What Are The Child 's Strengths?

He would prefer to work in groups rather than by himself. One disadvantage of working in groups with Student G is that he easily gets off track and begins talking to group members. Sometimes members rely on him to do all the work because they know he will and can do it correctly. During class Student G volunteers answers frequently and with ease. When the teacher gives assignments orally he does well with the direct instruction and seems very comfortable with it. He doesn’t need to write any information down when the teach give instruction. Since the teacher mainly gives directions orally the other classmates would benefit if she would provide more information in writing about assignments. The student is very close with his parents who are very involved in his education and life. Student G has always been successful in school partially due to the help of his parents and because of his ability to figure things out for himself. The strengths he possess in the classroom are the ability to figure out answers by using reasoning and context clues, ability to work with all people and willingness to answer questions. Student G also has weaknesses in the classroom that include the inability to explain how he came up with the answer (a weak use of metacognition) and his apparent over-eagerness to answer questions. There needs to be balance with how often he gets to answer questions, so that other

Zach was probably the kid I connected the most with. He is going into fourth grade and he’s very bright! He got all As and Bs this year but shared with me that he needs to work on his behavior. He finishes his work a lot faster than the rest of the class and gets bored waiting for everyone else to catch up, so he starts talking. His third grade teacher would simply yell and make him sit out at recess the first half of the year. Then she caught on to what was happening. She started giving him tasks to do once he finished his work. Like running errands or going to help the librarian for a few minutes. She discovered a temporary fix that made Zach feel important. But he soon grew bored of the simple, repetitive

After thinking about my teen 's cognitive strengths and weaknesses and how they are reflected in his or her school grades and activities from 14-16 years of age, her strengths were greater than her weaknesses. For example, Salma got A 's in Spanish, English Honors and History courses starting from when she was 14 years. The English and Spanish teachers of Salma both commented "a pleasure to have in class." I believe her interest and enthusiasm helped her achieve high scores in these classes. She Also received a B in Algebra and a B in both her science courses of Physics and biology, and also, she received B 's in her Fine Arts classes both school years. One of Salam’s weaknesses is when it comes to taking music classes, she got a C in music course her freshman year and said, "I never want to take another music class as long as I live!" the career or courses of study might be best suited to my teen 's abilities and interests is either psychology major, or English professor, because Salma has strong communication skills, very strong interpersonal skills, and is very supportive among her friends. She is always putting other people’s problems into context to understand what they going to through before deciding on solution of any problems. Meaning she doesn’t jump to conclusion when problems arises, she is very clam until she can sum it up the best way to settle things in their best form.

Settling children and young people into their day is very important and a big step. The learning opportunities available are widened when children and young people feel like they are confident, happy, motivated, included and supported. For children entering into the early years provision their development can be concluded by-

Throughout my senior block experience, I have been in three different classrooms, with many different students. Each student possessed unique qualities that have taught me better communication skills and relationship building. Three specific students were John, Jacob, and Justin (for the confidentiality of the students, I have changed their names). These students’ different behaviors have caused an effect on either their learning or social interactions.

Marissa Speroni is one of my fourth-grade students at Bobby’s Run Elementary School. Marissa is very proficient in writing and comprehension because enjoys reading and writing, she prefers opened ended writing essays and assignments. Her advanced proficiency in language arts lends to her love for reading and writing. Marissa is a visual learner, she enjoys hands-on and visual activities and working independently. Marissa is a very organized student who prioritizes her work and task material well. Her learning is driven by her emotions and leadership skills, her leadership skills often lead to helping others resolve conflicts, understand concepts, and holding conversations. A subject area that Marissa is weak in, is mathematics because she has

She also loves helping others and putting them before her as well. She resides in Stockton with her immediate family. Stockton consists of people from various backgrounds. Mostly, people of color make up the structure of the city. The city consists of many and a variety of resources to help those of different backgrounds. I have met with this student, at this point, four times in working and identifying what she would like to work on.

The team then proceeds to ask the teacher what is some of Mary’s strengths and what are some positives about her. The teacher noticed that Mary was helpful and responsible. Mary could go to the office for the teacher to get her mail and then bring it back to her. She also notices that Mary is more likeable to her when she is on task. She has friends but it seems that she is starting to get on other students’ nerves. In the meeting, one teacher mentions that she has Mary’s brother in her class and she noticed that Mary is good with him. Another teacher has collected some observations and has done some curriculum based assessment on Mary. The teacher observed her during her reading time. She observes Mary not being attentive; Mary was up out of her seat within ten minutes of independent work. She was disruptive with two other classmates by talking to them or bumping into them as she walked by and she was on task for 60 percent of the time compared to another student in the class who was on task for 95 percent of the time. The entire class itself was on task and behaving appropriately expect for Mary during the time that the teacher was there observing.

Mary Smith has been struggling with her academics and speech abilities. She is currently getting extra help in reading and math once a week, as well as going to speech therapy once a week. In my field class I have two students that I take out into the hall every Thursday. Both students are behind in reading so I give them extra time and attention. Mary Smith and my two students in the classroom both need extra attention to get the correct amount of help they need. My host teacher shows deliberate practice by having the kids read a story every day during quiet time to help improve their reading skills. The practice is key because practice is a sure way to become competent. She also helps the kids with growth mindset during reading time because

This student is very creative and expressive in all areas. She is able to generate original ideas and discover the positive or negative effect. She has a difficult time making a decision at times because of her indecisiveness. I have seen her make a list of ideas, she finds the good and bad in each thought, therefore she doesn’t begin her assignment without my assistance. When working in groups, it is a challenge for her to explain her thinking on a level which peers will understand. She does not come across bossy, but spacey at times. She finds relating to children her own age difficult. Students enjoy working with this student because she “always gets good grades” and is in “quest” but have a difficult relating to her

In terms of social communication impairments, student A was unsocial and had formed very few relationships and friendships. He refused to work in groups and would have a breakdown when asked to do so. During recess, he was often seen alone or sitting near his para. Student B, on the other hand, enjoyed group work and was much more social. Student B had many friends and was observed playing with many students on the playground during recess. Student B was not assigned a one-on-one

Djuan formulates clear, concise ideals when working collaboratively with his fellow peers. Djuan has worked hard in my class and he has always demonstrated a respectful demeanor as well. In addition, Djuan’s enthusiasm for learning and concern for his academic performance have always been a priority for him while he has been in my

How I apply this for each child is through observations and ask the kind of questions that helps students see relationships between what they are doing and what they already know. I Identify the children's areas of strength, paying particular attention to the interest, persistence and confidence they demonstrate in different kinds of activities. Support the child areas of strength and utilize these areas to improve overall academic performance.

I enjoyed my fourth day at Forest Brook Middle School. I sat in both an Accelerated class and General Ed class. The Accelerated class was working on One- Step and Two Step Equations. Since the lesson ended early they were able to work in groups and start on homework. Ms. Molesky informed me that in this particular class students didn’t need much help because they can do everything on their own. Their homework was a maze-like worksheet where each answer led them to a certain problem. While walking around I noticed one student solving the problems in his own way, but he still gets the right answer, he tried explaining it to me and his partner, but we both didn’t get his method. There was another student who made a mistake on his maze and selected

The student that I am observing is AIG in Math, but the class that I typically observe her in is Modern I. One of the things that I immediately noticed about this student is that she is social with her peers, but only at the appropriate time. From observing her, she is gifted because she is able to do things above and beyond of her peers. For example, in dance she will ask my cooperating teacher what else she can do or how she can make what she is already doing better. She is the student who is always looking for ways to improve or go above and beyond.