Temperament and Multiple Intelligences Response
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
Temperament and Multiple Intelligences Response
Theresa
- Review the sections in the text on “temperament” and “Multiple Intelligences” and describe yourself.
– After sitting down and reviewing the sections in the text on “temperament” and “Multiple Intelligences” I found that I am most likely to be on the normal spectrum of the temperament rating chart. According to the textbook, “Studies support the idea that temperament is genetic. For instance, one study found that Asian babies tend to be less active, irritable, and vocal but more easily soothed and better able to quite themselves than Caucasian infants of the same be more active and less fearful than infant girls (Berk,2009)”(Feeney, Moracin, & Nolte, 2019, p.114). I find myself more low than high on some of the temperament characteristics.
- After rating yourself, rate someone who drives you crazy, to see how you compare.
– I rated my coworker using the letter “O”. The Rhythmicity and Activity Levels were literally 100% the same. My coworker is someone who is constantly going like similar to a child and her Rhythmicity is about the same as toddler because she is never really tired, loves to eat a-lot, and has so much energy. When it comes to approach withdrawals we are polar opposites, she is so outgoing and bubbly and me on the other hand is very shy and timid. Our persistence is almost the same, when it comes to adaptability we are both similar in this way as well. Quality of moods we are on different spectrums, her distractibility is very high, me on the other hand takes a-lot for me to get distracted. Threshold of responsive is very different, and the intensity of reaction we both react to certain things differently and some similar.
- How do you feel your temperament and the types of “intelligences” you favor will influence you as a teacher? Why so?
– I feel that my temperament that I favor will influences me as a teacher. Because it will allow me to understand different ways to approach the children while I am teaching them. Of course, not everyone is the same, so sometimes you will have to try different approaches. No as for the types of “intelligences” I feel those will help me in favor as a teacher because it will help me teach the children all the right tools they will need for when they grow up. Being able to give my students the necessary tools for them to succeed in life is something I will strive for. According to the text, ” We have found the concept of temperament valuable in helping us understand the wide range of personalities in the young children we have taught”(Feeney, Moracin, & Nolte, 2019, p.114).
- What other life experiences and relationships might influence you as a teacher? Why so?
– Some of my best experiences I have got to experiences was when I got to go back to my old elementary school, and volunteer with my favorite kindergarten teacher. It made me open my eyes, and be like wow I really want to become a teacher and be able to mold a shape the young children’s minds for the better. Ever since I was younger I have always worked with younger children, and I do think that I am really good at it. If I wasn’t going to become a teacher I would want to do something that involves working and being around children.
References
Feeney, S., Moracin, E., & Nolte, S. (2019). Who am I in the lives of children? An introduction to early childhood education. New York, NY: Pearson Education.
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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