Part Two Essay

EAL/D students tend to face a lot of challenges particularly in learning a language they are not used to. Nonetheless, after a short period of time, they tend to learn from their teachers, peers and parents/whānau, henceforth being able to easily communicate. On the other hand, students with additional needs require specialized care in order to learn the new language. This therefore involves the support of parents/whānau, teachers, and also the students understanding capabilities. For that reason, this section will focus on learning difficulty and communication disorder as an additional need. The section will also discuss inclusion from three perspectives. Stuttering is a communication disorder whereby a child experiences speech repetitions and makes long pauses hence affecting speech delivery.

 Teachers can aid in speech delivery through providing active listening which enables the child to take time in speech delivery, thus being able to deliver the message. In addition, fostering teacher-child relationship is also significant, as it allows the child to feel free while communicating with the teacher. Moreover, the child also gains courage while communicating a factor which permits the child to develop improved speech delivery. Similarly, teachers should have a one-on-one conversation with stuttering a student, where the teacher carefully listens to the message being conveyed by the student without providing any assistance while the student speaks (Mackey & de 2016, 357). The conversation should not be hurried by the teacher, but instead the teacher should speak with while posing giving the student time to digest. Teachers should also allow the student to make speech presentations after class in the absence of the other students. This will help in improving the student’s speech delivery and also boosting the child’s morale. Teasing in class should not also be allowed, and it should be handled within the shortest time possible. All students in class should take turns to talk and listen, hence allowing all students to patiently listen to stuttering students’ without any interruptions.

  On the other hand, parents/whānau can also help through carefully listening to the words being uttered by the child, and also encouraging the child to finish the sentence. A parent’s/whānau support is significant in allowing the child to adapt to the new language, since most children tend to listen to their parents/whānau more than any other person. Parents/whānau can therefore help through speaking to the child in English, even though they may not also be good at the language, it is required of them to at least possess some skills, hence helping their children (Gordon & Browne, 2014, 67).

Finally, parents/whānau should also consider partnering with a speech pathologist, in order to improve the child’s speech delivery (Dean, 2017, 10). As a matter of fact, a speech pathologist may not only help in improving communication with the child, but also in coming up with ways of making the child to communicate without any constraints (Clarke, 2011, 5)Once the child’s speech delivery is improved, it becomes easier to learn the new language. Furthermore, the speech pathologist may also use different pictures with translated information from the child’s fast language to English while treating the child. In that process, the child adapts to the new language as communication improves.

An inclusion plan may require the aid of different strategies in order to integrate equity and social justice to facilitate a good learning environment for stuttering students. This can be done through the creation of a teacher-student conversation involving the exchange of inner thoughts, individual experiences and wonderings (Mackey & de 2016, 357). Likewise, all students should participate in this conversations, and each student should be given a chance to experience their feelings. Students with additional needs should be given special considerations, whereby the teacher should encourage students to work and support each in class, and to also embrace each other’s weaknesses. Moreover, stuttering students should be allowed to air their views, as the teacher as other students pay attention.

Conversely, using learning stories as a means of creating equity in classroom is also a significant strategy. Teachers may therefore use video clips as well as photos to pass information. A video clip may therefore involve a character with a stuttering disorder as the main character, who eventually develops proper speech delivery through the aid of the teacher and classmates, hence becoming the best performing student in school (Mackey & de 2016, 357). In so doing, students will not only learn to appreciate each regardless of their needs, hence encouraging social justice and equity among all students in class.

The display of such information allows stuttering students to learn through reading, without having to communicate. As such it makes it easier for them to easily learn English without any difficulties (Bietz, 2020, 12). Similarly, when children see materials of their own culture displayed in classroom, they feel appreciated, thus easily blending in with other students. In most cases, some students may also try to read aloud such information, through reading aloud, the child may improve in speech delivery. Secondly, displaying information of children participating in learning with appropriate explanations of what they are doing also helps in encouraging the child to participate in classwork.

The parent/whānau should also partner with a speech pathologist, who will monitor the child and provide additional support whenever necessary. Additional information provided by the pathologist should be put into consideration by the parent/whānau. Likewise, teachers and parents/whānau should work together in ensuring the child gets the required support both at home and at school. While at home, parents/whānau should observe the weaknesses of their children in speech delivery, and the words which seem difficult to pronounce. The child should be encouraged to speak words which are easier to pronounce thus making their speech delivery smooth. Finally, continual support of the home-based language by parents/whānau is also necessary (Choo et al, 2019 120). A child with this need is supposed to continue speaking the language he/she is used to, as it becomes easier for the child to communicate. The parent/whānau need therefore continue speaking to the child in the original language, hence allowing the child speak easily, and with time the parent/whānau should start teaching the child the new language. Teachers should also stop labelling of students with speech delivery issues in class, and instead encouraging such students in improving speech delivery.

Reference

Bietz, K. (2020). Preschool Kinesthetic Learners: Teaching Techniques for Your Movers and Shakers. Retrieved from Bright Hub Education website: https://www.brighthubeducation.com/teaching-preschool/113683-kinesthetic-learners-in-preschool/

Choo, Y., Agarwal, P., How, C., & Yeleswarapu, S. (2019). Developmental delay: identification and management at primary care level. Singapore Medical Journal, 60(3), 119–123.

Dean, T. (2017). Walking together with families toward inclusion. Every Child, 23(2), 10–11.

Gordon, A. M., & Browne, K. W. (2014). Beginnings and Beyond: Foundations in Early Childhood Education (9th ed.). California: Wadsworth Cengage Learning.

Mackey, G., & de Vocht-van Alphen, L. (2016). Teachers Explore How to Support Young Children’s Agency for Social Justice. International Journal of Early Childhood, 48(3), 353–367.

Clarke, P. (2011). Supporting children learning English as an additional language in the early years (birth to six years): RESOURCE BOOKLET. Department of Education and Early Childhood Development.

Teachers Interview Report

Landis Schonoffer, the interviewee, is a former colleague from college and a seventh-grade teacher at Anson middle school in Wadesboro where he has been teaching a classroom of over 25 students for three consecutive years. The interview was successfully conducted without any challenges since the interviewer and interviewee shared a personal bond, moreover, Mr. Sconoffer provided detailed answers on all the four and bonus questions asked during the interviews, he also made sure to stick to the question when giving his answer as a show of cooperation.  He adhered to my instructions and ensured that he conducted research into the Maslow hierarchy of needs prior to the interviews as I had requested. This interview was carried out with a focus on finding out how Mr. Schnoffer executes his duties and responsibilities of being a teacher and how the needs of his students are met through the Maslow hierarchy of needs.

            The interview was conducted through a series of questions presented to Mr. Schnoffer. The interviewer asked four questions and one bonus question. The questions were as follows; 1. What are your values? Do they change when you are handling students, or does it change for individual to meet their needs? 2. How do you manager your students and classroom? Do your students respect you as a person or the title you carry? 3. There is a theory that was created by Abraham H. Maslow called the hierarchy of needs. His philosophy can provide a reminder and a framework to teacher to aid their students, so they reach can their fullest potential. His theory is based on physical needs, safety needs, Love and belong, Esteem and Self-actualization. As a teacher has your students physiological needs met, how do you make the students feel safe, do you display love and belongs, how they feel good about themselves and after the previous stages are meet, how can you confirm that their steps to actualization had meet? 4. What do you think is the greatest challenge facing students today? Bonus question. Think of a time when you went above and for your students, how does that make you feel? The interviewee answered the questions in order from the first to the last question.

From the interview, it can be concluded that Mr. Schnoffer’s personal beliefs and values align with his profession, as a teacher he works towards the development of all his students, to include fast and slow learners, furthermore, he is concerned with teaching his students concepts that they can apply in the real-world setting. As a teacher the interviewee takes serious matters that are related to discipline, he ensures that his students know what is expected of them and what are the consequences of not abiding by the rules, with a focus on ensuring that his students are disciplined he relates with them on a personal level, and this way there are few discipline-related issues.  Being a young teacher gives the interviewee an upper hand when it comes to relating with the students since he is able to understand their behaviors after close examination of their personal lives away from school, this way he is able to help them which increases their respect for him.

 The interviewee is more informed about the Maslow hierarchy of needs and ensures that these needs are well catered for to increase the performance of the students.  The interviewee is concerned with meeting all the needs of his students, to meet the physical needs of his students he ensures that there is plenty of drinking water in the classroom to keep the children hydrated and energy-giving snacks are provided. The interviewee is aware that sleep deprivation decreases the performance of students, therefore, he ensures that they take a relatively short nap at school to give their brains a rest.   To cater to the safety needs of his students he encourages the students to have zero tolerance for bullying, in addition to this, he ensures that the esteem needs of the students are catered for through the provision of transparent and honest feedback.  The interviewee acknowledges that the issue of social media has become a problem that is constantly distracting and misleading students.  The feeling that comes from helping students and going an extra mile for them is undeniable, as a teacher it is important to show dedication to shaping the lives of students.

From the findings of the interview, it can be concluded that it is important for a teacher at any level to ensure that they meet the overall needs of their students while ensuring that their students gain knowledge, they can apply in a real-world setting. It is essential to put measures in place to ensure that the needs of students are met according to the Maslow hierarchy of needs. From personal experience I believe that meeting and prioritizing needs is important, the physical needs that are the top of the hierarchy require to be satisfied first, and the interviewee has done an excellent job at that.  The interviewee was very excited about the interview and about seeing a longtime friend again, the interview went smoothly since the interviewee was much dedicated to his job as a teacher. The interview provided much insight on how to manage students’ development, how to meet their needs, how to ensure that they are disciplined and how to assist them deal with out of classroom challenges. The interview also sheds light on problems that have been brought about by social media and the need and impact of going the extra mile to help students.

Appendix

Questions

1.What are your values? Do they change when you are handling students, or does it change for individual to meet their needs?

2. How do you manager your students and classroom? Do your students respect you as a person or the title you carry?
3. There is a theory that was created by Abraham H. Maslow called the hierarchy of needs. His philosophy can provide a reminder and a framework to teacher to aid their students, so they reach can their fullest potential. His theory is based on physical needs, safety needs, Love and belong, Esteem and Self-actualization. As a teacher has your students physiological needs met, how do you make the students feel safe, do you display love and belongs, how they feel good about themselves and after the previous stages are meet, how can you confirm that their steps to actualization had meet?
4. What do you think is the greatest challenge facing students today?

Bonus Question: Think of a time when you went above and for your students, how does that make you feel

                                                             Part A

A dialogue between a teacher and student about brainstorming in the classroom

Student: What is the importance of brainstorming during a writing workshop session?

Teacher: In any academic setting, brainstorming has been realized as being one of the excellent teaching strategies that aid in generating ideas concerning a certain topic. The significance of that is that is has the potential of promoting thinking skills. For instance, when a student has been asked to think critically, the intention of the teacher is to ensure that he or she has stretched his or her thinking skills. Although any student with special academic needs might admit that he or she doesn’t know, brainstorming enables him or her to say what comes in his or her mind. This in return has the potential of promoting the success of such a student as there exist no right answer.

Student: You have said that brainstorming has the potential of motivating students to think freely and express their ideas. But my question is, how does it get started during the classroom session?

Teacher: Brainstorming session is one of the unstructured activities. Despite that, it is important for the teacher to ensure that he or she has laid down the rules that are required for the purpose of enhancing smooth functioning of the entire session. As a result of that, what this implies is the fact that there are several rules that can aid such a session. The first one is ensuring that the parties involved, (teacher and the student/s) have been given time to express their ideas. The reason for that is because during brainstorming there is no losing or winning team. All the thoughts and ideas of the teacher and the learners will have to be given the same preference.

            It is important for the instructor to ensure that he or she has moderated the brainstorming session so as to make the entire discussion amicable. The significance of that is that it will give the learners enough time to air their views during the whole session. As a teacher, it is important to ensure that he or she has framed questions that need to be brainstormed systematically so as to ensure that maximum ideas have been developed by the students. What this means is the fact that it is important for the teacher to ensure that he or she has prepared a list of questions that will assist in directing the thoughts of the learners. This will also take into account the importance of instructing the learners to document their ideas so that they cannot forget them.

Student: During the brainstorming session, does group involvement assist in enhancing learners’ cognitive development”

Teacher: Brainstorming as one of the fundamental means of enhancing cognitive development as well as learning has various strands. For example, it deals with the collective means of developing knowledge between the teacher and students or amongst the students themselves. Such a process always will have to take into consideration the provision of instructions into reasoned argument. Due to the fact that the main focus of education is, basically, teaching and learning, brainstorming enables students to know how to construct arguments as well as their opinions or conclusions they end up presenting.

Student: Thanks for your precious time

Teacher: you’re welcome

                                                            PART B

            As much as dialogue is concerned, it is evident that brainstorming during the class session enables to be engaged critically and constructively. Regardless of the opinion of each party, they are all inclined at offering the relevant information that comes into their mind. The idea of each person during the session will have to be analyzed before giving it a consideration. Each party, teacher and the student, will have to be given the opportunity of seeking the reasoning of others for the questions that they will ask.

            In addition to that, dialogue enables the parties involved to come to an agreement at each phase of the discussion before progressing into the next. Reasoning, therefore, is something that is viable during the discussion. Essentially, classroom dialogue will have to be supported by manipulation of individual thinking which in return comprises of their collective activity. The use of the teachers brainstorming strategy is the one that has the potential of fostering multimodal forms of teacher-student classroom dialogue.  It is, therefore, important for the teacher to ensure that he or she has developed better dialogue for learning and teaching which will in return assists the student to be conversant about how to reason and think critically. This is what will assist them to team up and solve any problem or problems that might arise.

            Nevertheless, during the brainstorming session, it is important for the teacher to ensure that he or she had established ground rules that can dictate the whole activity. Therefore, as much as dialogue and critical thinking are concerned, it becomes possible for the parties involved to share their ideas openly hence encouraging each other to contribute more and creatively to the discussion. In so doing, it compels each person to listen to the views of others attentively before taking into considerations or supporting their views. Last, but not least, it is vital for the parties involved to come to an agreement for the decision taken.

Teaching and Learning Topics

The concept of formative assessment involves the use of information on the level of achievement for planning the steps to be used net in the process of learning and teaching. The formative process looks into the future of the learning process rather than considering the past learning success (In Information Resources Management Association, 2017).  The aim is to assist students to identify their strengths and weakness and specific areas where work is needed, and help the educator to identify areas where the student is struggling and address such problems.

The summative assessment concept is more retrospective, whereby the aim is to assess the student learning after an instructional unit through a comparison with some benchmark or standard (In Information Resources Management Association, 2017). The information from the assessment is used by the student or educator in guiding their efforts and actions in the learning process.

Instructional scaffolding theory involves the short-term supporting structures established by a faculty to help students to accomplish new tasks and various concepts that normally, they could not succeed on their own (In Chan & In Pawlina, 2015).  After the learner has mastered the task and can complete it, the educator gradually removes the scaffolding or it fades away so that learning responsibility shifts to the learner from the instructor. The instructor takes the role of a mentor and knowledge facilitator rather than just a content expert.

Learning objective refers to the overall purpose of participating in an educational activity and involves a statement describing that the instructor want the student to learn after undertaking a course. The statement can be useful in the structuring the content of the activity. Learning outcomes involves a statement indicating what the learner will do while taking part in the educational activity and is identifies through gap analysis (In Chan & In Pawlina, 2015). It addresses the skills, knowledge or practices that bring about the gap in professional practice and the attainment of learning outcome lead to the narrowing or closure of the gap.

Instructional language refers to the language a teacher uses to impart educational content into the learner. The target language improves the extent of exposure the learner obtains and the opportunities for communicating in it and has their control of it. Communication is at the center of the learning and teaching process and the university instructor is able to link with the student (Mottet, Richmond, & McCroskey, 2015). The professional educator at the university level can use the communication in the most effective manner in instructional settings to improve the learning of the student.

The student-centered learning is founded on constructivist theories of learning which have contributed to valuable ideas through which current understandings have been shaped. The concept laces the learner at the center of the learning process and should be actively engaged while searching for and constructing the meaning (In Information Resources Management Association, 2017). When the instructor is designing a learning process centered on university student, he or she should integrate a reflective, authentic and collaborative process.

Blended / online learning normally involves using technology by teachers to enable student access their courses remotely. The students are allowed to complete the learning activities and then do their assessments online, the same as course offered in campus (Stacey & Gerbic, 2009). Blended learning involves a flexible technique of designing, developing and delivering learning and teaching process (Stacey & Gerbic, 2009). In a university setting, the educator may provide instruction online, in classroom or in the two settings. The model does not include a specific pedagogical framework but can support learning approaches that are centered on the student.

Team-based learning involves a structured of learning which is undertaken in small groups and focus on out of class preparation and knowledge application for the student. The technique involves collaborative learning theory where teaching and learning process is undertaken in groups who work together to find solution for a problem; task completion or production creation (Komives et al. 2011). The instructor at the university can apply this technique to allow students to follow a process that is well structured and to improve their engagement and learning quality.

Transformative pedagogy relates to constructivism theory, where the learning is perceived to be an active process that allows the learner to build information and create subjective depictions of objective reality (In Lopez & In Olan, 2018). At the university, the educational activities are not limited to the classroom but include contextualizing the issues through involving the surrounding people and areas into the learning environment.

Experiential learning is a theory in itself that integrates one’s experience, opinion, cognition ability and behavior (In Chan & In Pawlina, 2015). The university instructor can make the learning process relatable to his or her students by allowing them to build on their existing knowledge and utilize opportunities provided to draw connections but existing and new concepts.

Lesson plan

Outcomes

• Effectiveness of communication strategy in verbal and non-verbal communication
• Communication strategy and its influence and persuasion in oral health
• How communication strategy helps in understanding personality type
• How to interpret non- verbal communication from the patient

 Lesson 1 summary

Students should understand that communication is very important in promoting oral health including preventing oral diseases. The programs implemented for oral health need particular communication strategies to raise awareness of the need for oral health and wellness. The communication strategies adopted should enhance evidence-based interventions that will prevent oral diseases. The ability to understand both the verbal and non-verbal cues used by patients is of utmost importance and is needed for successful health outcomes. The oral health practitioners should use strategies that help them in communicating the patient’s needs and at the same time respect the economic survival of their practice (Koo et al.2016).

Lesson 2 summary

People are always influencing their behavior and other peoples’ behavior and this involves various principles that are observable and measurable. The principles that can enhance the chance for oral healthcare workers influence and persuasion in offering their services include reciprocation, authority, commitment and consistency, scarcity, liking and social proof. Effective communication strategies should observe authority, social proof, commitment and consistency to align the information provided to the patient with their informational needs to promote oral health. The lesson will involve learning the effectiveness of messages “theory of planned behavior” in oral health such as understanding the routine dental check-up behavior and intention. The use of planned behavior theory helps supporting the application of subjective norm-based messages that prompt dental check-ups. An oral health communication campaign encourages routine dental check-ups for people in any age groups.

 Lesson 3 summary

Effective communication strategy in oral health enables the use of various self-reporting measures by the patients in order to efficiently improve the public oral health outcomes. The lesson involves understanding the idea of self-reporting in oral health especially when single-item and multiple-item measures are used. In the communication process, what is required of the correspondent, rating statements or answering single question especially when information about the oral health needs is being sought from the patients.  Effective communication strategy has to consider that individuals may have different interpretation for similar reports and the observer or practitioner has to understand the interpersonal differences when health states are being interpreted (Thomson et al.2011).

Lesson 4 summary

Non-verbal communication consists of body language, including face and hands, body attitude and space usage. The student has to learning the need for non-verbal communication in achieving optimum healthcare outcomes. The communication strategy has to incorporate information on the behavior of both the patient and health care provider. The lesson also entails learning the need for improving the non-verbal communication to avoid hostile environment in offering the right oral healthcare. The details of external appearance and emotional elements are important in addressing oral healthcare needs for the patient.  When engaging with caregivers or interviewing the patients , in the waiting rooms or other environments , the communication strategy should ensure that patient’s problem are well-understood even when non-verbal cues are used.

Formative assessment methods

• Discussion

Discussion in classrooms will assist the instructor to learn more about the learners including their understanding of specific concepts

• Questioning

Asking questions will provide an opportunity for student to engage in deeper thinking and offers the instructors or educator great insight into the level of learner’s understanding of concepts. Students are engaged in classroom dialogue and this expands their learning process.

• Kinesthetic assessments

These assessments will require the learners to incorporate movements while demonstrating their understanding of various concepts especially in non-verbal communication

Time and Resources

The learning process will involve a two months program in which students will engage in formative assessment and a final summative assessment. The resources required for the program includes education resource manual and resource kit including puppets and books, oral health videos , laptops and projectors for presenting power-point learning templates.

References

Mottet, T., Richmond, V. P., & McCroskey, J. C. (2015). Handbook of instructional communication: Rhetorical and relational perspectives. Routledge.

In Chan, L. K., & In Pawlina, W. (2015). Teaching Anatomy: A Practical Guide. Cham : Springer International Publishing 17-19.

In Information Resources Management Association,. (2017). Blended learning: Concepts, methodologies, tools, and applications.

Stacey, E., & Gerbic, P. (2009). Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education. Hershey, Pa: IGI Global.

Komives, S. R., Dugan, J. P., Owen, J. E., Slack, C., Wagner, W., & (NCLP), N. C. L. P. (2011). The Handbook for Student Leadership Development. Hoboken: Wiley.

In Lopez, A. E., & In Olan, E. L. (2018). Transformative pedagogies for teacher education: Moving towards praxis in an era of change. Charlotte, NC : Information Age Publishing, Inc.. 77-81

Thomson, W. M., Caspi, A., Poulton, R., Moffitt, T. E., & Broadbent, J. M. (2011). Personality and oral health. European journal of oral sciences, 119(5), 366-372.

Koo, L. W., Horowitz, A. M., Radice, S. D., Wang, M. Q., & Kleinman, D. V. (2016). Nurse practitioners' use of communication techniques: results of a Maryland Oral Health Literacy Survey. PloS one, 11(1), e0146545.

Child learning opportunity plan

Part A

Objectives

The creative curriculum helps in meeting the basic child’s needs through creation of an environment in which the learner feels secure physically and emotionally. It involves the various activities of a teaching strategy that appear challenging but still within the reach of a child. The educator is able to impart skills needed by learners for their future success. Creative curriculum enables the child to learn through exploration and discovery and so doing develop creativity, confidence and critical thinking skills (National Research Council, 2012).

Learning opportunity

Creative curriculum will be used in this learning opportunity so as to achieve the three objectives including enhancing creativity, confidence and critical thinking skills. The children will have two or more objects and they will compare their lengths while applying the language associated with length measurement like shorter, shortest, taller and tallest.  Each learner will have a chance to compare the items through placing an object against the other and thus determine their length. It will involve working in small group or center activities in the classroom so that the learning done during the various sessions can be collaborated. Using a mat, the learners can compare the lengths of objects such as yarns, strings or straws.  Children can draw a picture of the objects so that to show the length. The activity can also include measurement of jumping frogs to the selected group activities.

Plan

The activities will involve using language relating to measurement attributes including longer, longest, taller and tallest. The measurement will involve comparison of the objects directly by placing an object against another and thus determine their lengths. The child will be able to learn basic problem solving and overcoming different challenges. The children will be presented with differently colored wool and straws. They will lay them on the table, so that they can compare their different lengths and then arrange them accordingly from shortest to the longest on some mats. Use of a rule can help at this point.  The children will the record the various measurements in a paper with the help of the teacher. The children will be assisted to leaning and come up with ideas which will assist in arrive at the set objectives.

Part B

 The cause an effect concept involves helping the learner to understand the basic causal relationship so as to devise and explore a certain design through which a specific objective can be achieved. A major goal is to enable the learners to see the various events in real life as resulting from clear causes including causes that humans cannot control.

 Lessons 1

The lesson will involve an anchor chart that may serve as introducing the cause-and –effect and thus, the concept will be reinforced. The use of balls can help in understanding the concept.  When the student pushes the ball, the children can be asked to identify the cause and effect of the example. In the chart, the rolling of the ball can be showed as the effect part while pushing is the cause.

 Lesson 2

The lesson will involve the use of real scenarios in class and the asking the learners what would be the result.  For instance, the teacher might say, when cold water in a pan is placed on fire what would happen?  The leaners can then be asked to name the cause and effect.  By use of the frame the cause (if) and then the effect (what). To examine whether the learners understand the concept, they should be asked to come with their own examples.

 Lesson 3

The lesson involves having acting out with role-play where paper slips are prepared and the learners act them out. The children may be allowed to make sound impacts while not using words.  By use of volunteers in small groups, the can practice before presenting to the class. For instance situations such as a team scores a goal and the crowd cheers, a person runs very fast and wins a certain trophy. The cause and effect can be identified by the class after the performance of each scenario.

Part C

Children have to be taught how to identify emotions, understand how they come about and how they should be managed. The emotions may involve worries and fears leading to physical responses, feelings that they can recognize and even name, judgments relating to their thoughts and action signals like having a desire to escape from challenges they encounter.  The children should be taught self-awareness and thus, understand that they can experience multiple emotions in response to the same occurrences (Cefai & Cavioni, n.d.).  To recognize the emotions of others, children have to be taught to understand how emotions interact with people and situations. They can identify emotions from various physical clues.  In order to cope with different emotions and those of others, the children can be supported engaging in various activities that will distract them from frustration feelings (Cefai & Cavioni, n.d.).

Therefore, Manual can be made to understand that his action is selfish and has effects on the emotions of Damein and this will make him realizes that his actions affect others. Latonya should be made to understand that she should overcome her fear and that encourage her to be bold enough like others. By showing her that she can as well climb she will overcome her fear.  The emotions experienced by Tommy borders on confusion given that he has to choose whether to spend the night with best friend or go to the movie with chuck. He should be taught to accommodate his two friends, by honoring the invitation which he accepted and apologize to Mohammad for turning him down.

Part D

Core values, ideals, and principles

Core values

The educator should view childhood as unique and valuable, make knowledge the basis of children development and learning process and support the child’s bond with the family. The educator should appreciate culture, family, community and society to be the basis for understanding and supporting the child. He should respect that every stakeholder is unique.  The educator has to be committed to these aspects as values that form the basis of childhood care and education.

Ideals

Educators should make knowledge the basis for care and education and other program practices whose foundation is research. They should recognize child as being unique and their dependence on adults and create health environment for their care and education. The educator should uphold the rights of the child while respecting their diversity and thus meet their educational needs using a language they understand. The ideas ensure that every child is given an equal chance and their vulnerabilities are considered by educators.

Principles

The caring and education of children should not involve participation in practices that can harm them in any way. Thus, the environment or setting should not emotionally and physically damage the children through disrespecting, degrading, intimidating or exploiting the children. The education practices ought not to be dangerous as far as child health is concerned. The educators must even protect children from harm outside educational setting such as reporting cases of abuse at home.

References

Cefai, C., & Cavioni, V. (n.d.). Social and Emotional Education in Primary School [recurso electrónico]: Integrating Theory and Research into Practice. 12-17

National Research Council. (2012). a framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

National Association for the Education of Young Children. (2005). Code of ethical conduct and statement of commitment. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

Describing the different kinds of learning styles

When most of the people were in school, they had to cram a load of information just before sitting for a test. Cramming was one of the best-known tactics to make a good grade. Some may have created flash cards or revised recordings of previous professors' lectures or came up with easy mnemonics devices to help their memories remember a semester's course work. People internalize information differently. It is very important to make work easier while studying by coming up with more suitable personalized method. (Kolb, 2014)

 There are a number of learning styles which are commonly known to most people and one can analyze the categories separately:

A popular theory known as the VARK model categorizes learning into four groups: the visual learner, the auditory learning style also known as reading or writing and Kinesthetic. Each of the above-mentioned styles responds based on specific modes of teaching that a teacher or lecturer accepts to apply. Auditory learners will remember information easily after they have recited it back to a listener or presenter whereas kinesthetic learners will excel well when they participate in a given hand- on activity (Kolb, 2014)

 Visual learners

They prefer seeing information which in turn helps them to develop ideas and relationships between concepts. Images, pictures or spatial arrangement of concepts assist visual learners to internalize everything they are learning without much struggle. A picture helps a visual learner find data or information at the back of his mind by rewinding their memory tape that resides at the back of their minds. Hence, they should be allowed to analyze an image during learning before the image is taken away. Visual learners can solve mathematics problems correctly but they can find it hard to explain how they arrived at an answer .Students should be provided with ample tools to develop their visual abilities (Richlin, 2006).

Auditory learners

These are individuals who acquire information through hearing. They like to recite information out loud for the purpose of internalizing and remembering the information and applying it in other areas. When an auditory learner asks a question and calling on the audience to answer, they are trying to internalize it through hearing. Auditory learners prefer information rather than reading it or seeing it through images. They learn well when they are assisted by music rhymes, speaking or listening to other people .The best way to teach such types of learners is through situations such as discussion groups and lectures (Richlin, 2006).

Reading and writing type of leaners

 They usually learn best through reading and writing. When they come into contact with an actual text, it is more memorable than listening or visualizing through images. Reading and writing type of learners make very good conventional learners. They can fit in any type of academic institution as most schools pass information through reading and writing. Persons who learn through reading and writing are good at writing down notes during class or a lecture (LeFever, 2011).

 The characteristics of learners good at reading and writing are explained below. They enjoy reading especially by themselves. These type of learners write down a lot of notes while attending class. They perform best under quiet calm conditions or environments. Usually turn graphs or pie charts into words they can read and write about. Lastly, they are constantly rewriting their notes (LeFever, 2011).

One of the tactics that can be used to teach learners of this kind is by administering quizzes that gives them an opportunity to read and write down what they have learned and measure  content they have not yet internalized .Presenting them with handouts or brochures will further help them in the acquisition of knowledge (Kolb, 2014).

The other type of learning style is kinesthetic learning. They are a hands-on type of learners. A kinesthetic learner is more practical than theoretical. When moving their busybody parts, they also use their hand gestures and sense of touch to acquire information.

Kinesthetic type of learners move a lot. They are not confined to one place. They need to move and touch things for them to learn.  Kinesthetic learners are known to be very active and difficult people to be around with as they can only learn by moving or engaging in an activity that maximizes their learning abilities and give them exposure to what they can be good at (Kolb, 2014).

Characteristics of kinesthetic learners are associated with moving around. While in conversation, they use their hands to make gestures and touch the person they are having a conversing with. They enjoy physical activities and take frequent breaks while in the middle of a study and they do not usually spend most their time reading. Kinesthetic learners like to spend their time-solving issues (LeFever, 2011).

Kinesthetic type of learners should be given tools such as models, number lines and puzzles to assist them with more hands-on experiments. More learning opportunities such as experiments, field trips or role-playing come in handy when they are in college (LeFever, 2011).

References

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development.

LeFever, M. D. (2011). Learning styles: Reaching everyone God gave you to teach. Colorado Springs, Colo: David C. Cook.

Richlin, L. (2006). Blueprint for learning: Constructing college courses to facilitate, assess, and document learning. Sterling, VA: Stylus Pub.

Literacy development

Ms.  Roman play a great role and uses different methods in supporting literacy and social-skill development. As a teacher, she understands that  supporting  literacy development   not only allow students to gain self-confidence  but also allows students to get  an opportunity to cooperate with others, to form better relationships and to gain social skills. The videos presented show that students and teacher gains benefits in that the teacher understands the need of students   in terms of academic and emotional needs and in turn, students’ needs are met (Dombro, Jablon & Stetson, 2010).  Ms. Roman uses the following methods to support literacy development

Choice Time and Inquiry

Ms. Roman uses this method where she creates an inquiry-based choice time. This method is effective as it fosters creativity and excitement and more importantly children gains learning skills through exploring and playing together.   Choice time in Ms. Roman’s classroom is a precious and productive time  where children observes, explores, creates, conduct experiments, plays, dances  and every children  gains an opportunity to  interact  with both interesting and challenging  things. Choice time also fosters independence as children get time to do things alone (Bardige & Segal, 2005).

Role-Play

Ms. Roman support literacy development through creating play environments where children understand the world around them, gains new experiences and develops social and cognitive skills. Children enter in physical environment where they play with furniture, people, exchange ideas and build friendships. Note that children play naturally with objects and children are able to read, write, negotiate with other children, listen to others, solve problems, become imaginative and at the end they achieve long-term benefits. Note that through playing, children develop motor skills, wellbeing and brain development (Bardige & Segal, 2005).

Family involvement

Ms Roman involves family in literacy development and the role of parents is to foster emotional development and language acquisition. In addition, family involved encourages outside learning where children and parents creates a special time to read, write, communicate and develops skills. Note that family interacts with children through talking, offering explanation, assisting the child in reading and so on.  Family also plays a significantly role in practicing the culture of the family where some adults may interact with children in reading, writing, talking, singing, storytelling, and so on (Bardige & Segal, 2005).  Family involvement also allows children to interact with community such as neighborhood group where they play and socialize.

 These videos motivate me in building powerful interaction with students to achieve long-term benefits. Powerful interactions will create a meaningful learning since interaction will allow children to ask questions, explore and understand the world around them. I am motivated to support literacy development through interaction because children will gain social skills, self-regulation skills and academic skills. I understand that for children to create a sense of efficacy, emotional engagement is a key element. The latter is achieved by creating positive relationships and the relationship fosters self-confidence and self-esteem (Dombro, Jablon & Stetson, 2010).  The video motivates me not only to create a powerful interaction but also to encourage social support from families and support to allow children gains skills from outside environment.

Two Literacy Development questions that I may ask are;

Since the goal of literacy development is to help children know how to read and write, how can I help children with learning difficulties?

 In creating relationship with infants, toddlers and preschool children, are there factors to consider in order placing the learner in the appropriate stage?

Reference

Dombro. A., Jablon J., & Stetson Charlotte. (2010). Powerful interactions; begin  with you.  Teaching

young children Vol 4 NO 1.

Bardige S. Betty & Segal, M. Marilyn (2005). Building literacy with love: A guide for teachers and

caregivers of children from birth through age 5.

video

The High Quality Early Learning Project. Retrieved from: https://highqualityearlylearning.org/kindergarten-videos-2/  

THE EFFECTS OF TEACHER COLLABORATION, CO-TEACHING AND SOLO-TEACHING 

Introduction

Nowadays, the problem of educating the students with special needs is critically important. Compared to the typically developing students, pupils with disabilities are less likely to go to college, have a lower graduation rate, and tend more to be retained for one year or more, have low earning potential and tend to be involved in the penal system. The need for change is evident, as special education students deserve to be involved in an effective education program and productive learning environment. Co-teaching serves as a general advantage to the special education profession as it allows the students to interact more efficiently to the learning. Major areas to be covered include the advantages of co-teaching model in relation to special education and the model itself. 

Co-teaching model

Co-teaching model is basically combining a general teacher and special teacher in a comprehensive learning environment in order to provide a high-quality instruction to meet the varying requirements of the students (Wilson &Blednick, 2011, p. 1). The inclusive classroom environment allows providing students with special needs and typically developing students with equal conditions and learning opportunities.

Though the beneficence of co-teaching model seems to be evident, researchers have different opinions regarding its efficiency in an inclusive learning environment. Some researchers prefer solo-teaching to co-teaching, while others believe that the efficacy of co-teaching depends on the approach. Thus, it is essential to gain a deeper insight into the issue and evaluate the different scientific positions for finding the most accurate one.

The purpose of this study is to identify the benefits of teacher collaboration, co-teaching and solo- teaching to improve student achievement in special education. What are the many challenges that the co-teaching and solo- teaching face to improve performance in special education students? What changes will occur and what are the implications if any method works co-teaching or solo-teaching?

Concerns Related to Co-Teaching Model

Wilson and Blednick (2011) indicate that the most significant concern associated with the use of co-working model in inclusive education is putting the needs of the students with learning difficulties ahead of typically developing students. Such situations happen due to the inadequate professional development of teachers, insufficient time to plan lessons and units, and administrators’ failure to encourage productive co-teaching (Wilson &Blednick, 2011).

An additional obstacle to the effective co-teaching is a poor coordination of teaching roles and delineated relationships between co-teachers. Susan E. Gately and Frank J. Gately (2003) emphasize the importance of collaboration, as its absence leads to the failure of the co-teaching model. Research encourages co-teachers to develop an effective relationship through familiarity with the curriculum, physical arrangement, curriculum modifications, instructional planning and presentation, classroom management, and student assessment. All of these tasks cannot be achieved without the proper interpersonal communication between co-teachers. If teachers prefer working independently and lack professional ethics, they cannot integrate co-teaching model into the educational process successfully (Gately & Gately, 2003).

McDuffie et al. (2009) also put at doubt the efficiency of the co-teaching model, indicating that the use of two teachers in the classroom is not necessary. Data was collected on the use of two classrooms learning experiences of students with disabilities in co-taught classrooms and solo-taught classrooms. The results of the investigation showed that students with disabilities interacted in the solo-taught environment more actively compared to co-taught classes (McDuffie et al., 2009). This data indicates that the students found it more comfortable to interact with one another rather than having a mix in a co-taught class. However, both methods are required in order to have an ample time and space for interaction and success.  

Co-teaching model faces several challenges. The first is related to the increased attention toward the students with special needs, what can decrease self-esteem and educational enthusiasm of typically developing students (Wilson &Blednick, 2011). The second is the absence of effective communication between co-teachers, what makes the idea of co-teaching inefficient. The third obstacle is represented by the individual differences between students with special needs, as some of them may feel more comfortable in solo-taught classes (McDuffie et al., 2009).

The Benefits of Co-Teaching Model

The researchers outline the usefulness of the co-teaching model in an inclusive learning environment, listing a wide range of model’s benefits. First of all, co-teaching model provides a detailed level of instructions, which can be obtained from a comprehensive understanding of the requirement from the students, curriculum difficulties, adaptation of materials, and continuous assessment (Wilson &Blednick, 2011). Besides it, thanks to the co-teaching model used in inclusive classroom settings, students with special needs feel tolerance, while typically developing students learn how to respect diversity. Additionally, stigma, which is attached to the students with disabilities attending the segregated education classes, becomes significantly reduced. Students with disabilities feel the support of educational professionals and their classmates, what positively affects their academic performance. Due to this, the social and achievement gaps between students with special needs and typically developing students are diminishing. In this way, thanks to the use of co-teaching models, what the students require at any instance rise and therefore expand the horizon of these students’ learning abilities.

The researchers believe that the most compelling benefit of the co-teaching model is the promotion of diversity in an educational environment. Inclusion begins basically from classroom moving into the global level. An inclusive educational environment starts with administration and staffing thereby encouraging and embracing multiplicity as well as the decision to meet the requirements of individual student (Carpenter &Dyal, 2007). Co-teaching allows the students gain access to engage, flexible, and many other activities so that they all can become equally successful learners. Besides, co-teaching in inclusive environments provides supportive and collaborative relationships between administration, parents, staff, faculty, and the community. In such a way, educational institutions and community can begin working together for achieving the common goal - providing people with special needs with equal opportunities, tolerance, respect, and understanding (Carpenter &Dyal, 2007). In this way, the mission of co-teaching is more global than just educational, as the co-teaching model is the way to promote inclusion philosophy and share it with the community. Thus, developing and maintaining co-teaching models can help students with special needs not only to become successful in studies but also take on the active position in life, promoting the ideas of inclusion and diversity.

Mageria and Zigmond (2005) carried out a comparative analysis of solo-teaching and co-teaching, observing the instructional experiences of students with special needs studying in eleven co-taught classrooms. The results of the investigation are opposite to the research carried out by McDuffie et al. (2009), as Mageria and Zigmond have found that students with learning difficulties received more individual instruction in the co-teaching environment, that is why co-teaching model allowed them to be more interactive. On the contrary, the solo-teaching model has been marked as unproductive, as interactions between general education teacher and students with special needs were significantly lower than those in co-teaching environment (Mageria&Zigmond, 2005).

In this way, some researchers indicate that co-teaching is exceedingly productive in inclusive education for at least three reasons. First of all, using the co-teaching model in inclusive education helps to eliminate the psychological difficulties and stigmas typically encountered by the students with special needs during studying in segregated schools (Stang& Capp, 2004). Second, co-teaching is the most productive way to promote the ideas of diversity and inclusion, what means that the effects of co-teaching utilization do not have educational significance only, as they play a vital role in the improvement of the community (Carpenter &Dyal, 2007). Finally, some researchers find co-teaching to be more productive than solo-teaching, as students with special needs do not actively interact with general education teachers (Mageria&Zigmond, 2005). Thus, the benefits of co-teaching models are evident, that is why it is worthy to use them in inclusive education.

The Strengths and Weaknesses of Particular Co-Teaching Methods

There are significant differences between scientific findings regarding the benefits of solo-teaching and co-teaching, as some researchers find the first option to be more useful, while others indicate that co-teaching is more appropriate for inclusive classroom environments. Such differences appear due to the improper understanding of the nature of the co-teaching model.

According to Cook and Friend (2004), this model consists of six different methods, each of which has a set of particular strengths and weaknesses. The researchers indicate that these six models are as the following; one teach/one drift, one teach/one observe, parallel teaching, team teaching, station teaching, and alternative teaching approaches. Both the special education teacher and the general education teacher must collaborate effectively for recognizing the particular strengths, competencies, and comfort level of each other and meeting the unique needs of all students (Cook & Friend, 2004).

One teach/ one drift model allows one teacher to take the lead and the other to move throughout the classroom and assist students with instructions, check their understanding, and monitor activity. The peculiarity of this model is that it does not require much planning, just the coordination of co-teachers’ efforts for maintaining parity. In inclusive environments, the use of one teaches/ one drift model is beneficial both for teachers and students. Pupils can see the collaboration of teaching responsibilities, exploring the necessity of discipline for all children (Embury, 2011).    

One teaches/ one observes model is very similar to the previous one, but it requires a deeper collaboration and instruction planning within teachers. Under this model, one teacher takes the leading role, while the other is observing student’s participation and collects the necessary data for further analyzing it. This model is less productive in inclusive environments than the previous one, as using it creates an illusion of solo-teaching.

Parallel teaching allows two teachers to divide the class into two equal groups and provide each group with the same information but in different ways. The use of this model is beneficial for inclusive environments, as it encourages peer interaction and verbal communication. However, parallel teaching decreases student-teacher ratio that is why it cannot be considered fully appropriate for the students with special needs (Karten, 2005).         

Station teaching allows the co-teachers to divide the studying content within three or more groups throughout the classroom and rotate from one group to the other. Station teaching encourages the active integration of students with disabilities into the studying process. Besides, it makes both co-teachers equal, what is beneficial for inclusive classrooms. Within alternative teaching model, the class should be divided into a small and a large group of students. This approach is highly productive in inclusive environments because it includes assessment of skills, reduction of group size, remediation, review, and extension of activities for the students with special needs. Thus, using alternative teaching in inclusive environments is highly effective.

Under team teaching model, co-teachers deliver the same instructions simultaneously. Using this approach requires mutual trust, efficient collaboration, and commitment. Besides, co-teachers should have shared vision of instruction and planning. This model can be also beneficial for inclusive classroom environments, but only if the collaboration between co-teachers is effective enough (Cook & Friend, 2004).

Conclusion

In conclusion, using co-teaching models allowing both teachers to take an active participation in the educating process is exceedingly beneficial for inclusive classrooms. Even though teaching in inclusive learning environments creates many obstacles for modern educators, with the help of appropriate resources and methods, these obstacles can be eliminated. In particular, using one teach/one drift, station teaching, alternative teaching, and team teaching models can significantly increase the academic performance of the students with special needs as a benefit to the system. These methods of co-teaching provide students with professional growth opportunities and increased participation in the studying process, thus encouraging enhanced student achievement.

The challenges that face co-teaching and solo- teaching include the requirement for trainers, support, choice and communication.  These methods not only benefit the students with disabilities, but they also improve the learning of all students, build stronger relationships between educators, establish coordination between schools and community, and promote complementary pedagogical skills. The benefits of co-teaching and solo- teaching are the fact that they allow the repeated act of learning for the students. The repeated act allows the students to have quality education and ample time for involvement with the students.  

References

Carpenter, L., &Dyal, A. (2007). Secondary Inclusion: Strategies for Implementing the Consultative Teacher Model. Education, 127(3).    

Cook, L. & Friend, M. (2004). Co-Teaching: Principles, Practices, and Pragmatic             Embury, D. (2011). Does Co-Teaching work? A Mixed Method Case Study Evaluation of Teaching as an Intervention. Retrieved from EBSCO host September 25, 2011.

Gately, S., & Gately, F. (2003). Understanding Coteaching Components. Teaching Exceptional Children, 33(4), 40-47.                    

Karten, T.J. (2005). Inclusion Strategies That Work. Thousand Oaks, CA: Corwin Press

Magiera, K., &Zigmond, N. (2005). Co-teaching in middle school classrooms under routine conditions: Do the instructional experiences differ for students with disabilities in co-taught and solo-taught classes? Learning Disabilities Research and Practice, 20, 79-85.

McDuffie, K.A., Mastropieri, M.A., & Scruggs, T.E. (2009). Differential effects of peer tutoring in co-taught and nonco-taught classes: Results for content learning and student-teacher interactions. Exceptional Children, 75, 493- 510.

Stang, K., & Capp, G. (2004). Co-Teaching: Collaboration at the Middle Level. Academic Exchange Quarterly, 8(3).

Wilson, G., &Blednick, J. (2011). Teaching in Tandem: Effective Co-teaching in the Inclusive Classroom. ASCD.

ELCC Assessment Item 1

Effective provision of operational instruction principles and technology and information systems utilization that would play part in improving learning materials for a diverse learning populace is a necessity. This would be achieved by establishing the learning surrounding that suits the described results for the diverse learners. In addition, I would engage all the students in the learning procedure to increase participation. Gathering relevant knowledge is vital for understanding the knowledge and capabilities held by each which assists in the classification of their difference given that a diverse populace presents multiple learning necessities (Danielson, 2002). The goal of the modifications to accommodating the different learning needs should be specified to formulate a concise understanding of what is to be achieved (Merrill, 2013). Achieving success while teaching a diverse populace requires one to encourage high participation for knowledge and abilities acquisition.

    In addition, the provision of social interaction is essential for diverse learners. Learners gain knowledge and experience when working together with peers beyond class activities (Merrill, 2013). This, in turn, calls for the incorporation of realistic contexts because students benefit mainly from understanding how the possessed capabilities and knowledge applies to their surroundings. For effective technology utilization as a teacher, one should be competent in regard to technology utilization in education. This should seek to promote originality, teamwork, communication and research eloquence. Technology information is not only to be applied in solving issues because it can be applied in settling for informed decisions (Kobayashi, 2008). As a teacher being prepared is a necessity in order to engage the diverse learners with information technology which is essential in inspiring and facilitating them to acquire distinct knowledge and capabilities to be successful learners. Some of the distinct needs that might be possessed by the diverse populace include differing languages, learning experiences, knowledge, and capabilities.

References

Danielson, C. (2002). Enhancing Student Achievement: A Framework for School Improvement. ASCD: Alexandria, Virginia.

Kobayashi, R. (2008). New educational technology. New York: Nova Science Publishers.

Merrill, M. D. (2013). First principles of instruction: Assessing and designing effective, efficient, and engaging instruction. San Francisco, CA: Pfeiffer.

Behaviorism

1. According to constructionists, best teachers acts as a resource person and this means that teachers direct students toward concreteness, facts and actions. Students are provided with problem solving skills by entering into the real world and interacting with the environment. Students are encouraged to follow experimental inquiry and scientific methods for them to gain experiences and problem solving skills which they will apply in the real life (Hill, 2006). Constructionists encourage practical actions which teachers should take to bring changes. First, teachers should use the pupil-teacher dialogue- I agree with this method because it is very effective. Note that pupil-teacher dialogue will promote collaborative work, group-work task and students will improve elaboration of ideas through interaction. The second method is Praxis-I also agree with method because teachers are encouraged to apply effective actions and problem-solving skills in real-life problems. Teachers focus on social reality, critical reflection and reflect on reality. Note that through dialectical interaction, students will reflect on concepts and values in revealing the reality in real-life (Hill, 2006).
2. 2. The leading philosophical which explains behavior are radical and intentionality behaviorism. Radical behaviorism focus on behavior control which is influenced by environmental consequences. In other words, it states that behaviors are explained with respect to environmental stimuli. Skinner emphasizes that behaviors are influenced by natural events or environment which comprise both positive and negative reinforcement (Moore, 2008). Radical behaviorism affects behaviorist education in that it focuses on observable behavior and teachers conduct behavior analysis in rewarding or punishing. For example, a teacher can reward a student at the end of term for good behavior and he may also punish students for undesirable behavior.  The second philosophy of behavior is intentionality. Unlike radical behaviors which focus on behavior and reinforcement, intentional behaviorism focuses on cognitive psychology and neo-behaviorisms.  In other word, behaviors are mental constructs which are explained by focusing on personal level (Moore, 2008). At this level, behaviors are influenced by sensations and activities. The personal level is further divided into first-personal perspective-which explains inner-body experience and third-personal viewpoint which focus on causing pain to others.  In other words, behaviors are controlled by the power of mind. In relation to behaviorist education, students perform an action with self-consciousness. Teachers are able to analyze behaviors with respect to observing feelings, social anxiety, self-esteem and other personality traits (Moore, 2008).  
3. 3. In today’s teaching, behaviorist values have been implemented for the purpose of shaping behaviors. Two behaviorist values which have been employed are consequences and behavior modification. Teachers use consequences to identify whether behaviors are good or bad (Chambliss, 2013). Behaviors are influenced by positive reinforcement-this means that teachers offers positive reinforcement to students through rewarding, commending on performance, praising performance and more. Negative reinforcement shapes behavior by eliminating the undesirable actions. Second is behavior modification and teachers increase classroom performance through developing a nurturing environment, applying reinforcers and more (Chambliss, 2013). These values are educationally sound in that students modify behavior and avoid unpleasant behaviors. The values are related with observable and measurable behaviors and through reward response, behaviors are modified. 
4. Authentic person is a person who has pure heart, sincere and passionate, and whose actions and words are genuine and the geniuses is influenced by inner being. Authentic learning offers knowledge and skills which are gained through entering in real world and addressing real-world problems (Golomb, 2012). Authenticity can be developed through learning and educators can develop an authentic person through reflecting on real-world problems. Students focus on real problems and they address the problem using both reading resources and research which involves data collection and analysis. In addition, educators can create a community of learners where students are involved in a specific project designed to carry out investigation and share data. Third, educators can develop student-directed learning where students are allowed to develop informed choices in solving problems, making interpretations, interacting with community and reflecting on experiences (Golomb, 2012).  I disagree that Socrates was authentic because he deviated the traditional objectivity and focused on subjectivity morality. In other words, he confronted the prevailing ethos and in specific the honesty and sincerity ethics. He was influenced by conventional language in establishing authenticity subjectivity    which was interconnected with social and political arena.  This means that he demoralized the traditional values (Golomb, 2012).
5. In existentialist education, teachers develop a positive learning environment which plays an important role in helping students create values, choices and identity. Teachers are required to have intellectual characteristics such as educational methods which allow students reflect on real world (Bhattacharya, 2002). Beliefs and commitment are key elements in helping students create life goals and gain intellectual values. Teachers need to promote mutual respect in helping students develop individuality and self-realization. They should help students create a character and allow them understand the infinite possibilities. To assist students develop a meaningful life, teachers should have courage, critical attitude, be able to make judgments, develop empathetic awareness, be spiritual, and understand personal identity (Bhattacharya, 2002). However, teachers should avoid being social minded. Rather, they should display free personality and provide code of conduct to create aesthetic students. Teachers should maintain a positive relationship with students.

Reference

Chambliss J.J. (2013). Philosophy of Education: An Encyclopedia. Routledge

Hill, Laurie Gertrude. (2006). "Principles for Education of The Social Reconstructionists and Critical

Theorists: A Yardstick of Democracy" . Electronic Theses & Dissertations. 461.

 Retrieved from: http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1461&context=etd

Moore, J. (2008). Conceptual foundations of radical behaviorism. Cornwall-on-Hudson, NY: Sloan Pub.

Golomb Jacob. (2012). In Search of Authenticity: Existentialism from Kierkegaard to Camus. Routledge,

Bhattacharya, S. (2002). Philosophical foundation of education. New Delhi: Atlantic Publishers and

Distributors.

Some people may argue that standardized test is necessary but only because they have not explored alternative approaches of assessing the achievement of students in grades 3 through 5. The FSA testing has raised reasonable concerns since the judgment on children is normally done on the basis of some tests that at times do not correlate with real learning outcomes.  The only major thing standardized tests   do is to increase competition, and promote a winner-loser learning environment by ranking students against one another (Bishop, et. al 2001). This means that even parents cannot be sure that their children are learning. The competitive environment can easily affect the confidence of a student and their ability to learn. A major disadvantage of the standardized tests is that the students score can easily been interpreted as the only judgment of child’s ability. Many cases have been observed where students have shown clear understanding within a concept or subject by undertaking different assessments but lack the skills to take many choice tests (Bishop, et. al 2001).  This means that scores acquired through the standardized test do not show a real picture of the ability of the student. It is wrong, therefore, to assume that data on standardized testing offers an authoritative assessment of the intellectual ability of a child. 

Subject area tests and end-of-course exams are better placed to show the learning ability of a student than standardized test. Subject-area tests involve students’ portfolio where the children are assessed on the basis of various activities, achievements and accomplishment that they demonstrate while leaning a subject. Some children are no skilled at taking tests and subject area testing provides an opportunity for them to show mastery of required content. An end-of-course exam is important since tit assesses the overall understanding of a student and their educational experience before moving to the next level. The assessment is normally designed in such a way that it can examine the extent to which a student has understood their course information and content (Bishop, et. al 2001).

 The learning quality in any given school is determined by the quality of services offered by teachers and in school whose staffroom has a graying workforce it is necessary boost their morale and hence improve productivity. The noncommittal attitude that may appear among the teaching staff can be attributed to a range of physical changes that may leave these individuals feeling quite vulnerable to stressors in their social lives such as divorce and the empty-nest syndrome. To improve the productivity of the employees, it is important to focus on their potential areas of improvement including their abilities (Hersey, Blanchard & Johnson, 2013). It requires an understanding that the older workforces add a lot value in improving students’ performance especially when their lifelong experience and acquired skills and abilities are directed towards increased performance.

 Given the physical and social changes the aging staff is acing, it is important to engage them in development of schedules and other activities aimed at improving their performance.  Organizations that have a workforce that is greatly engaged reports high productivity and improved morale, and low cases absenteeism and turnover (Hersey, Blanchard & Johnson, 2013). When teachers feel that they are involved in decision making they are likely to own those decisions and participate fully in their implementation. This leads to high spirits among the staff members since the members will feel appreciated and this is likely to improve their interest in teaching and providing other leaning services. Improved morale leads to increased productivity especially when they participate in activities that they have initiated. Another important strategy is to reduce the monotony of the teaching practices by providing breaks to address other issues unrelated to teaching such as hobbies. To ensure maximum productivity, it is important to ensure that the staff members utilize their abilities and experience fully. Hence, training will not be overlooked since an opportunity to improve leaning invigorates the energy of the teachers and their desire to deliver teaching services to their students. Hence, skills improvement is critical to ensuring that productivity of the graying staff is improved and hence an overall performance improvement will be achieved.

In addition, improving the employees morale will involve giving them a reason to believe in the value bring to the performance of the school. Despite the physical and social changes happening in their lives, their ability to continue offering high notch teaching and administrative services will keep them focus to the set performance goal. These individuals are part of something bigger than themselves but there is a need to communicate such a message to them. From the first constant with them, they need to understand and take part in the overall vision of what the school is doing and aiming to achieve. Sharing in the vision alone will be a motivating factor that will not only motivate them, but also inspire one another even, down to those who feel that they are no longer able to deliver compared to when they were more energetic. For the school, the true purpose is to brighten the future of the students and hence improve the lives of society members. When every teaching and non-teaching staff is aware of such a purpose, they will see the need to remain committed to a noble course even when in their older days. The strategy can work well when the staff members see that their experience and abilities are appreciated by the school administration and other stakeholders. By helping the students succeed, the staff members will perceive that their community is being made better and thereby, addressing the issues affecting the society.

Improving the morale of the staff will also involve having a caring attitude by recognizing that every person of the group has welfare issues that should be attended to. Caring for various issues including physical and psychological health will build a level trust with these individuals and these create a good working environment that encourages collaboration. When people feel that their needs and desires are being catered for, they can give a lot of effort and support for a good course (Hersey, Blanchard & Johnson, 2013). Providing health care services, participating in solving social issues and serving their personal needs is likely to increase their level of happiness and hence boosting their morale. In addition, this can be achieved by doing away with forced collaboration and embracing various reasons for the staff members to be collaborative.  Any attempt to force teachers to collaborate will be the same as forcing learning on students. If providing care to the staff will be successful, the members have to be involved to learn areas where they need assistance and allowing them to give suggestion on the best way their needs should be served. This also involves having a work-life balance for the staff members so that to motivate them and lift their spirits. Developing the well-being especially among the teachers has been shown to have a positive impact on the performance and achievement of the teachers. Exploring the correlation between the staff wellbeing and the performance of the school is something that can be done and correlation between attitudes of classroom staff to the performance of the students can be obtained. To improve their well being, practices such as supervision, coaching and other social support can be adapted within the school.

Improving the productivity of the staff will involve entire group spectrum. This strategy involves looking at how the teachers, office staff  and premises staff feel about their responsibilities. How employees in an organization feel about their work can affect the functions carried by their fellow employees (Hersey, Blanchard & Johnson, 2013). How support staff feels about their tasks is of great importance as how the teaching staffs behave and their attitude towards organizational morale.  People’s abilities and competences are best maximized when they provided with conducive working environment and when their motivation is high. The various support staff in the school provide such an environment when their morale is high.

Our school in conjunction with FSA is hosting a voluntary Test Prep Camp for the students aged between 11-14 years. The camp aims at putting the students in an even playing field with other students nationally and prepares them for high school classes. The journey will start with the Camp, taking mock tests and learn different strategies of taking tests. The test score will them be reviewed to indicate the readiness of the student to proceed into higher learning. All the necessary materials for camping will be offered together with a meal during the day.

Communication is the foundation of any interpersonal relationship and an effective communication ensures such a relationship is long lasting. Where communication is not effective in an organization, problems are likely to arise due to misunderstanding. Effective communication, therefore, helps in reducing any misunderstanding so that eventually the bond among different individuals is made stronger. An effective communication is where people are able to express their feelings and concerns which are then reciprocated by other members either through verbal or non-verbal modes. In addition, interaction and self-concept are important in performance of any tasks and people must have the means of achieving those intentions (Hersey, Blanchard & Johnson, 2013).

Communication allow for interactions and hence, presentation and validation of the self-concepts which are important for interpersonal communication. People must interact frequently for interpersonal relationship to develop, grow and reach to a level where it becomes productive (Hersey, Blanchard & Johnson, 2013). The interpersonal relationship will be productive if there is understanding and acceptance of intentions by other people.

To engage teachers in research on current best practices in solving mathematics teaching problems, two strategies can be used. These include video-based reflections and lesson study.  The use of a video can help in reflecting upon any teaching practice that has been shown in various studies to enhance teaching practice and overall student performance in mathematics. Teachers can meet on a regular basis to create video clips touching on their practices that they use best. The result is that teachers can engage in an intensive discussion regarding mathematical discourse while embracing a collaborative and substantial assessment of practices employed by others. Moreover, teachers can use the video not to evaluate the practices used by their colleagues but to have a better understanding of the teaching and learning process in a setting that is not threatening (Vega, 2015).

 Lesson study involves engaging teachers in analyzing lessons collaboratively. The lesson study strategy can be used to continuously enhance the experiences provided to the students by their teachers. Using this strategy, teachers can combine efforts and work on various activities including identifying a goal for the lesson study, carrying out a few lessons touching on that goal and considering the whole process (Vega, 2015).  In a middle school, this strategy can be very useful.

Handling case of a constantly undisciplined student requires a look into the reasons for the behavior. This involves understanding the social and psychological functions and meanings of the student’s actions and what may be instigating the constant behavior portrayed by the student. The fact that the students has involved in fights several times means that the students is unable to control his behavior and hence, actions which calls for a radical solution.  The student has also been taken through various efforts aimed but behavior modification but has not managed to co-exist peacefully with other students. Dealing with such a situation calls for holding a parent conference, where the student behavior is described and the student is given a chance to explain himself. What is needed is disciplining the student and hence, suspension from the school would be the appropriate step to take.

The reasons for issuing such a suspension are to have the student realize that actions have consequences and the fact that the student is likely to engage in further violent acts that may lead to serious damages. The students therefore, represent a threat to other students and a failure to discipline him may lead to further problems for the teachers and other students. In addition , the parent will be need to be informed about the need to consider primary reason for the student display such kind of behavior and find the right solution.

The implantation of performance management can be used to ensure the performance of the teacher. The first step involves a collaborative effort with the teacher where the performance of the employee is checked against his job description through a planning process. Planning involves developing a plan for work including outline for the tasks to be completed, the expected results and standards for performance evaluation (Hersey, Blanchard & Johnson, 2013).  To achieve the highest performance for 2016, the plan will involve identifying training objectives that will assist the teachers skills improved to attain highest scores out of 400.

 The second step involves meeting with the teacher, having an assessment of the progress made in an effort to meet the performance objectives. Coaching is then undertaken to handle any hindrances that prevent the achievement of set standards. Coaching involves recognizing barriers that can prevent a worker from achieving the performance objectives that have been set and overcoming them (Hersey, Blanchard & Johnson, 2013). The final step to ensure success involves assessing performance and appraising the performance over the set period. This will also involve capturing the major results, achievements and shortfalls for every objective.

References

Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of organizational behaviour: Leading human resources. Pearson.

Vega,V.,(2015).Teacher Development Research Review: Keys to Educator Success. Retrieved from

Bishop, J. H., Mane, F., Bishop, M., Moriarty, J., Murnane, R., & Steinberg, L. (2001). The role of end-of-course exams and minimum competency exams in standards-based reforms. Brookings papers on education policy, (4), 267-345.

WEEK SIX SCENARIO

The initial step to take in the scenario is to develop the power to influence the teachers so as they can change their behavior and attitude towards the school. This calls for leadership strategy that will create a positive environment in where teachers will feel comfortable interacting and delivering in the class room.  Developments of teachers will therefore, be a priority since they have the capacity to influence the students’ behavior and general outcome. Good administration involves moving things towards an achievement in terms of teachers’ motivation and performance in the classroom which in turn affect the performance of the school (OECD, 2013).

 The first action in developing teachers involves gaining their confidence and trust so that they can offer full support for the programs to be adopted to impart technical, social and emotional skills. It will be important to have the teachers learn to embrace the new demographics and administration at the new school, how they can handle their grievances and dispelling the fear of interacting with Mrs. Mary. This will be possible if there is a cordial relationship with the principal so that she can throw her weight behind the creation of a positive working environment and introduction of necessary changes. This is important since it lays the ground for proceeding with the initial step of brings every staff member on board in order to show them the need for working together. Proceeding from the first step will require the effort of all persons who will be involved in the activities that will ensure the school attains at least the C performance level.

For the right actions to be taken, critical information about the teachers and students will be needed so as to determine the best starting point. Information about teachers’ skills and performances is necessary at this juncture in order to match any development program with the appropriate course content for every teacher. There possibility that teachers attitude and behavior will be changed if their skills are not understood and development taken to fill any gap that may exist. Therefore, information on teachers’ skills will be important in determining how their personal and professional development will be approached.  Focusing on such skills and their improvement is important in determining how teachers will impact on the behavior and performance of the student in the school both academically and extracurricular activities. Skills evaluation is an important step in any organization since it forms the basis of introducing training and development programs for employees and management. Evaluation information will provide information on how the leadership of the school expect the teachers to perform and areas that need improvement so that the performance of the students and hence of the school is improved (OECD, 2013). The information of the students especially their past behavior is necessary in determining where the discipline issues are likely to emerge from. This will provide a good foundation for dealing with any cases of discipline in the future.

The first action in the school will involve creating an environment where the teachers will fill motivated to work with the new demographics in the school and reducing action that may develop between the school and the teachers. In addition, there will be the need to emphasize on the need for the teachers to undertake development programs and imparting a positive relationship with students.

References

Organisation for Economic Co-operation and Development. (2013). Teachers for the 21st century: Using evaluation to improve teaching. Paris: OECD.