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The impact of role models
Developing and maintaining true friendship
Developing and maintaining true friendship
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I am writing on behalf of Damian Cajero. He is a student in my math class at The Rising School. School has 2 main goals for children. One is to educate and the other is to socialize. Damian is an incredible capable boy and he is do very well academically. Social, he needs to be around his peers. Damian should continue to attend Rising to learn how to be friend and make friends. Having friends will help him learn and grow as a person. He will have opportunity to argue and resolve issues with different people. Friends can give him new perspective on issues, while showing him how to play and enjoy another's company. Damian needs to stay in school to learn how to deal with authority. Teachers, principals other school staff will help him to prepare
As a student growing up in a time before the internet I would spend hours at the local library reading and learning things that were not only outside of the curriculum for my school but subjects that would not be offered for my grade or until the later years in college, these would include Greek, Latin, Electronics, Physics, Body Language, and many other subjects. As a parent when my son was in kindergarten I learned that they punish the fidgety students by not letting them play at recess, and then they wondered why they were all fidgety during class. I was pretty sure I could provide a better environment than that. That environment would be customized and changed as needed to fit the student and not that other way around. As he grew and learned he studied an array subjects, and almost automatically figured out the basics, socialized with many other children doing the same type of thing. He is now enrolled in college going through and getting general education subjects done and then go to a local university. As a mentor and someone that has worked in different schools I have taught classes and became involved with many after school programs and community interests groups to help the schools and the students get the most out of the resources that were available to
One thing I did notice about Christopher was since he tends to be very detail with his work, causing him to fall behind at times completing task not because he doesn’t know the material but because he’s slow at completing the work. This dysfunction can give the wrong impression that he doesn’t get or know the work given to him. Another dysfunction I noticed was that he isn’t very social with his classmates, but very friendly and willing to communicate with me while I’m there. In fact he is the only student initially to become excited when I come to the classroom. The impression I get is that he is a loner and mostly by default, but doesn’t quite know how to open up completely and communicate with others on him own. When he is doing his work or on the carpet for group learning he spaces out from the group, but if you weren’t directly paying attention to him you wouldn’t notice because he is very quiet, this can be a risk factor in his communication development. I observed during my last visit in creative drawing time Christopher continuously was drawing a man laying on the ground with x’s in their eyes and with red crayon markings underneath them. This symbolize that the man was dead, and obviously was killed by another person. I tried to inquire about why he was drawing such pictures, he just laughed and said cause… It concerns me about he’s
Berns, Roberta. Child, family, school, community: socialization and support. 9th ed. Belmont, CA: Wadsworth/Cengage Learning, 2013. Print.
Children are our future and they should be given every possible opportunity to succeed in life even if they are born into disadvantaged situations. Sometimes the families of certain children can’t provide as much as other children’s families and this can create a gap in the achievement and development of these children. Those disadvantaged children need special programing that accommodates for the lack of cognitive and social development that if not properly addressed could lead to poor school performance and delinquency.
...ed me that students who may exhibit troubling behaviors in homeroom or other social situations sometimes become model students when classroom time starts. My final question for Antonio was the stereotypical “What do you want to be when you grow up?”. Antonio thought for a second and then said, “A doctor or a lawyer.” His answer delighted me, Antonio is essentially dealing with a double life, but he still has big dreams. Even though he has to make lingual changes on a daily basis and sees his friends not taking their education seriously, Antonio has a goal, an impressive goal at that. All in all, Antonio showed me that there are students who can fight the setbacks in their life and work hard to do well in school. I do not think there exists a “hopeless case” and I feel that every student can work hard to at least perform satisfactory work with the help of teachers.
Skiba, R., Simmons, A., Ritter, S., Gibb, A. Rausch, M.K., Cuadrado, J., & Chung, C.G. (2008). Achieving equity in schools: History, status and current challenges. Exceptional Children, 74(3), 264-288.
...er kids during extracurricular activities like joining clubs or playing sports. A child is going to need confidence, teamwork, and to know how to communicate whether it be with a speech or in any conversations that they might have with classmates and there is no way to replicate a classroom in a home.
A development that is very important to a middle age child is the ability to use social comparison and compare people to them. During this time, children look towards their peers to compare themselves and start friendships with children that are similar to them. It is also important for the child and their parents, during this time to have a good parent-child relationship. These are all developments that a child should be able to obtain when they reach middle school age and shows that they are on the right track to be able to exceed at their education and function in society. Although it is ideal for every child to be able to grasp these goals, children like Ryan, struggle to be able to master theses skills and start falling behind.
A great deal of consideration needs to go into preparing a child for the change that occurs when going from a home/child care atmosphere into a school environment. The Teacher needs to consider the child in its entirety throughout the changeover to scholarly activities. This must include the child’s physical readiness, socio-emotional, and cognitive abilities for learning. It is equally essential to discover ways in which to involve the children's first and most important teachers, their families. The families have the most information about their child's strengths, weaknesses as well as the challenges the child faces. Being able to communicate with the families is vital to teachers in collecting in depth information about their students in order to be better equipped to meet the needs of the children.
Child A struggled the most with writing, including spelling and pronunciation of words as well as counting and recall of number facts in maths. Provisions that the class teacher and school put in place included intervention groups outside of the classroom, where the child would go with an adult to a separate room to complete the class task or to use online support programmes suc...
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Per teacher reports, individual shows minimal progress in interaction with peers due to individual ignores peers when they talk about him in the classroom.
When students miss out on social opportunities in a typical classroom they are missing out on opportunities for academic enrichment (collaborating on projects, working in pairs, participating in class discussions) as well as personal and social enrichment (making new friends, playing games). The long-term goals are to continue building relationships over time and having greater social competence. “The earlier we can intervene with these children and teach the necessary social skills, the more likely it is that they will become adjusted and socially competent young adults and adults” (Stephens 2). Adolescence is a critical time in society; it is a developmental period where children have an experimental foundation for developing a variety of social skills. Therefore, if we implement these skills at an early age, these children will be able to apply them to their everyday lives and communicate with others more
Education has always been a primary concern for my parents, who taught me that if I need to succeed in life, I have to be educated. Following their guide, I have always valued and tried to get the most of any educational opportunity I have had. Having grown up in a business family, I have always been interested in focusing my career in the business field. My Mother and Father own their own company, and they are constantly talking about business, which has inspired me to follow their path. When my parents retire, they want me to carry on their legacy. For this reason, I have decided to pursue my studies in the field of Business and Leadership at Marylhurst University. I want to pursue a well-rounded education at this established university where I also can have life experiences in the outside world, which will ultimately help me to become a successful leader in our family business.
Children in grades 3-5 are highly social. They learn more about values and respect. Students are also encouraged to develop their written communication skills via diaries, journals, or short stories. They work quickly and have a limited attention span. Third through fifth graders are very competitive. This age group works well in small groups or with partners. The...