Social Emotional Stages Paper

After reading Chapter 1, I am curious as to whether two people can exist in different interpersonal communication stages regarding the same relationship?

Chapter 12 social psychology cover how we affect one another’s behaviors. Culture, stereotypes, prejudice, discrimination attitude, and interpersonal attraction are all factors that contribute to behavior in a social setting. Understanding how we influence one another on a social level forces us to look at not only ourselves, but also look at how others affect the world we live in and why it is important to be able to identify these influences and the impact they have on our behaviors good or bad

Jayden King Jr. is a seven-year-old boy who is currently in a District 75 program. Jayden Jr. is classified as emotionally disturbed since 2014 and is currently placed in an 8-1-1 second-grade class. Jayden Jr. has a one to one crisis paraprofessional to ensure the safety of the student’s and himself. The crisis paraprofessional works closely with the student to provide assistance with assignments, staying on task and transitioning throughout the building.

The students that make up the school are mostly Latino, African American, West Indian and white. Language is the medium through which students gain access to the curriculum. (Tamara Lucas). For example, Maria was placed in a dual language classroom, since arriving from Mexico and when she entered middle school that was taken away. The teacher in her English class needs to realize it takes second language learners longer to develop fluency in academic English than in conversational English. (Tamara Lucas). Ms. O’reilly should take this inconsideration when it comes to the strategies used in the classroom. Social interaction will help Maria’s language development and a method that can be useful to promote social interaction is the use of group work. Using group work will allow Maria to not only expand her English skills but also learn from the other students. Tamara Lucas states; “Scaffolding learning for ELLs requires teachers to consider the relationship between students’ linguistic abilities and the tasks through which they are expected to learn”. Ms. O’reilly has set the goal of having all the students to be on the same level at the end of the school year, this might not be a realistic goal since each child comes from different backgrounds and learn at different speeds. Different scaffolding strategies should be use to accommodate the ELLs in her classroom. Group work, sharing about ones culture, knowing the child’s mother tongue and creating a comfortable environment where the students can raise their hand or ask questions without feeling dumb or like an

Tyler is a 9 year old fourth grader whose independent reading level was assessed to be at the preprimer level. Initial assessments revealed that Tyler’s strengths include: using semantic and syntactic clues when reading words in context, and mastery of certain phonics elements including initial consonants, initial blends and digraphs, ending sounds, vowels, and phonograms. He demonstrated weaknesses in certain phonics applications such as blending, substitution, and vowel pronunciation, as well as comprehension and vocabulary.

We also believe that as our society assumes an increasingly global focus, becoming proficient in at least one foreign language is important. To attain as many foreign language skills as possible during her high school years, Kaitlyn studied Spanish concurrently for four years at Aim Academy and augmented her Spanish courses with independent study, using a variety of print and online resources. In addition to her high school Spanish language studies, she has also demonstrated great personal initiative by engaging in further independent study of other foreign

The most significant experience and committee I was a part of this year, was as a member of the district Social Emotional Learning (SEL) Committee. This committee was spearheaded by our Assistant Superintendent who wanted to gather those passionate about SEL and the whole child to research and develop a curriculum to use in Wilton Public Schools across all tiers of intervention. Thus far, the committee has set goals, reviewed protocols for meetings, researched current practices amongst the building and discussed curricular options. The committee is comprised of staff from every building and discipline as well as the Assistant Superintendent and the School Climate Advisor.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

This behavior has significantly decreased throughout the year. During Language Arts, Jayden…… Jayden is able to take turns with his peers, but he will frequently ask if it is his turn and occasionally becomes impatient when waiting. When Jayden is asked to share materials with his peers, if there is an item he wants, he will grab it quickly off of the table before others have a chance to get it. There are also times when Jayden will take materials such as books, out of other students hands. When Jayden is asked to identify facial expressions, he is able to consistently identify sad and happy. When he is asked what makes him feel the above emotions, he is not able to answer the question. When Jayden is given unstructured time, he will choose an activity such as playing basketball or hitting a balloon back and forth with an adult or a peer. When Jayden is starting a new task and is asked to gather materials, he needs 1-2 verbal prompts to do so. He will also watch what his peers are doing and follow along. With adult support, Jayden is able to work to completion on a task. When completing a task independently, Jayden seeks adult

His basic understanding of letter sounds is average. For instance, he uses a “u” instead of an “a” in the word was. It is evident that he lacks the ability to spell high frequency words that would have been introduced as early as Kindergarten. He also struggles with letter combinations to make sounds in words. For example, he spells the word California as “Californy” and the word author as “awthor”. The reason for this mistake in spelling is that he associates the sound “yah” with just the letter “y” and not the digraph “ia”. In the word author, he understands the diagraph “aw”, but he misuses it in place of another diagraph, “au”. He struggles with this concept in his writing because spelling “is a divergent and more challenging process because there are often several ways to spell the same sound” (Moats,

This literacy report is based in a ESOL student which primary language is Spanish. The student is in a 3rd grade class, and his current literacy level is 3.5, which means that the student is in 3rd grade in the 5th month of the school year. The student socializes and expresses himself well in the classroom, which demonstrates good BICS management. However, his academic language, CALP, is not as broad as it should be. The student uses simple and common words, and sometimes talks to his peers and the teacher in Spanish. The student is able to read grade level literacy and write about the same; however, his oral language is not very broad. Since this is an ESOL class, most of the student’s primary language is Spanish; therefore, the students sometimes will communicate in their native language. This is a difficulty that the teacher faces every day because this doesn’t help the students enrich their English vocabulary. In my tutoring sections, I have observed that the student will speak in his native language and the teacher will reply in English, to kind of force the student to speak the English language. However, this is the student dilemma because he wants the teacher to speak and explain certain assignments in his native language. Moreover, the student presents behavior issues, which makes it more difficult for the teacher because she has to spend a good deal of her time correcting the student’s behavior.

David waited until every page was passed by me, and every book was over to ask for the other. On the second section of the Literacy Rating Scale, right next to the reading station, the teacher had works of art of the children, and in the middle, was their names. I asked David to show me his, he walked straight to this piece of art. I responded, “wow David I see what you did, do you see your name?” He responded with a jump, a smile, and a firm “yes!” He pointed to his name; hence, I was able to record David can accurately recognize his own name. Followed by the free choice, learning stations where through 36-month-old children do not get writing utensils, he did hold the paintbrush with a high grip. On outside time, while the children were playing I had the chance to talk with the teacher and asked her about the aspects I was not able to observe on David. These were communication through writing, beginning writing, and writing in play. To these three questions in the same afore order, she answered David does not denote manipulation of writing tools, and communicates through writing all the time, but does

He makes eye contact with those that he talks to in class. Furthermore, I feel that he is forming a positive bond with his teachers. He called them by their names, Ms. Madison and Ms. Michelle. He looks them in their eyes when he is talking to them. For the most part, he listens to what they tell him to do. When Joseph finishes his classwork, he finds something to do quietly until the other students are done. On June 26, 2015, I observed Joseph cleaning up the toys while the others are working on their coloring sheets. Joseph likes to play with other children; however, I notice that he only likes to play with boys, two in particular. He is very vocal when he is not allowed to change into his swim clothes at the same time as the other students. He responded to the teacher’s actions saying, “I don’t want to be called last to change into my swim

While studying Social Justice more deeply, I have noticed a significantly larger amount of situations of oppression and privilege throughout our society. I enjoy studying Social Justice again because it allows me to have an even better, deeper comprehension of the inequalities around us in our everyday lives. Reading “The Cycle of Socialization” has helped me to understand how and why people are the way they are. We are predisposed to certain societal roles in either the dominant or subordinate group. We then conform to those roles in order to fit into that classified group. Our identity is developed through a cycle referred to as “The Cycle of Socialization” In the process of reading and analyzing Bobbie Harro’s “The Cycle of Socialization”

Vincent is an eighth grade student in the Elm Community Schools. He is an ELL student with Spanish as his primary language in the home. He came to the United State on July 19th, and his current ELL proficiency level is a two. A level 2 signifies that he has difficulty speaking the English language conversationally and academically. Based on this level Vincent is significantly below grade level in relation to the others in the classroom. Also in this level Vincent can understand parts of lessons and simple directions from peers and teachers.