Family Scenarios

/in /by

The Assignment

Using the Family-Teacher Perspectives Reframing Activity, you will evaluate each situation and complete each of the columns identifying the Teacher’s Perspective, the Family Perspective. Then, in the final column, you will detail how you as the teacher would work to resolve the differences in perspectives. When writing your perspectives statement, you should consider a child’s developmental stages related to the age provided. The resources below will help you develop your resolution. Family-Teacher Perspectives Reframing Activity (MS Word) Family-Teacher Perspectives Reframing Activity (MS Word) – Alternative Formats Click for more optionsFamily-Teacher Perspectives Reframing Activity (MS Word) – Alternative Formats(opens in a new download window)

Grading Criteria

Your assignment submission will be evaluated using this rubric:   Teacher Family Scenarios Assignment Rubric (MS Word Document) – Alternative Formats Click for more optionsTeacher Family Scenarios Assignment Rubric (MS Word Document) – Alternative Formats(opens in a new download window)Your perspective and resolution statements should be clear and obviously related to the scenario. Spelling, grammar, and punctuation will be also evaluated.

Resources

In order to successfully complete this assignment, you will need to utilize all resources.

  • Writing Assignment Guidelines (opens in a new window)
    https://vlc.nccommunitycolleges.edu/bb-templates/writing-assignments.html
  • On Our Minds: At Risk and Special Needs Forum (opens in a new window)
    http://vlc.nccommunitycolleges.edu/storyline/EDU234-May2019/M6-documents/OnOurMindsWeb0110.pdf
    Talking to families of infants and toddlers about developmental delays. (2019, January) Reprinted from Young Children (January 2010). Retrieved April 17, 2019.
  • Tips for Child Care Providers to Communicate with Parents Their Concerns About a Child’s Development (opens in a new window)
    https://articles.extension.org/pages/28228/tips-for-child-care-providers-to-communicate-with-parents-their-concerns-about-a-childs-development
    Extensions: A Part of the Cooperative Extension System (2015, September 28). Retrieved on 17 April 2019.
  • How to Communicate with Parents (opens in a new window)
    http://vlc.nccommunitycolleges.edu/storyline/EDU234-May2019/M6-documents/How-to-Communicate-with-Parents-ZERO-TO-THREE.pdf
    How to Communicate with Parents. (n.d.). Retrieved from https://www.zerotothree.org/resources/92-how-to-communicate-with-parents.
  • Promoting Family Engagement: Communicating with Families (opens in a new window)
    https://www.virtuallabschool.org/infant-toddler/family-engagement/lesson-3
    Virtual Lab School. Retrieved on 17 April 2019.
  • Adverse Childhood Experiences (ACES) (opens in a new window)
    https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/index.html
    Center for Disease Control and PreventionEDU 234 – Family-Teacher Perspectives Reframing Scenarios

    Situation Teacher Perspective Family Perspective As the teacher, what do you do to resolve these differences in perspective?
    EXAMPLE:

    Juanita’s mom picks up her toddler at the end of the day. It’s the third day in a row her daughter has come home messy and with dirty clothes (grass stains and finger paint).

    		 It’s important to offer toddlers multiple sensory experiences throughout the day. Sensory experiences support early learning, growth and development. We spend money on her clothes and we need to keep them looking nice. We do not go right home after I pick her up and I do not want people thinking I do not keep my daughter clean. As the teacher I would share that we have many opportunities throughout our day to explore the world around us and that sometimes those activities are messy. However, I do understand her concerns and can make sure that she is in clean clothes prior to pick-up. I can also encourage mom to consider play clothes for school if possible. I can also ensure that Juanita wears a smock during painting and other messy play.
    1. Micah, 1 ½ years old, is biting multiple children in the classroom every day.      
    2. Sarah, 17 months old, has been bitten by another child multiple times this week.      
    3. When she dropped off her 20-month-old, Malika, that morning, she mentioned to her friend, Angela (who cares for Malika), how impossible Malika has been in the mornings. She drags her feet, doesn’t want to get dressed, pitches a fit about which outfit to wear—it’s been practically impossible to get her out the door. Angela seemed really surprised. “Wow, she is an angel here. I tell her it’s time to go out and she runs over to the coat hook, pulls down her coat, and puts it on. She is really cooperative.”      
    4. Aldo stopped arrived to pick up his toddler, Blanca. When he tells Blanca it is time to go home, she shouts, “No! Stay with Ms. Nita!” and goes to hide under the table. After calling to her, Aldo finally had to crawl reach under the table and pull her out. Blanca was screaming the whole time.      
    5. George is 13 months old. His mom comes into the room and asks you when you think her child will be ready to move to toddlers. She is a bit upset and stressing that she doesn’t want her child to stay with all of these babies when he is almost walking.      

     

    Adapted from: csefel.vanderbilt.edu

    Resources for scenarios:

    · https://www.virtuallabschool.org/infant-toddler/family-engagement/lesson-3

    · https://www.childrenslearninginstitute.org/media/81298/module1_zhandout_responsivecaregiving

Clinical Field Experience A: Observing Mathematics Content Area

/in /by

Allocate at least 4 hours in the field to support this field experience,

Part 1: Observation

Observing a classroom environment can provide much needed detail and understanding of students’ learning needs and continued progress.

For this field experience, observe a K-8 classroom during a math lesson. During your observation of the lesson, complete the “Math Observation” template.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Ask your mentor teacher for the unit and standards and unit the class is currently learning, in order to develop the pre-assessment for Clinical Field Experience B.

Part 2: Reflection

Following your observation, discuss the math lesson with your mentor teacher. In 250-500 words summarize and reflect on your observation and, and describe how you will apply what you have learned to your future professional practice.

Your discussion should include the following:

  1. How do you engage students in learning opportunities specific to mathematics?
  2. What strategies do you use to apply real-world relevancy to math lessons?
  3. How do you modify or adjust instruction based on responses from students?
  4. How do you prepare to teach instruction in mathematics (vocabulary, knowledge of material, content standards, and resources)?

Is the cinema or movie theater “dead?”

/in /by

Is the cinema theater dead? It seems as if new methods of delivering and viewing media are popping up all the time. Today, we can watch films from our streaming accounts virtually anywhere, including from our phones. We can stream movies directly to our devices and view them from the comfort of our own homes.

Moreover, the prevalence of streaming services has changed the way we view TV episodes and movies. The phenomenon of “binge-watching” has transformed stories that may have once been reserved for the big screen into shorter 6-10 episode “seasons” and made available all at once. However, movie theaters still exist in every city and town, and people can still be seen lining up to buy tickets or popcorn for a showing.

Initial Post: Write one to two paragraphs, answering the following:

  1. Is the cinema or movie theater “dead?”
  2. What do you think is the purpose and function of movie theaters today?
  3. Do you still go to movie theaters? Why or why not? Are there certain films you prefer to see on “the big screen?”
  4. Share suggestions for ways that the concept of the movie theater may evolve in the future.

(PLEASE ANSWER ALL 4 QUESTIONS IN POST)

Key Assessment: Guidance Powerpoint For Preschoolers

/in /by

The Assignment
This assignment will give the student the opportunity to apply their knowledge of the major positive discipline strategies to use with children. This activity includes the following:     Develop a Power Point presentation for a family open house on the topic of program guidance techniques for preschool age children. The Power Point should include:

  • Cover page
  • An agenda or layout of powerpoint
  • Introduction: A detailed explanation of implementing conflict resolution and problem solving with preschool children (minimum of one slide)
  • A minimum of five positive guidance strategies that you would implement in the classroom (it needs to be noted that these are classroom strategies)
  • Three strategies families can implement at home (it needs to be noted that these are at home strategies)
  • A slide that has a minimum of four references from reputable sources, include name of source and website
  • After discussing the above criteria: you should have a minimum of 20 instructional slides, not including the cover page, the agenda slide, and the reference slide
  • Your writing style for the powerpoint should be geared toward diverse families.

ResourcesAttached Rubric; Textbook: Appendix: Review: Major Positive Discipline Strategies pages 338- 345