The mentoring teacher searched for successful practices which could be developed in the new teacher’s teaching style such as tone, eye contact, body language or even learning activities which could create success in class. The study was similar to the student teacher/veteran teacher relationship. The data collected consisted of individual participant interviews, artifacts such as observing teacher’s guides, researchers’ field notes and observing teachers’ goal-setting documentation.
Topic Sentence: Identify three theories and philosophies that reflect how to envision the classroom and curriculum. Supporting Evidence: The theories and philosophies reflections are: Curriculum Theories, Reflections for Classroom Observations theories, and Philosophy of Ethical Theories; Retrived from Mighty Students, (2013) Body Paragraph #3 - The goal of the programs is to provide students with a comprehensive curriculum and a dynamic preschool experience while preparing them in the following developmental areas: language, communication, critical thinking, social, emotional and physical
Critically reflect upon your personal philosophy of inclusion, then within a setting with which you are familiar, conduct an analysis of one aspect of inclusion and suggest possible ways forward. Inclusion is described by the National Association of Schoolmasters Union of Women Teachers (NASUWT) (2008, p 17) as being “a construct open to much interpretation”. It is believed that the drive towards inclusion was founded from the social model of disability, perspectives from this model viewed society and the failure to adapt the environment as being the disabling factor for the individual rather than any disabilities or conditions the person may have (Matheson 2004). This brought about the idea that mainstream settings would need to adapt their
Exeter Morgan, M. (2007) Discovering Levinas. Cambridge University Press. Cambridge Naylor, L. (2006) Adult Protection for Community Care/Vulnerable Adults in Brown, K. (ed) Vulnerable Adults and Community Care. Learning Matters. Exeter National Occupational Standards for Social Work (2002) http://skillsforcare.org/developing skills/National Occupational Standards/social work NOS.aspx O’Connor, I., Hughes, M., Turney, D., Wilson, J., Setterlund, D. (2003) Social Work and Social Care Practice.
For instance, Johnson suggests strategies such as providing additional instructional help including specialists, therapists, and aides, (b) establishing flexible classroom that are open and can provide direct instruction in small, self-contained areas, (c) assigning specific teachers with teaching styles that match the learning styles of children with special needs. More important, Sattler asserts that before a teacher evaluates a child with special needs he or she should the child for other potential health problems such as vision, hearing, and other physical conditions (261). In addition, the teacher should examine the student’s school record to determine behaviors of socialization and cooperation. Particularly for preschool children, Sattler recommends the use of materials that is important in communication strategies with younger children, and special needs children including gestures and positive reinforcement. More important, the best way to make a child welcome is to establish a good rapport with the child, so that the child feels comfortable and ready to interact with the teacher and the rest of the
(1999). Intervention and supervision in strengths-based social work practice. Families in Society: The Journal of Contemporary Human Services, 80 (5), 460-466. doi: 10.1606/1044-3894.1475 Gray, M. (2011). Back to basics: A critique of the strengths perspective in social work. Families in Society, 92(1), 5-11. doi: 10.1606/1044-3894.4054 Graybeal, C. (2001).
Instructional Strategy Guide Name: Ashley Burton Date: November 6, 2014 Draft ____ Final _X_ |Strategy Description |Alignment to Best Practice, | | |Benefits, and Application | |1. The Asset Method (pg. 232) – The purpose of this strategy is to develop a plan |1. Vaughn, Bos and Shuman (pg. 232) stated when developing social | |for social skills training to students who demonstrate difficulties in social |skills interventions, it may be important to consider the nature of | |functioning.
The form will be collected and sent to our school social worker who will then send it to the district ELL coordinator. The ELL district coordinator will then do a home visit to see what the student’s needs are. The response to the intervention meetings will be held with the parents, teachers, principals and coordinators to let all who is involved know what the ELL student’s academic needs are. Students with limited English skills that are addressed through the Response to Intervention process will be identified and an assessment is administered. When the student meets the qualifications they will be serviced by an ESOL teacher.