at school, home, daycare or in the community.

The intro to chapter 9 in Cunningham & Allington(p.150) made me chuckle a bit, as I have many times asked that especially to my youngest son who “strongly disliked” writing up all the way through 8th grade. And he was not that amused over my question. I do believe that he was mostly thinking about how he could get out of the writing task altogether more than what to write. Fortunately now, a changed student, as a freshman in High School his attitude towards writing has greatly improved. I can only imagine how many other students are facing the same frustrations, and how inventive teachers have to be to encourage all students to write.

I thought this class would be easier than it ended up being. You warned us of this on the first day of class, and you were certainly right. Fortunately, this resulted in me actually improving my public speaking skills, which I will certainly need as I go through my career. Most of the public speaking I’d done before this class involved one-on-one, pitch style speaking. This one done at robotics competitions trying to present our project to judges. While this was certainly useful experience, it was very on the fly. It did not prepare me for this class I well as I thought it would. The class succeeded at its goal of making me improve my public speaking skills, and this improvement happened in three main areas; my engagement with the audience, my anxiety, and my understanding of an outline. Given these improvements, I feel much better prepared to handle public speaking experiences I will have in the future.

Throughout my time in the class I've become accquainted with fellow students and recieved lessons on the principles of writing. I hope to gain as much knowledge on this subject throughout the semester as well as in RWS 1302. Graduating as soon as possible is a goal I am set to accomplish.  Therefore, I will strive to work to the best of my abilities in order to complete the course and obtain a well deserved grade.  In this website I will present my writing pieces, goals, and information about myself. Please feel free to offer constructive criticism and contact

I printed out this email and I highlighted the answers we were to bubble in. However, once we began to bubble in the answers there was a problem. The overwhelming majority of the students did not know their address. This created a major problem because I was given only one paper with the students’ address. Thus, I had to spend the majority of the time helping students with their addresses. Around 10:50 Tammy Becker walked in and told my class that we were being too loud (I was doing my best helping students fill out their address). She said we were to start the test at 11:05 am. As a result, I made sure we did start the test at 11:05 am. At 11:05 am the students began testing. I followed everything we were instructed to do during the PSAT.

To developing a trusting relationship with (K.B) I used active listening and consistent eye contact while asking her to identify and express feelings associated with things that bug her. A series of questions were asked pertaining to this topic to assess (K.B) level of insight about the things that annoy her.

Everyone is likely to experience some form of discrimination or prejudice; as is anyone capable of acting prejudiced towards others. On April 5th, 1968, a teacher in Riceville, Iowa named Jane Elliot conducted an experiment with her third grade class that dealt with the concept of discrimination; and was documented in Peters’ 1985 ‘A Class Divided’. The exercise originally took place the day after Martin Luther King was assassinated. The documentary is an eye opener to the world of racism and discrimination. Bucher (2010) describes racism as “discrimination based on the belief that one race is superior to another” (97). According to Bucher (2010) “discrimination is defined as the

The therapist and the client met with the client's parents via webcam for a conjoint session. The client started the session by sharing with his parents his expectations about his parents’ duties when he will graduate from the program. The client seemed anxious because he was not sure about his parents’ reaction towards what he expected from them as he reported that he has a bad experience with them when they were sarcastic and judgmental with him before. The therapist engaged the client and his parents in a discussion about his progress thus far in treatment. The client's parents shared that they are open and willing to listen to his expectations because they want to help him and they want to change their attitude to be not just parents, but