Graduate Student Teaching Practicum Essay
I believe there many skills and attributes that are necessary to be an outstanding Intervention Specialist. Some of the most important qualities are passion, leadership, classroom management and content knowledge. An Intervention Specialist has many roles throughout the school day, therefore, this position requires various qualities to be a superior educator. Throughout the school day, they need to accommodate the academic, social, and emotional needs of all of their students. To be effective, they should engage all students in each lesson so they feel like they are part of the classroom community. Thus, when an Intervention Specialist engages all students, then the students become more active in the learning process. Furthermore, becoming extremely knowledgeable in understanding and delivering the content that needs to be presented is crucial to their success
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I am very interested in this Graduate Student Teaching Experience opportunity as I believe that I have the right combination of relevant knowledge and experience with families of diverse cultural and socio-economic backgrounds, to not only make me an ideal candidate, but also a real asset to your institution.
I have been an ESL tutor since 2015 for the Winton Woods City School District. Some of my current duties are, but are not limited to, supplemental instruction to students with English as a second language, individualized or group instruction based on assessment needs, assisting with skills of asking questions, expressions, describing feelings and emotions, word sounds-symbol relationship, word analysis, identification and pronunciation of basic words, discussing student's issues and progress with appropriate school personnel and parents, and maintaining up-to-date knowledge of policies and technology utilized by the
It is great to hear from you and I'm highly thankful to you for your kind congratulating me on doctoral graduation. I am also thank you very much for the consideration me the postdoctoral fellow. In 2004, I obtained my Bs. C degree in Cardio-Thoracic Technology.
From the time a child enters preschool, teachers begin asking a common question, “What do you want to be when you grow up?” That dreaded query has always haunted me, mostly because the way it was redundantly asked put a ton of pressure on me and my peers. The question was like a rusty nail being hammered into our head’s by society. I continuously had the cliché answers of becoming a doctor, teacher, or a police officer, but with serious reservations. After years of not having a clue, I started to think about what I like to do after the stresses of work and school were gone at the end of the day.
I have always been interested in working with children. Becoming a teacher has always been a potential career path for me; however, I recently discovered the position of a child life specialist which has further broadened my interest for a future career. Although they are not educators in school, they are extremely important since they are the educators for children and their families to help overcome difficult and/or challenging life events. As a child life specialist I will be teaching children and families in hospitals how to cope with their diagnoses, how a surgery day will go, how certain lifestyles will have to change, and much more.
During Teach For America's first year of operation, the organization received applications from 2,500 candidates and chose 500 of them to become teachers for the program who began their two-year teaching commitment in low-income communities all across the cou...
My goal to be a Teach For America corps member was instigated by my family background and experiences in the Waco community as a volunteer tutor. My aunt, who taught high school English in a low-income community in Michigan for over 30 years, has inspired me to teach in order to fight against the inequalities facing low-income students. Her commitment to nurturing and developing students, regardless of the circumstances they were facing, led me to pursue service opportunities in Waco that would allow me to emulate her. Specifically, volunteering at an elementary school in the center of Waco gave me the chance to work and grow with the type of students that my aunt dedicated her life to. In continuing her efforts, I want to help counteract the education inequalities facing our nation.
It is obvious that education, whether classroom instruction or practical drill, advice or entreaty, must ensure that students are positively involved, that they at least listen and pay attention to the words, actions, and the thoughts of their educators, instead of drifting off or doing something else, or simply leaving to try to learn what they need on their own (Prange 74).
I was raised to do my best to help others whenever I saw the opportunity, such as from acting like a personal chiropractor for my friends and family or raising $5,000 for charity. I found something that I really enjoyed; I was doing things for others that benefited them and not me. I knew what I enjoyed; the issue was finding a career that I could provide a service to others and enjoy. Considering many careers, from joining the military to becoming a psychiatrist, I decided to pursue Occupational Therapy.
For the longest time I was unsure, and apprehensive about what profession I wanted to pursue. The medical field particularly intrigued me, from physical therapy to therapeutic recreation. However, occupational therapy is what caught my attention originating from my grandfather.
Career Position My career aspirations relating to the field of counseling are to become an expertise in the field of counseling. In addition, becoming part of a schools administration team to assist in supporting the public school system, our school administrations, and our teachers to guide our youth in solid counsel socially, personally and academically. My short-term goals are to become a school counselor, specifically working with high school students.
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
Intervention from a health profession may be needed if a person • loses interest in others or withdraws social • struggles to function, at school, work or socially • cannot concentrate, has trouble with memory or logical thought and speech • becomes sensitivity to sights, sounds or touch and avoids over-stimulating situations • loses the initiative or desire to part activities or sports • feels disconnected from themselves and others or their surroundings • develops strange or inflated beliefs about themselves • feels nervous or suspicious of others without reason • shows out of character or unusual behaviour • has dramatic changes in sleep, appetite and self-care behaviours • sudden or dramatic changes in feelings or moods
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
Those students with special needs have emotional and behavioral complaints which can lead to troublesome behaviors. These students frequently enter the classroom with negative connections that have for quite some time been set up (Conroy et al., 2009). By giving positive reinforcement and encouraging leads the student to be more comfortable in the environment and the interactions between the teachers and with other students improve in a positive manner (Conroy et al.,
34). This definition of collaboration is important because it insists that more than one person be involved in the learning process. Special education teachers are important because they are more experienced in helping students with exceptionalities. These teachers are the ones that test students and make decisions as to whether or not services should be rendered. Specialist conduct meetings and analyze test results to provide an informed judgment as to whether or not a student should receive services. Once a student has been selected to receive special services, information has to be relayed to the general education teacher. And this type of communication is better received when done in person. “The personal contact between caring stakeholders is more immediate than a written message that can be put off for later convenience or avoided until urgent” (Eccleston, 2010). Through technology, it has become increasingly easier to not meet face-to-face. To increase efficiency, both teachers should make a conscientious effort to have face-to-face