One intervention that could be utilized is to communicate with P.C. by asking him about his interests, such as origami, along with inquiring with him about how origami is meaningful to him. In addition, I can ask him if he completes origami as an individual hobby or if he has a desire to introduce others to this occupation. Since P.C. described and explained to me the significance of origami, especially introducing it to his friends the occupation, I would assess his social interaction skills by asking him how confidently he could teach others the piece of art. Since P.C. shared with me some his weaknesses when socially interacting with others, this is when I began developing the goals and objectives with him relating to his occupation. I would
Kimorah is a second-grade general education student from a school in the St. George area of Staten Island, New York. Upon having Kimorah assigned as my student and before meeting her, I learned that through prior assessments it is established that she is on a C reading level, and in the second grade. When I think of second graders, I think of babies that were just born into this world a couple years ago, but among meeting Kimorah I quickly realized that she is a person in every sense of the word. Kimorah is a 7-year-old extroverted girl, who is expressive and full of personality. Consequently, shyness does not affect her, but to break the ice further I decided to conduct a set of fun activities.
I recently had the opportunity to join a classroom at Horseshoe Trails Elementary school and observe a boy that will be referred to as Nick. Before the observation began I was able to speak with Nick’s teacher and obtain some background information about his development over the past year, his daily issues, as well as some family history. Nick is currently in second grade and has been struggling in the classroom for a multitude of reasons. For example, he has an individualized education program (IEP). In addition, he experiences issues with speaking clearly and concisely, due to a minor stutter.
When supporting children individually, you can ensure you give tailored support specific for that child’s needs instead of having to consider the needs of others. It is an ideal situation to be in but sadly it is often an unrealistic one. Therefore it is important to plan and prepare for such events to ensure you can get the most out of the session. Before you aim to support a child in this way, you must first get to know the child, their likes/dislikes, any special requirements/IEP’s/SEN’s etc. A brief conversation with their parent or carer or, if that is not possible, their class teacher, can provide you with the right information if the right questions are asked.
I would want to communicate with the Special Education what my concerns are and that I am not able to find the time to reteach them the skills they are missing. Hopefully by communicating with the Special Education teacher I will be able to figure out whether they are helping with the skills they are missing and we can also brainstorm some ideas of how we could make this happen in the classroom. With
One of my student’s whom I’ve been working with, April Garcia, started that she was struggling her math and reading classes. April Garcia is a very shy and introverted person who has a hard time advocating for herself. When I counsel April, I assist her with her self-confidence, collaboration skills with her peers and teachers, and help her come up with solutions. The classes that April was struggling with, I contacted her math and reading teachers so we can come up with a plan on how April can be successful in their classes. Her two teachers were very supportive.
to everyone he passed by in his community until he explained why he does it and why he finds it so important. Her boyfriend stated, “At my previous home I never took the time to speak to anyone. Then one day my house was broken into and the same neighbors that I would just ignore were the same folks that I needed to go to for information.” (Student 1). Which I believe really made her think more on the subject and how communication is pretty important even if you barely know the person because her neighbor is actually who saved her life because of simple communication and the caring question of “How you
At times a child will regress and may need help with tasks that they have been able to do quite easily in the past. A child may express their concerns through stories/drawings. Question: Question
Activity has to be centered on his needs rather than his wants. Mr. A may not understand all the events and medical terms because of his age therefore it needs to be explained in simple terms that he can understand. Mr. A may not be the one making decisions for himself. His mother or grandmother has a big influence over health care decisions, which may conflict with his own. Mr. A may not be compliant because of his level of psychological
After we discusses how the classroom situation affected him ,I then asked what tactics did he use to differentiation himself from others while growing up? He explained how he always kept a positive attitude and stayed away from negative distractions. He witnessed people dying every day in my community and strung out on drugs. These tragedies got to be inspiration for him to stay in the books and concentrated on playing basketball. We discussed what he felt like his position he feels like he hold in society.
1.1 Explain why working in partnership with others is important for children and young people - it important that you work alongside others when working with young people because it is good for them to see that people do work together and to see relationships because built as well as positive outcomes coming out from working in partnership with people. It is also good because it shows them general life skills of working with and alongside other to come up with a solution. 1.2 Identify who relevant partners would be in own work setting - relevant partners would include, parents or carers of the child so that the practitioner and parent can work together to figure out what is going to suit the child best, management to see what actions and targets could be put into place and how the setting can be developed to help the childs specific needs aswell as how it could help the setting as a whole.
He was only able to pass third grade as a child because he and his father moved around so much, but as an adult he has a lot of interest in education. By this time, the psychological damage has been
respecting people personal space) Group Instruction KFI’s instructions were given in a 1:1 format. KFI was able to sustain attention on tasks that she was familiar too and had minimal steps. The assessment was only conducted with KFI and other adults in the room, KFI has minimal group activities and the assessor was not able to assess group instruction. She was able to demonstrate all skill sets.
Based on my experience the main influence regarding the child’s barrier to learning was the death of his father. Emotionally he did not know how to deal with his pain and it turned into anger. By having sessions with the physiologist helped him to deal with this issue. Due to the fact that his mother now was the only bread winner in the home, she did not have the time or the energy to give him attention that he needed so much. After having spoken to her about it, the grandmother stepped into a kind of mother figure role for
Next, I would be planning how to about helping Peter by setting realistic goals for both of us to achieve and to address the most difficult or critical problem first. By this time Peter should have already been accepted, relaxed and willing to have a good outcome of the process. We should be able to move on to express Peter himself and say how he feels. Also, what caused him to start behaving how he is, such as not going to school and stealing his neighbour’s fruits? The process which I have taken to assist Peter would have to be evaluated to ensure that problems are being solved.
“Relating to others is the challenge of ‘walking in others’ shoes” (NZ curriculum, 1999). In skill theme approach all students perceive the same task, presentation, practice and feedback. To move to subsequent task on the list students first must demonstrate mastery of learning task. Each child has some idea of what the other is going through. Therefore, makes it easier to offer and ask for help, and build reciprocal relationships (Metzler, 2011).