Classroom activities should allow students to work together in diverse groups. In education it is important for students to talk about their own culture and learn about other cultures as well. Cultural and linguistic backgrounds are viewed as strengths from which educators can build pedagogy changes to incorporate students’ lives ( (Nieto, 2008). Students need to learn about the diversity in our society in order to have an acceptance and love for all people. Educators need to incorporate multicultural educational activities into the curriculum that promote acceptance among culture.
Teachers have come to accept the BCM to be effective in solving behavioral problems. Behavioral consultation is supportive in helping with remedial education. The BCM has come to be known as a universal-based consultation model. There are four stages of behavioral consultation, which are problem identification, problem analysis, treatment implementation, and treatment evaluation. These stages help the consultation process move from the problem to the solution which makes a successful consultation.
Being able to choose what to wear is a right students are allowed to have, but schools are constantly trying to change that. Religious wear is not being accepted as part of the dress code causing problems between the school and the student whose identity is being taken away from them along with the boy who could not stand trying to be like everyone and ended his own life. Down to the basic right as a human to experience life just as anyone else has. There are many more reason as to why schools should allow students to dress how they want to, but these three reasons provide all of the points needed. Overall, schools should get rid of the dress codes enforced and allow the students to explore their
The teachers and I will uphold the ideal of “cause beyond oneself” and work together with the school community to achieve success through thoughtful and purposeful practice. A supervisor that is a student and teacher at heart will create meaningful relationships with staff and community, show genuine concern for the teacher’s stage of development and professional growth, and be a continuous learner by example. Building relationships will create a strong platform for change. Supervision reminds me of teaching in in many ways. Educators create classrooms that become democratic communities by valuing thoughts and individual needs.
Similarly, it is essential for students to use their real-life experience to connect school learning to students’ lives. According to Brown (1999), “if minority students are to enjoy the benefits that should accrue from schooling, their culture must figure prominently in the process”
Functionalist theory of education discusses the functions and dysfunctions of education. Schools functions include teaching students how to be a successful member of society and its purpose in society1. This is achieved by teaching skills, norms/values, and networking. The main goal of education is to have individuals be prepared to move from education to occupations. In Reading 5: “Social Reproduction” by David Swartz he discusses how similar power structures that are seen between workers and employers can also be seen between administrators and teachers, moving down to relationships between teachers and students.
Thus, through the provision of opportunities provided by reality pedagogy for the teacher to be a part of student activities, practices, and rituals, a more accurate reflection of student culture in the classroom is delivered. Cobern (1996) argues that these realities, experiences, and artifacts that students have are what make them feel, think, and act in particular ways. When educators and researcher try to understand the connections between students’ realities and the ways in which they feel, think, and
A., Ortega-Ruiz, R., & Del Rey, R. 2015). They affirm the idea that teachers can influence the behavioral outcome they desire. Similarly, in the article “Teachers: A Critical but Overlooked Component of Bullying Prevention and Intervention,” Jina Yoon and Sheri Bauman explain. Another component of the social ecology of bullying is the nature of social experiences that the teachers create for students. In the daily events of a school, it is the teachers who are…the position to intervene when bullying occurs (Yoon, J., & Bauman, S. 2014).
As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.
Authentic thinking focuses on critical thinking and creating dialogue between student and teacher in a realistic setting. As Freire says “ Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.” ( Freire, para. 21) Authentic thinking works towards teaching lessons to real world applications.
2. What supports do you need from me to be a more effective educator in your classroom? We need support with regards to the policy and procedures that are implemented at our site with regards to Special Education law, the Child & Welfare Institution Codes, Penal Codes, and Education Code. We need to be sure that other site are accountable to the ethical practices that we are trying to encourage in our student’s. We need you to be our motivator and inspiration in recognizing the positive things our staff is doing more often.
These educators need to be able to accurately assess where a student is academically and be able to move them forward. Outstanding educators use informal and formal assessments to drive their instruction. These educators guide students to set their own goals and to work hard to achieve them. Outstanding educators instruct students at the edge of their academic levels, gently pushing students towards their goals. They scaffold learning, pulling away supports as students are able to work more independently.
Here is a summary of the skills I am supposed to learn in the Master of Education in School Counseling program. The intention of the Advanced Competency Assessment (ACA) is basically "to educate and improve student performance" (p.1). The Program Learning Outcomes are joined with the School of Education Conceptual Framework that combines Knows-Implements-Believes specialties in the Advanced Competencies for the school counseling licensure program.
There are several cultural concepts competence for example in the book identified cultural competency in two senses. First, recognizing the beliefs and behaviors of own cultural person to treat a patient in a way fit the culture. Second, acquiring adequate knowledge of cultural to give the care that suits the culture of the person (Cartwright, L.A. and Shingles, R.R., 2011). Simplify, Dr. René state cultural competence as a process that makes you involved and appreciate cultural differences.