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Myths, legend and folktale
Myths, legend and folktale
Essay on importance of exploration in learning for children
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Small Treasure Box
Beneath the glowing sensation of the sun, lies water throughout the miles, but the question Pam would ask herself was what were the really wondered what would lie beneath the sea. Looking out of her balcony, into the ocean she remembered that there might have been human forms, with just no legs. For there where legend of years ago that they had to chooses between the sea and land. They had chosen the sea rather then the land for it was safer out in the water then in land. For what they chose they would give up the ability to walk but they received fins so they could swim. The myth her grandma had told her made her wonder about many things she saw. She became as curious as a cat, she would look in every corner of the house just to what she could find.
She became more and more curious as she got older. She would look in drawers and books to see what she could learn about each thing she found. On day she was roaming around her house like usual, she was walking so the hall when she spot a small treasure box made out of wood and strange symbols at the sides in a self. It had seemed strange to her that she had never seen it. She took it to her dad and asked if he could open it for her, for it had a slivery and goldish lock on it.
“Daddy, Daddy look what I found,” said Pam.
“Oh, hold on a minute honey,” respond her father.
“Look at this little wooden box that I found, Can you open the lock though” she exclaimed. Her father frozen and stared at the tiny object his daughter was holding.
“Oh, dear where did you find this Pam?”
“Outside, in the hall way, the one that leads to the patio.”
“Pam, promise me that whatever people say to you, you won’t open this box!” he explained.
“Why, daddy. Why can’t I open it and see whats inside? I found it. So it belongs to,” She replied angrily.
“Pam, The only thing I am telling you is that you can’t and will not be opening this box until I have decided that you can, it that understood?” taking the wooden box out of her hands and dismissing her.
While leaving her father’s library she stood outside the door to spy where her father was going to hide it.
“I had been born into a raging ocean where I swam relentlessly, flailing my arms in hope of rescue, of reaching a shoreline I never sighted. Never solid ground beneath me, never a resting place. I had lived with only the desperate hope to stay afloat; that and nothing more. But when at last I wrote my first words in the page, I felt an island rising beneath my feet like the back of a whale”.
forfill her dream. Three months after her mom died, her father got a letter in the mail. It was
The paradisiacal kingdom under the sea is symbolic of childhood. At the onset of the story, the sea kingdom is described: “where the waters are as blue as the petals of the cornflower and as clear as glass, there, where no anchor can reach the bottom,” and where “[one] would have to pile many church towers on top of each other” in order to reach the surface (Andersen 217). The sea describes the deep consciousness of the Little Mermaid as a young child, which is characterized by emotion, beauty, imagination, purity and innocence - representative successively of the water, flowers, the imaginative sim...
More specifically, safeguarding the rights of students with disabilities, while maintaining a safe learning environment for all are top priorities. I currently oversee a middle school who has a large special education population, as 23% of the students receive special education related services. In addition, the school has two new assistant principals who have limited administration and special education experience. Providing ongoing support as well as relevant information is critical. Sharing evidenced-based practices combined with elements of Positive Behavior Interventions and Supports (PBiS) has proven to be beneficial. It is imperative students with disabilities who engage in maladaptive behaviors are exposed to proactive interventions as opposed to reactive response. A suspension may mask the issue, as the primary root of the behavior is not addressed. Creating functional equivalent replacement behaviors (FERBS) that seek to meet the behavior need in a more appropriate fashion is
“Open up!” Father opened the door, in the hall we saw three guards all armed with
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Jonah has difficulty displaying appropriate behavior during a classroom activity. Jonah is often out of his seat disrupting the class and/or asking off task questions. Engagement that fosters Positive behavior that supports appropriate interactions. The goal of the Behavioral Intervention Plan is to replace some of Jonah’s disruptive behavior with productive and positive conduct that is engaging. The engaging replacement behavior is as
“Well, perhaps we should take it to the local witch doctor, after all weird items such as that are not my profession,” Zaveri announced….
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
"Where's the cigarettes?" she asked. We all sat there, looking dumbfounded, and wishing it were only cigarettes because the consequences for that were less severe. She stood at the door for a few minutes, staring at us with a look of complete disappointment on her face, before walking out the door, shutting it behind her.
All schools have rules and regulations that students need to follow. Schoolwide Positive Behavior Intervention and Support (SWBIS) is an intervention plan that engages positive behavior and supports social behavior. By implementing SWBIS into a school system, disciplinary action is equal for each student. Therefore, “Schools that promote prosocial, cooperative behavior and academic success are central to preventing problem behavior” (Martella, Nelson, Marchand- Martella, and O’Rilly, 2012, 309). To insure that SWBIS is effective, there is a three-step tier that help categorize student’s behaviors, and allows teachers to create enough data on these behaviors. “In any school, three types of students can be identified: typical students not at
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
“How sweet, open it!” Regina commanded with a smile on her face. Bryan opened his present. It was a windows 98 desk top computer. Bryan looked at Rick and pushed it to the side.
A major part of successfully implementing the plan is to get teachers and administration “on board” with the details of the behavior plan. At times, the teachers may need to change how they approach the student in the classroom and this can be difficult for seasoned teachers to change how they do things in the classroom. The goal would be for the teacher to identify the problem from the behaviors that the student is displaying, and then use the strategies given from the assessment for intervention. The teacher would then follow the steps on the behavior intervention plan, and then give positive reinforcement when the behavior was changed. During this process, adjustments can be made if the given strategies are found to not work.
“The mermaid swam with her prince toward the beach. She laid him in the fine white sand, taking care to place his head in the warm sunshine far from