Hence, resulting in poor communication skills. In order to be an excellent communicator, one must be open to learn the methods in enhancing speech. A skillful speaker should learn and sharpen their skills in elevating their speech, communication etiquette and how to overcome fear. Plus, students must master vocabulary of the language (Wilczynski, 2009). Students who have bad attitudes to the language are forced to learn a particular language with a heavy heart.
1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities. The learning support practitioner may contribute to the short-term planning of learning activities of the class. Since the support practitioners get to spend more time with a child, or a group of children who need extra help, they would give inputs about how to adapt the lesson to meet the needs of everyone. The support practitioners may also get involved in the delivery of learning activities by working with a child, or a group of children who need an additional support. It is a good idea to discuss with the teacher about the learning outcomes, and the ways to carry out an activity beforehand.
If a student were to fail a course or grade level, said student should be made to retake the course or grade level with extra help and guidance. If a student is thought to be at risk for low self-esteem caused by retention, they should be given the option of academic or social counseling. Pushing a child forward when they’re unprepared is unacceptable. Social promotion is causing a bigger issue than retention. In conclusion, social promotion ultimately hurts students far more than it helps.
Depression can have a wide-ranging negative effect on student’s performance and function in school, it is necessary that the instructor provides multiple of accommodation and teaching strategies to promote these student’s success (Crundwell & Killu, 2010). According to Austin & Sciarra (2010) there are three models of depression: I. Psychodynamic models- Depression among children is viewed in terms of loss that originated from childhood helplessness and the disruption of emotional bonding with the primary caregiver. From this result a lack of self-esteem, meaning that the child has no inner self-worth, depending on outer sources for approval for his or her self- worth; when these (outer) sources are lost, depression arises. II. Behavioral models- Depression produced by lack of positive reinforcement.
Stuttering is a disorder affecting fluency of speech, through interruption of the flow of speech by certain obstacles; repetitions, prolongations, blocks, interjection and others, negative reaction of the speaker to these interruptions inform of avoidance and struggle, and negative reaction of the listener to these interruptions which cause variable degrees of dys-prosody with the resultant poor intelligibility of a speech ]1[. Although a variety of theories have been proposed to explain its etiology, the exact cause of stuttering is still unknown ]2[. The relation between stuttering and language is especially intuitive in young children. Several scholars have noted that stuttering onset, typically between ages 2 and 4, coincides with the critical
Dyslexia, as defined by the Yale Center for Dyslexia and Creativity (2017) is “due to a difficulty in a phonological processing which affects the ability of an individual to speak, read, spell and write.” It is often seen that students with Dyslexia typically do not read fluently. They tend to peruse at a slower pace and perusing for these students requires extreme exertion. Students who have Dyslexia struggle with memorizing, spelling, and understanding material. A student with Dyslexia may have trouble with decoding the order of letters, trouble with spelling and writing along with difficulty in listening and reading comprehension. Despite Dyslexia being a condition that is lifelong, it is important to realize that Dyslexia does not limit one’s level of intelligence.
In a way, I think that a school not being trauma-informed almost creates an unsafe environment for the student. If the staff member is unable to recognize what may be considered as a flashback trauma trigger, it leaves that individual vulnerable. I say this because that individual may not be able to explain why they are having such an intense reaction to the situation. They might be unaware of the link between the original trauma event and the current trauma trigger and feel as if they are not in control of themselves. Seeing how dangerous trauma triggers can be, when a student is acting out, school staff should consider if the underlying cause may be past trauma.
Cognitive dissonance is the sense of mental disorganization or imbalance that may prompt a person to change when new information conflicts with previously organized thought patterns. The text states, “The incompatibly between your behavior and your new knowledge will make you feel uncomfortable” (381). I have experienced cognitive dissonance when preparing for an exam. For instance, I will not study or not study as well as I should for a test. Then when I receive my test back or my score is posted, I realize that I really should have studied a lot harder.
Students could likely receive more benefits from school rules if they were included in the rule making process. This would provide students with a greater sense of agency in their education, especially because of how many hours of their lives they spend attending school. Raby (2012) believed that “students…value relationships with teachers. They seek respect, trust, patience, communication, clear limits, and some degree of choice” (p. 48), thus involving students in the rule making process could benefit both staff and students alike. Overall, there are many factors that influence school rules, such as power, gender, socioeconomic status and the moral beliefs of the rule makers.
Students with ineffective listening skills fail to absorb much of the material to which they are exposed to. Their problems are heightened when they respond incorrectly or inappropriately because of poor speaking skills. Given the importance of the ability to communicate fully with others, the way of communication should be viewed as central on