Nataalyah Case Studies

is a 5th­grade teacher, who in their second semester together, has run into a disruption problem

We did stay on topic and work on solving the student’s problem. The questions being asked and responses given were only about this particular issue being discussed. This teacher was not

Clinical services will be provided at a residential center in Mesa, Arizona. The center serves males and females ages twelve to seventeen. Treatment at the center is focused on trauma resolution and general mental or behavioral health needs. The clients receive medical care, attend school, and participate in therapeutic services on the residential campus. This writer fulfills the role of a clinical intern with the responsibilities of individual therapy, group therapy, proper documentation, and ethical behavior.

I am glad images were included in the presentation which gives the reader a better understanding of Namah's diagnosis. Asking Namah how to best provide care is very smart. Avoiding stereotypes and going right to the patient to ask what she expects and what I can do to provide care is important. Addressing the genetic factor of the BRCA gene is important, especially if she has children. In my experience, the husband is usually present in the room with the health care provider and the patient. I am curious if this was the situation for Namah since her husband was born in the U.S., but is of Iraqi decent. The U.S. is such a melting pot that culture lines can become so blurred, so just asking can answer so many questions for the health care

Intervention: CSP, MHS and Dnyshia discussed current events of her suspension till school resumed in 2016, texting nude pictures of self to unidentified males, 21 school referrals in school term, IEP meeting and the GAL got upset with the school officials. CSP redirected Dnyshia’s response of laughing and smiling when getting the facts about her school suspension. CSP and MHS praised the youth for telling the truth and willing to discuss the step that lead to the fright with ex-boyfriend. CSP reviewed and role-played positive ways of reacting or remove Dnyshia from possible risks of negative outcomes. CSP encouraged MHS to get more involved in Dnyshia education

She has been paired with a peer to assist with reading directions during work time in all subjects. She also exhibits trouble organizing her time and space and sometimes does not go back and complete unfinished work during time allotted in class. She often hands in unfinished assignments and forgets to bring homework home. When asked, she says she didn’t remember that she hadn’t finished the work. She does not use the assignment list that is posted on the blackboard every day to help her get the materials needed for homework unless the teacher goes over it with her individually.

A student named Jamie refuses to do her work. She is constantly talking and interrupting the other students and makes no effort to participate in class. The teacher has to constantly reprimand the student and it is causing less learning due to the interruptions within the classroom. She seems somewhat clear of the rules and procedures in the classroom, but is not motivated to follow them.

While in blocks J was observed chewing on a toy, after she was done she threw the toy. The toy almost hit another student, the teacher didn’t see any of J’s behaviors but was told by other students. The teacher told J not nice from across the room

One time I was working with a child name Patrick on his homework. Patrick is a 13-year-old boy, and he’s very aware of his responsibilities and what he has to accomplish for school. However, Fran the site leader came over after we finished the work and asked him if he completed all his work. Patrick responded that we just finished and he’d like to move on, but Fran refused to let us move on until she looked over the homework assignment and his planner to ensure that we had actually finished all his work for the

Jazmin refuses to practice and to complete other class work (Do Now, Worksheet etc.); therefore, she is failing the class. In the past days, she has been fixing her hair or doing other beauty salon staff in class. I called her mother to talk about it, but nobody answered. She is also treating to move to a different class and says that the reason she is in mariachi is because her mother made her. Today, she wanted to argue with me because I gave a guitar pick to two students that were working diligently while she was being disrespectful to me. I did not engaged in her conversation and told her that I will be calling her mother again to fix this issue as soon as

I believe the government was justified in this actions because having a rights to wear niqab should not be a problem, they are many counties around the world in there count room woman come and wear a niqab. Also, this woman referred as N.S is in a case where she was sexually assaulted, in which she wanted to keep her identity in private and not let public see it. I believe that just because she is Muslim and wear niqab we should not judge or treat her differently. Government has justified the action allowing her to come to count in niqab and swear oath on Quran, as I know from other people Muslim people that putting your had on Quran is a very big thing because Muslim people believe that they are front of there god when they oath on Quran and

The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class.

There were two students using iPads with the volume up loud enough to hear as I entered as well. Three students were riffling through a bucket of plastic letters without being entirely successful in finding the letters they were seeking. Two students were using a drawer of foam letters and word cards to put the letters on the corresponding word. The final student was alone just looking at a book herself. The teacher was going back and forth between the groups who were working with letters trying to assist them in picking the correct letters. She would say the sound while feeling her throat and then tell them the letter they needed and find it for them in the box. She went to the group looking in the tub for letters and found letters for them as well. A cause for concern that we noticed was that she was asking the students to sound out the word “said” as well as having written on the board next to the sight words students were spelling that the vowel team ai =e (meaning short e sound). Mrs. Williams though it necessary to jump in at this point and make a correction since she was teaching something contrary to the curriculum and pointed out that sight words like “said” do not follow the rules of phonics always and need to be taught as a whole word. Also during this brief observation we noticed Mrs. M. having difficulty with the student who was alone. She was not engaging in any work after being asked to join the group and instead took a book and hid

As a Paraprofessional there were times when the teacher taught a math lesson that some students had difficulty comprehending the material. When I observed this, I would find alternative ways to solve the problem or explain it in another form. I have shown students that there are problems that can be solved in numerous ways. Problems may possess a pattern, special rules, and formulas that help to preserve memory. I currently work with a student who does not like math. I observed his actions, and noticed instead of attempting to do the math problem at the moment, he would write down the work and wait for the teacher to

Mrs. Tijerina has a sturdy relationship built with her students. She has desire to see them succeed and flourish in the Spanish culture while mining high expectations. Mrs. Tijerina wants every single student to be involved or to give feedback. There was not a single student in the classroom that did not participate in discussion or did not have a chance to voice their opinion. Mrs. Tijerina treated every student with respect, and expected that she would be respected as well. If a student was talking out of hand, Mrs. Tijerina was capable to getting them to stop immediately. Since she has a strong desire for the students to excel, she predominantly speaks in