Sheltered Journal Reflection

Also, within these shelter homes, creating an education system, and providing counselling services, as well as drug and alcohol counselling. This can ensure the children are attending, and the human service workers can view their progress along

Knowing many parents and children have limited English proficiency, they still do not have bilingual counselors and school staff to help families learn and utilize school resources. Students are not

Many children throughout the world face major problems with being educated like the kids in Niger, Africa but Dylan Garity explained the reasons of what does it mean to be educated. In the poem “Rigged Game,” Dylan Garity clarifies how the disparities in education minimize bilingual understudies. One case that backings this allegation is the No Child Left Behind arrangement, which averts learning in an understudy 's local dialect. The poet utilizes the understudies, which his older sister instructs in her ESL class to express his worries about culture and education. This classroom speaks to a sort of formal education, which is tutoring that happens in a formal definition with the objective of educating foreordained educational programs.

Shelter Programs are in the media, therefore, I agree that this course is important for business to understand ethics in working with the consumers, Executive Staff, Board of Directors and Stakeholders. I feel that we will learn much from this course. -Elizabeth

After few hours reading, “The Sanctuary of School” was written by Lynda Barry, grew up in an interracial neighborhood in Seattle, Washington State. Then, I think this article was interesting to read. I love the way how she told us her past experience by using her own voice to lead us step by step get into her story, then she also shares us about her feeling and how it impacted to her future life. Plus, at the end, she argues that the government should not be cutting the school programs and art related activities. Those programs definitely do help the students and the parents as well.

In both cases teachers did not explicitly prohibit students from speaking their home language, nor did they invite their students to use their home language in the classroom or take any responsibility for including their students’ home language into their teaching in order to facilitate the acquisition of English language skills or the understanding of academic content. Passively accepting home language The majority of control teachers and a number of treatment teachers passively accepted their ELL student’s home language use without actively encouraging it. Valuing home

“The Sanctuary of School.” Issues in Education. 83-85. Print.

To my disadvantage the counselors did not care about my previous grades in Puerto Rico. Seeing that my parents were only able to speak Spanish, the school deduced my English was not well-developed enough and consequently I was placed in English-language learner (ELL) classes. After testing me in reading, writing, and hearing I was

I am currently working for the drug and alcohol service Blenheim CDP, as part of the Insight team, volunteering in a multicultural and busy area of London. I work independently and as a team to support individuals and their families with issues caused by substance misuse. I provide screening, assessments, risk assessments; implementing, monitoring and reviewing SMART care plans. I build therapeutic relationships while maintaining professional boundaries with clients to deliver tailor-made packages of care using a strengths-based approach. I create supportive solutions by listening to their needs and looking further than their health requirements, working holistically to assist them with wider issues, such as employment, mental health and housing.

Furthermore, Sam does not report any family history of mental health concerns. However, Sam reports he frequently experiences stereotype threat as an African American student attending a Predominately White Institution (PWI) and having met the academic standards and demands from his parents. For both reasons, Sam takes advantage of the resources and learning opportunities his current institutions offers to bolster his academic success. First, Sam utilizes the writing center, which assists with improving his academic and scientific writing skills. Also, he attends all study sessions related to his majors for additional opportunities to grasp concepts and application of the material taught in lecture.

During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey. Both formal and informal observations were conducted, as well as a group discussion that centered around the results received from the Learning Styles Assessment and Classroom Climate Survey. Lastly, the researcher conducted an interview whereby both teachers involved in the study were surveyed to determine which of the following seven literacy strategies, proven effective with high school

The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).

For differences that result from cognitive abilities, learning styles, or developmental stages, the differentiation in delivery style and product styles support students’ academic, emotional, and social growth. Strategies that support diversity: • frequently vary instructional technique • develop lessons around students ' interests, needs, and experiences • provide an encouraging, supportive environment • use cooperative learning and peer tutors for students needing remediation • provide study aids • teach content in small sequential steps with frequent checks for comprehension • use individualized materials and individualized instruction whenever possible • use

A person who speaks more than one language is described as being bilingual. According to the United States Department of Education, “about 21% of school-age children speak a language other than English at home,” (Lowry, 2011). As Wayne Thomas and Virginia Collier describe in, “Two Languages are Better Than One,” children who come into school having a first language besides English, tend to struggle. Usually when a child struggles with a particular subject, they are taken out of the main classroom and brought somewhere for a remedial class. But according to Thomas and Collier, in order to help narrow the gap in comprehension, English learners and English speakers need to be kept together in order to be fully enriched in a successful learning