Teachers role in the early development of children
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Teachers role in the early development of children
Teacher Interview
Teachers play a huge role in the early development of children. They help children understand how to read and write, among other activities. Some teachers have children with special needs that require care and attention. The following is an interview conducted with a preschool teacher regarding children with special needs in the classroom.
General Interview Questions
How do you design or modify lessons based on the understanding and identification of exceptionality, challenges, and gifts? How do you support the development and educational progress of the individual with exceptional learning needs?
Teaching students requires a lot of patient and observation. I design and modify lessons according to each child’s understanding to formulate a sense of inclusion. After the first assessment, it is easy to identify individuals who are slow to learn and those with challenges. Change is made to accommodate each child. Individuals with exceptional learning needs have special lessons to help them catch up with others.
How do you analyze the different influences of a learning environment on a young child’s development?
I observe each child’s response to a particular environment of learning and how it affects them. For instance, an individual may have a challenge learning in a group; in such a case, I engage with the child and teach them how to learn with others.
How would you create learning environments aligned to educational expectations and goals?
In any learning environment, the teacher expects success. To create an effective learning environment, I strive to develop a supportive learning culture where each individual feels connected and secure. The second thing is to address each learner’s need and stay positive when providing feedback. Celebrating success with the learners is also an effective way of showing goal achievement and expectations.
How do you communicate and collaborate effectively with parents to best meet the child’s needs?
For effective collaboration and communication, I call for meetings with parents occasionally. Such meetings help in engaging parents in the process of assessing their children’s progress. Parents can communicate about their children’s behaviors at home to understand how to create an inclusive environment for them in school.
What activities do you use to encourage student expression in a variety of forms, including speaking, physical activity, and artistic presentations?
I utilize activities such as building blocks, charts, and drawing. The students are given a chance to communicate whenever they have something to say. It encourages them to be open and learn how to speak. They have time to play outside after their meals. They also engage in drawing and coloring to promote artistry.
Specific Disability Questions
How do you design evidence-based instructional strategies for students based on the understanding and identification of students with dyslexia?
I utilize multisensory learning modalities as a strategy to help students with dyslexia. For instance, when learning I incorporate audio, video, and physical books to engage different parts of the brain. The process is meant to keep the students active and not feel left behind when reading.
How do you support development and educational progress of the individual with exceptional learning needs? How do you support development and educational progress of students with dyslexia? How is this alike or different?
Individuals with exceptional learning needs experience different types of learning techniques. For instance, some individuals may have a problem with writing instead of reading. I give such students extra assignments to practice writing. It is different with dyslexia individuals. I utilize the multisensory learning modalities for all students to accommodate those with dyslexia.
How can you use a structured literacy approach to meet the needs of students who show characteristics of dyslexia? Which reading programs does your school use to provide additional support to dyslexic students?
I can use the approach to help the students systematically decode words. Examples of reading programs for dyslexia students present in the school include reading horizons and the logic of English.
What are some common interventions for students who show characteristics of dyslexia?
The interventions include letter-sound training, not punishing the students for failing to read aloud, encouraging the students to do less written work as a form of progress, and preparing printed homework for them.
What are some provisions that you make to act in the best interests of struggling readers and readers with dyslexia?
For individuals with dyslexia, I provide extra assignments and suggest different books to the parents to give them to read.
In conclusion, students with special needs require more attention. The teacher needs to observe the children and assess their capabilities and academic achievement. For learners with dyslexia or other learning issues, the teacher offers exceptional training to them. Multisensory learning modalities prove to be effective for such students.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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