Task Specific Support General Support

During homework, I worked with a couple of students. I found it difficult to connect with the students as they were expected to

Ask students if they have and questions or concerns they would like cleared up before moving into the activity.

Background Knowledge: what students work well together in the classroom, they will be doing group work

what they have learned with their fellow classmates. Lastly reviewing the chart that we did

How can one inventor and invention helped make life easier and enjoyable for all mankind? There a lot of inventor and inventions that they have in the world that is kind cool and long time ago there was black inventor that made cool things. One of the things that they made was a elevators and other things.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

We all took time to read each students case and formulate our own opinions and ideas before bringing them before the group. Each group was giving all the time they needed to prepare there discussions. We were able to reach consensus by listening to the opinions and feels and arguments of all other group members. We actively listened to each other point of view. After each group member spoke we discussed the reasons behind their answers.

Although the task force does effectively address the problem of substance abuse and addictive disorders, it does not effectively address co-occurring disorders. Early on in the text, a co-occurring disorder is defined as an individual who has a substance abuse disorder and a mental disorder at the same time. The task force mainly focuses on substance abuse. There are elements that are present in the treatment such as release prevention, engagement, and persuasion. The task force provides a number of interventions strategies address problems with substance use.

Teacher conducts group conference with the finished group to clarify and extend their learning. As teacher ask questions that provides with evidence of students’ understanding and explore their way of thinking. Teacher asks various questions to each students such as What obstacles did you overcome to resolve this task? what the hardest fraction you encountered? What strategy did you use? How your strategy relates to your classmates’

Discuss the topic you have selected, any ideas you have gathered, and what your product

Some of the students have a low level of English in this group however so I make sure that concepts are fully explained and groups are mixed so as the low level English speaking students do not group together.

Also at this particular stage our Department Chair tells us what she expect of us are team member and role models for our students.

how they are doing on the unit, if they have any questions. If a student asks you for help don’t make them feel stupid, then ask why they don’t ask anymore questions.

3) Let students know that you care about them. Although many of us assume our students know this it 's not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time

* Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle.