Nt1310 Unit 8 Assignment 1

// Assignment #: 8 // Name: Yuxi Dong // StudentID: 1211773456 // Lecture: T/Th 4:30 pm // Description: The Assignment 8 class displays a menu of choices to a user // and performs the chosen task. It will keep asking a user to // enter the next choice until the choice of 'Q' (Quit) is // entered. import java.io.

While our learner is typically attentive and focused in class, works well with others, and is also a generally good student and athlete, his grades do suffer from the aforementioned difficulties he is experiencing in school. Due to this, we took different approaches and applied multiple concepts to try and help our learner with his

Brandon is a middle grades student with special needs, who is on occasion placed in a Special Education classroom and program during school hours. He has always struggled in school with in-classroom assignments, but seems to struggle more when being place in a general classroom setting. When asked to do course work, Brandon ignores the teacher on purpose and does what he wants, and think that he can get away with it because of his special needs.

A challenge arises when attempting to meet Marta’s needs and student needs. Making sure that when focusing on the student, it does not distract the attention or alter the learning environment of the classroom. We need to see the cause of the student’s hyperactive levels so we can prevent the effects of them. Mentioned earlier, attention deficit disorder may be common in hyperactive students as the clearest thing to see is their attention being directed elsewhere besides school work. Since this is not a known fact, we focus on other potential causes such as the difficulty of given assignment, clear directions (which often times is the case), stress, or even if the student is in need of certain materials for the assignment to be completed. All of these factors are potential takes and can be easily addressed. Once Mary, the Speech Language Pathologist, can see improvement on her speech and reading comprehension, there will be a difference in how she reacts to her peers and will demonstrate a connection being made to her peers. Mary focuses on her disadvantages to turn them into blessings so that when next year comes, improvement will be shown and the parent is satisfied that the team is putting effort into helping the child grow. Now Marta will beg to go to school since she will be on par with her peers not in a matter of days or

John’s mother is aware that his low self-concept, anxiety and depression are all associated with his learning disabilities. (Elbaum & Vaughn, 2003; Hutchinson, Freeman & Berg, 2004) She would like assignments and lessons presented to John to be structured and clearly presented, also she requests that the lessons be adapted to his level of ability yet helps him build skills and feel successful. John’s mom also knows that John is easily frustrated and can become resistant and argumentative. John’s frustration causes him to shut down and is often resistant to rules, authority and instruction. He also is easily distracted, unorganized and forgetful.

My third week at John Reith Elementary was similar to the previous week. I was getting familiar with the classroom routine. I would walk around and help the AM students with the math lesson. I noticed that a particular student was not working on the assignment. As I was helping the student, I realized the student has a hard time focusing and needs one on one instruction. Children with learning disabilities should not be immersed in a regular class because the teacher is unable to provide quality education to that student. After snack and recess, the AM students go into their different Winn groups. The purpose of Winn groups is to help the students with their language development, but the teachers are rushing through the lesson. The teachers only have 15 minutes to teach the lesson and have the students finish the assignment. 15 minutes is not

The third-grade classroom consists of twenty-three students that range in academic levels. There is currently no additional instructional aid such as a teacher’s aide in the classroom. I acted as an aide while being there to observe this student. The classroom presented useful aids such as posters with key terms, classroom rules, class schedule, and objectives for the lessons, along with educational technology such as computers and iPads to use Stride Academy. The instruction is scaffold where the students need to know one part before being able to successful achieve the next part. I was given the student, Jay, to observe and assess. He struggles

In addition, our computer and iPad carts are located in the resource room. The students will arrive to the resource room and take out of their assignment book. The teacher and staff would first check to make sure their homework is written down for each class. In addition, we will make sure that they have the correct materials to complete each homework assignment. The first hour of our program will be the students completing and getting support on their homework. The second hour will be direct instruction opportunities that are based on the programs goals of improving time management, study skills, and organization.

Ensure Tom has a visual schedule that helps him follow the structure and timetable of the lesson and help through transition times.

I have Josue for writing, and his schedule in my class has changed several times during the year. At first he would start the class with Mrs. Smith and come in after the writing block had begun, when he did this he would came in and not be able to pick up where the other students where at. He had trouble getting focused and staying on task. Then at the end of the year he was in my class the whole block, but that did not help Josue stay on task.

I approach by ask Drew to come in during lunch time and give him extra help on assignments and homework. Also, ask one of student who have good grade to sit next to him during the class and help him when he needs the help. If he has difficulty on understanding on the last chapter that class already finish learning, give him different assignments and help him catch up to the class. I will make communication with him after class to figure

Naturally, these students are easier frustrated. You may notice these students struggling with time sensitive tasks. Often, these student experience difficulty identifying key points within a lesson. Fortunately, there are some accommodations to help motivate students of all ages who struggle with this disorder, depending on their particular needs. These students often need a more structured, cut-and-dry curriculum. Students may require additional time to completes tasks. Focus on evaluating completed tasks, rather than what hasn’t been finished. Some students may require assistance with organizational methods. Some students may need help with recalling information. The key to success for these students is to identify specific struggle that the student faces and to guide them to a

The structure in a classroom requires a child to be attentive and adapt to the situation presented. This can be frustrating

For my practicum, I am in a 4th-grade classroom at Smith Elementary in Cortland New York. The class consists of 18 students between the ages of 9 and 10, all differing abilities and emotional development. After speaking to the head teacher I found out that approximately a little over half the class participates in free or reduced breakfast and lunch program. This tells me that a lot of the students come from middle our low-class families. I was told about a student that also misses at least 1 day of class a week from school interrupting in his learning and overall performance in the class. Other students in the class seem to have varying abilities and learning styles. There are no English Language Learners in the class; however, there are two students with an Individualized Education Plan. Both students, have varying disabilities, therefore, I have decided to use both students for my observation. Due to confidentiality, I will be naming these students Veronica and Alana. My observations were taken on two different occasions, observation 1 took place Friday, March 11, 2016, and Observation 2 took place Friday, March 18, 2016. During both observations, I focused on their daily schedules such as when or how often they were taken out of class, or when co-teaching occurred between the classroom and special education teacher.

At the beginning of the school year Jane was positioned in the back part of the classroom. Mr. Minor then proceeded to move her next to his desk allowing her better access to him. Prior to Jane’s move to her present seat, she experienced trouble hearing Mr. Minor. Thus, making it harder for her to get on task. She also struggled to follow directions given by Mr. Minor relying on classmates to relay the message. I noticed that she would increasingly become frustrated when she was unable to keep up in class. Although her behavior was never unacceptable she struggled ever so slightly.