Vignette Research Paper

Intellectual transitions include changes such as starting primary school, moving classes, key stages or up to secondary school. Also leaving school and moving on to further education or employment. These can all be very stressful changes for some pupils, others however, may be more than ready for the next big step in their educational lives. Obviously, these transitions are all planned, and known about in advance so parents and teachers are able to discuss any issue, and provide support to nervous children. Our primary school has policies and procedures to make each stage less nerve - wracking for children. In our last half term of the school year each child will be told which class room they are going to be in, with

Bipolar disorder is a chronic disorder associated with episodes of manic highs to depressive lows, characterized by high rates of relapse and recurrence. Both depressive and manic states can last weeks, or even months depending on the person and the severity of the bipolar disorder diagnosis. (2)

The video begins with visual representations of a culturally responsive classroom. This includes a print and color-rich environment, learning centers, and clear rules, procedures and protocol. All of these things were present in the classroom, and the teacher clearly excelled at getting her students to understand and follow procedures and protocol. They responded instantly to “attention grabbers,” seating expectations, and lesson instructions. One of my favorite sayings she used was “bottoms up, heads together.” This signified that the students were to move forward in their chairs and meet as a group to discuss. This forces the students to be more involved in the process, rather than sitting back and possibly zoning out. I will definitely

As teachers we need to state and continue to follow the classroom expectations, for the students to take us serious. If we aren’t able to support the rules, the students will not support them as well. I believe this was an awesome classroom to observe. I was very surprised to see how the teacher had control over everything, without doing any shouting or saying “shhh”. This is a classroom I would love to continue observing.

In The Yellow Wallpaper,” Charlotte Perkins Gilman narrates the case of a woman living in the 19th century who faced the imprisonment marriage and the domestic role a woman at that time. Because of the physical and mental restraints she ends up mentally ill. The yellow wallpaper was clearly symbolic and the woman that the narrator sees trapped in it might be translated as her very own imprisonment. Another very crucial aspect was the role of the man who was seen as superior and perhaps more intelligent; in this case the husband was a physician. The narrators’ husband, John, acted as he knew everything and she always ended up just listening

Can a stigmatized target’s minority status morally license their prejudiced behavior toward other stigmatized targets? Research surrounding moral licensing and minority group membership points to this possibility, and anecdotal evidence suggests that minority members, in comparison to majority members, are at times perceived as more licensed to make insensitive jokes about their own and other minority groups. The proposed research addresses these ideas empirically using three vignette-based studies. Study 1 examines how stigmatized targets are evaluated after making a joke about their own minority group. Studies 2 and 3 build upon this line of thought, examining how stigmatized targets are evaluated after making an insensitive joke

In order for this type of transition to go smoothly, an educator in either classroom environment can create a goodbye book for each child to take home and have the parents read it before leaving for school in the morning. One could discuss upcoming transitions, even before the child is able to communicate so that the child is able to gain a sense of security and trust throughout the experience (Thelen, & Klifman, 2011). Other strategies that aid in transitionally smoothly between activities include verbal reminders before transitions (ex., 5-minute warning before it is time to clean up, or before it is time to line up from outside.). Although one must keep in mind to provide positive feedback once the transition is complete, this will foster intrinsic motivation and assist children understand expectations (ex., “Jan you put back the blocks in the proper area during clean up and you also remembered to have a seat on carpet afterward all by yourself.”). Nonverbal cues (ex., displaying images of the following activity, timer) are additional strategies to aid young children to smoothly transition between activities (Watson, & DiCarlo, 2016). An educator also permits children to move independently from one area to another once they have finished to prevent them from waiting for the whole group to be ready. For instance, as children complete their small group lesson they are able to make a plan and move onto working in their learning areas. Adults should reflect on the sequences of an activity in order to plan for either a decrease or increase in the amount of time for any given activity (ex., center activities or large group time followed by outside play) and a good balance of active and quiet play (ex., greeting time

It is evident that she has accomplished effective differentiation techniques, and I believe her willingness to expand her knowledge of students outside of the classroom assists her with her daily scaffolding. I truly liked the idea of providing each student with choices to simple tasks, such as how they leave the classroom, and believe this could prove to be a beneficial tool in my classroom. Children respond well when provided opportunities that allow them to feel they have a voice. I want my students to feel important and safe in my classroom. Accounting for the emotional and social aspect of learning plays a big role in the success of a

I think I was comfortable in the classroom with the teacher and the children who were happy to see me working with them. The teacher was opened to answering all questions that I might have about my target child.

This video started out with children spelling words out loud and all together as a class. When I was in elementary we did that as well within our classrooms. I love the individual instruction time with a teacher. My mom is a kindergarten teacher and she brings the child up one by one and lets them read to her and helps them along the way. It also helps when the child gets to read a book that they are interested in. When a teacher works individually with a teacher, the teacher can specifically help the student with their individual problems. I love how the teacher in the video said that individualized reading time with the teacher makes it more comfortable for the student because they are not competing against another student. It also is very

On March 26, 2014 I visited a one artist photography exhibition held in the Thomas F. Riley terminal at John Wayne Airport in Santa Ana, California. This exhibition featured photography by Kevin Warn. The type of work on display varied from black and white and color prints to very large prints, 16x20 or larger and smaller 8x10 prints. Most of the photos were printed on canvas and the others did not mention the process that was used. Photographer Kevin Warn is a Wedding and Life Portraiture photographer. His background includes photojournalism, high fashion photography, wedding photography, portraiture, as well as stock photography. He is a locally and internationally published photographer and is a resident of Fullerton, California.

The way the children learn and have come so far is so amazing. These children are only in pre-k and kindergarten and I was constantly forgetting that. I’ve always been experienced to the regular classroom, so being exposed to this kind of teaching really opened my eyes. It sparked an interest in how independent these students are learning. The love and laughter in Mrs. Addairs classroom is something I will always take with me. I’m so incredibly thankful for this experience and those students I only spent three days, Those students with will always hold a place in my heart and will help me thrive to want to begin my long teaching

I would begin by addressing the two principals involved; Maxwell and Reverend Mike. They would have to meet together (regularly) and probably with me for there to be any effective, amicable transition between the two and therefore serenity House. There would have to be meetings with the staff to orient, re-educate and placate any transitional fears. A progress report should be generated for the Board of Directors quarterly meeting until such time that the board determines that the transition has sufficiently progressed beyond “concern.”

During my program observation, I observed the local elementary. This elementary educates level Pre-Kindergarten to Second Grade. For my project, I chose the aware and active age of Pre-K. This specific classroom held a variety of ages preparing for kindergarten, starting at five to six years old, with 14 children. While I was observing, the main teacher taught many of the centers, and lessons, although there was another supervisor that would stop in and take one student who had trouble staying focused and remaining calm. This advisor would stop in once every few hours to give this child a quick break, and reminded him of appropriate behavior. After my interview with the professional, the qualifications required for this location include Bachelors Degree in Elementary Education, required by law. The teacher who lead this classroom of pre-kindergarteners attended the University of Northern Iowa. Most of the children in this classroom were around the age of six, one student who was the youngest turned six the day school started, and most celebrate their half birthdays during winter time.

This week I was allowed to teach all day in addition to teaching reading group. I’ve finally started to feel comfortable and got a better vision of what classroom management looks like. I had a couple students who were defiant, which was new in this environment. My cooperating teacher escorted one child to the office as we walked out of the classroom. I noticed that he stayed by the door where I could see him until the teacher went outside the room. In these situations, I’m finding out that each school is so different in their expectations or their plan for when students leave a classroom or when students are defiant. I’m still learning and asking questions on what to do. I’m getting a lot of great feedback from my cooperating teacher when it comes to answering my questions.