An example was the shifts between “nothing” and “everything”. The first stanza started with the word “nothing” and was basically the speaker saying how they did nothing while the student was absent. The next stanza the starts the word “everything”, and exaggerates how the student missed a very important event. This pattern continues on until the last two stanzas. The second last stanza is a break from the sarcastic tone of the rest of the stanza as the classroom is described as a microcosm, and is an area for the students to “query and examine and ponder”, and “it was not the only place”.
A few weeks again Shauna got off work early and picked up her son (Around 1:30 PM). When she walked in the room, there were several children awake. (Her son was still sleeping). Shauna had to wake up the teacher (Ms. Yolanda) and her son. Ms. Yolanda was on a mat asleep next to the children.
Health and safety: Client unit needs some repairs the ceiling bathroom still has a hole next to the radiator pole. The tub is constantly flutter and her stove need to be replaces. Medical: HOH and youngest daughter Maylin are both receiving grief counseling at St. John’s University, located at NYC Children’s Grief connection: Assessment and Grief Counseling assent since 4/7/2015. Every Tuesday at 6p.m. Counselor name is Ms. Goodman.
MB-2:00 PM-3:00 PM Mobile Therapist (MT) went to the client’s house to talk to the client’s mother prior to the client’s arrival. The MT started the session, by asking the client’s mother how has the client behavior has been during the past week. The client’s mother expressed the client has been on his best behavior during the past week and she took the client to the store without his siblings and the client was helpful and did not display negative actions upon returning. She continued to state the client had an IEP meeting on Monday and that the school psychologist is concern with the client’s psychological evaluation report from A.I. DuPont Hospital and will want to re-evaluate his Individual Educational Plan (IEP) to accommodate those concerns.
This worker asked about discipline techniques used by his mother or other grownups at home. He reported that his mother will remind him verbally to follow direction. He stated this is the same discipline for his brothers as well. Jaylen stated his mother, Tiffany ensures that their basic needs are met and denied having any worries or concerns. Anthony: This worker interviewed Anthony at home (1405 21st Avenue N apt 1 Minneapolis, MN) Anthony reported that he is enrolled full time online learning school.
As she engaged the class in a discussion and wrote sentences on the board, Brennan appeared to pay attention as he stared at the board. However, he was not raising his hands or contributing to the discussion. Towards the end of the activity, Mrs. Jones asked the class to provide names of healthy foods. Brennan raised his hand and stated, “mash potatoes.” He then received praise. After the writing activity, the class transitioned
In this practicum I will narrate an interview that was done with a Hispanic parent. I will describe her and her family structure. I will also elaborate on her involvements in her children academics, and teacher parent relationship. Also better ways to encourage parents to get involved in their children education will be added, and how teachers can assist with making the parents feel welcomed inside of the classroom. On Monday November 14, I asked a parent at a childcare center would they mind having a thirty-minute interview with Ms. Key, concerning their child’s education and parent teacher partnership.
Annie lives with her mother, father, and maternal grandparents. Of the family members living in the home, her mother is the primary caregiver. During the school week Mrs. Bolton wakes Annie up and help her get ready for school. She assists Annie by helping her brush her teeth, button her clothes, making her bed, and her morning grooming. This includes washing her hair, checking her appearance, and ensuring that her outer appearance is presentable before each school day.
In the event that, I record observations of my first leader for one family I provide care for, I have determined that she is in most definitely task oriented. To demonstrate, she prioritizes her daily schedule by following her everyday tasks. First, she has us wake up the kids the same time everyday for school followed by breakfast. Second she preps their lunches for school along with making a weekly grocery list. Then, takes the kids to school and heads to work.
Then, my teacher stepped away to the side of the room, so I could begin. I placed the certificate on the countertop behind me and turned to face the audience. Before I started, I reminded myself that I can do this. I started speaking, keeping that thought in mind, letting it take over, and I felt unusually calm. “My name is Maitri Patel and…” Everything went great.
I attended Greenwood Lakes Middle School in Seminole County to observe an interpreter in a secondary education environment. The interpreter observed was Megan Fogt who has her national certification, specifically RID Ed:k-12. Once I arrived to the school Megan brought me to the classroom the interpreters use as their space to wait for classes to begin. This room also doubles on Tuesdays and Wednesdays as a tutoring space for the DHH students to come to as their elective class. At this school all of the DHH students are mainstreamed into classes with hearing students and an interpreter all day long.
Every day, Vinny’s teacher Ms. Sam send me in his notebook what he ate and drank, and if he was happy or not, then I sent her an email asking her about what he is doing and learning, so than we can reinforce at home, she answered the email and told me that she will send me for the all week what Vinny is learning, also, according with her email, Vinny is learning how to counting from 1 to