Based on Jonah's most recent eligibility date of 4/18, he has a disability ruling of Autism Spectrum Disorder. The impact of his disability of Autism affects his academic functioning in that he has difficulties focusing and demonstrates inappropriate behaviors. He will often respond to teacher's request continuously and loudly repeating the same phrase or question. His disability often causes him to demonstrate poor attention and concentration in the classroom, making it difficult for him to perform academically with his non-disabled peers. He becomes very anxious when he has multiple assignments that require more than one lesson to complete. He will benefit from the accommodation of having larger assignments broken into smaller sections. In the classroom, he has difficult understanding basic social expectations and understanding with regard to appropriated interaction between his …show more content…
He will work on staying in his personal space and not invading others' personal space. This behavior is exhibited when he swings his backpack or his arms around in the classroom in the direction of a peer or while walking down the hall. Also, He has difficulties maintaining a reasonable distance from peers and teachers during conversation. Accommodations that work best is breaking large assignments into smaller sections and providing a visual time line. He requires individual and small group instruction on grade level and meet goal of the current IEP. Also requires extended time and support to understand and response to grade-level curriculum. He requires cueing to participate in social activities. According to teacher's observation, Jonah exhibits inappropriate social skills in class. He ofter inappropriately touches other students or invades their space at least 50% of instructional time. During class time, he was observed out of his seat and inappropriately close to another student during 35% of the time. Because of prior incidents in the restroom, he needs to
George A. is a 9-year-old boy that attends a middle school in Quincy, MA. Prior to attending this school, George was placed in a substantially separate classroom for two years. As his first completed year as a mainstreamed student, his teachers are concerned. His grades are poor and his behavior is disruptive and inappropriate. George is known for his deviousness, lack of self-control, and disruptiveness during class. George is not qualify for Special Ed. academic services and his teachers believe he is fully capable of completing his work, but chooses not to.
He predicted children are in the process of mastering important social and cognitive skills, and therefore have to resolve the conflict of industry versus inferiority (Crain, 2011). Since Nick has an IEP he experiences difficulty in various aspects of school and will learn at a much slower rate than the rest of the students. This will prove extremely difficult as he continues to watch his classmates develop much quicker than he will, thus leaving him with feelings of inadequacy. Erickson would also predict that because Nick has not developed these skills at a normal rate, he will lack competence for the exercise of intelligence and skill when working on tasks (Crain, 2011). This prediction can be directly related to the amount of help Nick requires with each of his assignments. Moving forward with Erickson’s stages, I would predict Nick will struggle to resolve most conflicts in Erickson’s developmental
Background Information: Ben is a seventh-grade student in a language arts co-taught classroom with a general education teacher and an intervention specialist 4th/6th period of the school day. He participates in class 5/5 days, gets along well with his peers in the classroom, and is organized with his materials. Ben is seated toward the front of the classroom. He is personable in class and participates in group discussions and answers questions in class. Ben will occasionally ask for clarification on directions and assignments in class.
Per teacher reports, individual shows minimal progress in interaction with peers due to individual ignores peers when they talk about him in the classroom.
In my EDUC 250 class, I have had the opportunity to be able to observe in three different classrooms in a public school. I observed in a general education classroom, as well as a two different special education classrooms. Being in the environment and seeing how the students learned was fascinating. They didn’t mind me being in the classroom watching and taking notes, they just had questions about me, which was expected because they are curious little youngsters. Overall, I enjoyed my time in the classroom and being able to interact with them as well.
I am doing my observation at Minnesota Math and Science Academy which is in west St.paul, I have done all my observations at this school, teachers and administers are very nice and welcoming people, I am observing elementary classes, especially third and fourth grades, because these are my dream classes to teach. With my last two visits at the school, I spend with grades four and three, each grade has two separate classes, A and B. There were big differences in both grades, the way kids behave in classroom and even how each teacher managed their classrooms was different, from class to class, even if the two classes were same grade level, each one was different than the other. Some of the classroom management/kids behaviours I noticed from classroom where, kids had no respect for the teacher, there were a lot of misbehaving kids in the classroom, actually that was special to only four B, but both classes from grade four were challenging and seemed so tough for me, after seen how grade four students act, it made me want to stick with only grade three for future teacher. It made me never wanna teach grade four.
1. After watching the video- who should we address when teaching a class? As teachers, we should address to each of our students as an individual who has his/ her own strengths and weaknesses. When we teach a class, we have to understand that there is no average student and thus, we have to teach by different teaching methods and materials in order to achieve better outcomes on the one hand and challenge our students on the other hand.
practicum. I have been observing my students for five weeks now and I was able to decipher the strong readers and weak readers through class behaviors and participation. Through interactions and observations student one I choose as a strong reader and student 2 as a weak reader. Student one was labeled strong because he is in the Highly Capable group.
As a group, The Mix sat down in the Commons Area at the University of West Florida to observe the atmosphere and to observe if the atmosphere matched the values stated on the Commons’ website. The values stated on the website is as followed : “Our role at the University Commons & Student Involvement is to promote student involvement, create a vibrant campus life, and support our student leaders in achieving organizational and personal goals” (Students Organizations). As a group, when we sat down to observe, we had not researched the core values, so what we observed was a purely observational view at first. Commons serves as a small center of different social activities where students can run many of their errands.
To observe people’s listening habits, I paid close attention to each person’s nonverbal behaviors. Each time an individual moved I took note of their behavior. I carefully observed them in one of my other classes at FSCJ’s Kent campus. Since the class is three hours long, I was able to see behaviors that showed each individual actually listening, pretending to listen or not listening at all. In this essay I will discuss the behaviors of individual students during the beginning, middle and end of the class to see if the students are listening or not.
A. Teacher discussed morning routine to students, reminded them of the classroom rules, went over birthday policy, and summer birthdays. The teacher is very respectful to the students and encourages the students to be respectful to each other. B. The teacher has a classroom wheel that allows each student to have a weekly job for the classroom, as well as table jobs, and everyone at the table has something to be responsible for. C.
Results Methodological Dimension Qualitative. The most prominent evaluation method in the literature on CRP in early education was qualitative methods including interviews, observations, and case studies (i.e., analysis of a small number of teachers’ journal and notes, in-depth interviews). The purpose of conducting these methods was mostly to evaluate teachers’ preparedness and self-efficacy, learning environments (e.g., classroom environment and teacher practices), and child development. Teacher Evaluation. Some scholars conducted case studies to gain in-depth insights on teaching practices and teachers’ readiness.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.