Where Did Jackie Go Wrong?

General education should promote collaboration to increase an effective quality education for student in an inclusive classroom (Argan, 2014). This can be done a multitude of ways. Paraeducators can be included in planning activities in the classroom (Argan, 2014). By incorporating paraeducators, general education teachers and special education teachers can get a different perspective on how an activity may look or what

The 5 traits of personality consists of openness, conscientiousness, extraversion, agreeableness, and neuroticism. The 5 trait model began from the research of D. W. Fiske and was expanded even more by other researchers as well. This Big-Five trait model is important due to the fact that it gives human path and logic of what makes up a person's character trait, personality, and much more. The answer to finding what makes an ethical leader is the fact that most of them contain all of the Big-Five traits. Many studies and different analyses have studied and research why an ethical leader needs the Big-Five traits and why it is effective through leadership (Kalshoven, Hartog, Hoogh 350). One person that was known as an ethical leader and exemplified openness, conscientiousness, extraversion, agreeableness, and neuroticism is Jacqueline Kennedy Onassis.

In today’s world there are more and more children coming into the general education classes having a disability. More general education teachers have to take on a bigger responsibility than what they signed up for, but that is part of being a teacher. I feel as long as the teachers collaborate with each other they will be putting the student’s needs first.

each person’s role in the inclusion classroom was about the same. I was able to learn from the three persons providing special education to students that, their priority is for the special needs students to feel welcome, and that they belong to the group. I really didn’t see a lot of differences, their philosophies and goals from the three were about the same all in benefit of the students.

Without having a clear job description, it is hard not only for the paraprofessionals, but also the special education teacher, to find the right balance of what they can legally do with a student. Without these clear guidelines, it is extremely hard for either the paraprofessional or the special education teacher to figure out what they can do in the classroom, which can cause some ethical issues in that classroom. Since there are no strict rules and regulations for the paraprofessionals, then they could start to take matters of the classroom into their own hands, without the consent of the special education teacher, who is supposed to essentially be the boss over the paraprofessionals. Without this consent, the paraprofessional could accidentally

I am writing this letter of recommendation to express my support for Keyshia Martin in her application for the Jackie Lajeunesse Scholarship Award. Thank you to the Ontario Ringette Association for organizing this rewarding opportunity for a great supporter of ringette.

In Miss. Hooker’s classroom she never makes a problem, just the student’s problem, but a problem they share and can fix together. Once the student would see that Miss. Hooker wanted to help them, they were very less offensive and were happy to have someone on “their side”. Another big thing I learned was to use every resource out there. She uses so many different websites and reading materials to get ideas, and talks to other teachers or other adults, she does not limit her circle of information. I also learned that sometimes it is true what they say “less is more”. In Miss Hooker’s classroom I almost felt claustrophobic. There were so many posters/resources on the walls, and every shelf was pilled full of books or totes, I was very over stimulated by the clutter. The stuff was not useless junk, it was mainly books, and different learning materials but there was so much stuff out that I do not think half of it got used. One big thing I realized is you cannot fix everything. There was always someone that had a hurt body part or did not feel good. Yes, Miss Hooker would show compassion to this matter, but she did not stop everything to try to best accommodate the student either. If she would have done something to accommodate every student she would have never been able to complete a lesson.

The students were respectful and fearful. Therefore they didn 't make too much trouble for her. You didn’t speak unless spoken to, or you rose your hand. Then, if she called you, you would have proceeded to stand, walk to her desk, politely and formally ask what you intended to do. Since the teachers desk was on a platform, she was always able to see most to all of her students and since she was above them, literally, every fiber of her being was screaming authoritative figure to her students.

I observed at a daycare called Children's house, I have observed here before and I know the teachers very well. I interviewed a teacher that was formally called Ms. A now called Ms. C who has been working there for 10 years. The Children's house is a private, suburban daycare with 20 children. The room that I observed in is a 3 to 5 year old room. Ms. C had a lot of 3 and 4 year olds. 7 of her children are 3 year olds, 11 are 4 and only 2 are 5 year olds. in her classroom she has 4 children with speech problems and 1 child with a development delay. She has an aid named Ms. M who works with her during the day. Ms. C tries to make their jobs equal, Ms. C teaches lessons and Ms. M teaches other lessons. While they are at center time they have one teacher work on a activity and the other teacher will drift around and insure that the children are behaving well and are out of harm's way.

1. Why was Jackie “scared to death” of his first confession? What events fueled his fear? What specifically is Jackie afraid of, if he makes his first confession? Jackie was afraid that his confession would go badly due to the way he feels about his grandmother and his sister.

I observed a high school class in Broken Arrow on March 28th, 2018. The class that I was in was comprised of sophomores, juniors, and seniors. It was a self-contained level two class. I arrived at 8 a.m., but it was late start Wednesday so were only a few students in the class at the time. When I first arrived the paraprofessionals in the room did not acknowledge me, I found out later that they thought I was a peer tutor. I thought it was strange that they did not know which peer tutors were there every day. Although after I spent the day in the room, I learned why they did not know which specific peer tutors were theirs. There were between 5-10 peer tutors come in every hour. There were only three in the room when I arrived, during late start

2. How do you meet the needs of the students with IEP’s in the co-taught classrooms?

I found Jackie and Veronica’s love to be very apparent even though their relationship was conflicted majority of the play. At the beginning, Jackie comes home with excellent news that he had gotten a job and brought gifts for Veronica. She is very proud and excited about his accomplishments. Afterwards, Veronica gets in the shower and Jackie notices a hat that isn’t his and begins to question her integrity. He believes that she has cheated, which she has. The confrontations then begin and carry out throughout the story.

Sharon Ferguson has been in a special education classroom for 10 of her 25 years as a paraeducator. Sharon has seen many teachers come and go. Sharon now has a new teacher for the coming school year. The teacher, Ms. Brown, is fresh out of college. Ms. Brown has come to Sharon with new programs and a change in responsibilities. Ms. Brown has now assigned Sharon to common non-instructional supervision (escorting students throughout the school, keep attendance, toileting, etc.). Sharon takes this as a demotion to the responsibilities she was assigned when she first began as a paraeducator. Sharon is upset with the fact that Ms. Brown is not asking for her opinion in the program changes for James. Sharon has referenced a previous teacher, Mrs. Adam, who discussed with her ideas for the classroom. Sharon believes that she knows more about teaching special education kids than the new teacher (Pickett and Gerlach, 2003)

Ms. Olsen was the leader of the grade-level meeting that I attended. The meeting was held before school and all of the Kindergarten teachers were present. At first they disused old business, such as the school wide carnival that had been held last week and the money that they earned from it. Then they went on to discuss the notes that Ms. Olsen brought back with her from the faculty meeting. In these notes there was information not only bout the Kindergarten department, but also about things that were coming up around the school that may impact on the Kindergarten class. There were no disagreements in the meeting, it went very smoothly and efficiently. Each teacher had a chance to share information or to ask questions about the information given out. At this time they also had time to address any other issues that may have come up since the last meeting.