The Ethics Of The Responsive School Approach Essay

The most important thing is to use the appropriate curriculum which would include certain “basics” that contribute to children’s social, emotional, physical development.

We need to be a school district that prepares all students to be productive members of society. We need to expose our students to the real world and help them see that the world is bigger than our very small community. We need to ensure that all students have the opportunity to succeed and reach their goals. We need be a school with a pluralistic culture. Our students need to be culturally competent and have a good understanding of diversity. We need to promote the acceptance and celebration of people from all walks of life. We need to develop a supportive atmosphere where students feel they can express their beliefs freely without prejudice or judgment.

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

Creating a good communication relationship between the students, parents, and school. The teachers must create ways to communicate with their students’ parents. Keeping communication lines open to all parties involved will allow students to get a better education. The activity I completed for this standard was writing a letter for the parents of special needs students. This letter was to ensure the parents that their students were being taken care of at the school. I went over the letter with the kids and shared with them it had ways for their parents to encourage

3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices.

All of these elements are important for a practice or program, however, the three elements I feel that are more important are; 1) creating a caring community of learners 2) Teaching to enhance development and learning 3) Planning curriculum to achieve important goals. Creating a caring community, communities are very influential for children beginning school and being immerged into a place outside the home, sometimes for the first time. It is vital to create a safe and warm environment for children where they can learn social skills and how to treat others. Teaching to enhance development and learning is a happy mixture of adult-guided and child-guided but has the teacher being the one in charge and responsible for directing and supporting the child. Planning curriculum to achieve important goals, programs must have a curriculum based on goals that are significant for children development. Lakeridge UMC accomplishes these three guidelines by incorporating play with peers and academics and staffing caring teachers. This program also gives its kids some freedom by not having to ask to go to the bathroom but just going, instead of interrupting the class which also fulfills creating a caring community guideline. Lakeridge no doubt follows the guidelines for a successful

Promote positive social connections between staff and students, among students, and between schools and home.

This is applied through a use of strategies that engage students in respectful relationships, provide strong organization in classroom and playground and effectively manage risk.

The most direct and meaningful impact on children’s education and advancement of social competence comes from parents and families. Students work harder, excel more, show attitudes and behavior that is positive, and feel at ease in new settings. Educators must connect to families so that they may develop relationships that employ them as active partners in their children’s learning

Lower-level questioning involves use of repetition or restatement of information that was previously covered. It is what is used for basic skills instruction in the early stages of learning. An example of a questions asked in this type of questioning are; (what is? and what are?) (Mastropieri and Scruggs 2014).

To prioritize the social emotional in my program, first, I have to make sure that my schedule, routines and transitions are consistent and effective. The staffs and teachers should be knowledgeable enough in terms of how will children develop appropriate

At Poe Middle School, my mentor Ms. Adams interact with her co-workers, students and parents by stressing the "core value of respect, integrity, cooperation and care for one another.” Every time she walks down the hallway and hears students disrespecting each other, putting each other down or using foul language, she stops them and corrects their behavior. When there was a situation in the classroom between a teachers and a student, Ms. Adams cooperates with teacher request. She has built relationships with her teachers and they trust her. Ms. Adams’s students know she cares for them because she frequently ask them about their siblings or family members. I would improve this strategy by having daily announcements about each of these core values. I would choose one for the week and would expect to see students, faculty and staff practice it throughout the week. The next week the school would practice another core value for the week. We would do this all year long.

“Cameras in Special Education Classrooms a Complex Issue” has stemmed a controversial debate across the nation. Terrence Rideau received unexplained injuries while attending a middle school in Texas. Terrence is now 21 years old and is diagnosed with severe cognitive and physical disabilities. Terrence’s mom felt the need to lobby for cameras in special

Everything teachers plan and do should focus on the individual child. They tailor, adjust, and adapt the curriculum to fit each child in the program, rather than expecting children to fit the program (Elkind, 1987). It is imperative in a developmentally appropriate perspective that the curriculum and teaching methods be age appropriate, individually appropriate, and culturally appropriate (Bredekamp & Copple, 1997). This means considering and understanding similarities within an age group, and also recognizing each child’s individual differences. In a developmentally appropriate classroom, children are allowed to progress at their own rate, and both the curriculum and teaching strategies are relevant for all the children in the classroom. Thus, a great deal of flexibility is required, but this does not mean a total lack of structure and academics; rather, it means that the structure and academics of the program are based on individual and group needs and current understanding of child development (Raines, 1997).

John Keating, a student at Welton Academy inspired his fellow classmates, to meet in caves and read challenging poetry of the past, not with flashcards, but with these words, “Now, my class, you will learn to think for yourselves again. You will learn to savor words and language. No matter what anybody tells you, words and ideas can change the world.” Typically, students do not hear enough of this type of passion in a traditional classroom. However, a progressive classroom, be it a cave or college can inspire students to memorize facts, not because they have to, but rather because they want to for the betterment of humanity. Society desperately needs students educated in a progressive style because America needs students who realize