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Examples Of Joshua's Social And Emotional Performance Sheet

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Recommended: Infancy and early childhood socialization

According to Joshua’s social and emotional performance sheet, Joshua is a sweet and shy yet reserved child. Upon entering the classroom in the morning, the teacher has to encourage Joshua to greet his friends as well as display good eye contact. According to the information provided by Ms. Jackson, Joshua displayed the ability to improvement his social skills. Joshua must receive a level of encouragement in order for Joshua to participate in large group activities such as gym and movement. Surprisingly, Joshua would initiative conversation with adults about topics unrelated to school but would initiate interactions unless encouraged. In addition to Joshua receiving encouragement, Joshua would rely on token reward systems, emotional encouragement
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James’s norm development would be getting to school and learning about himself. According to Erikson’s stage he should be striving to get to and from school on his own and learning more in

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1. You always try to impress other people. You seek other people 's approval of your choices and actions. 2. You talk too much and loudly.

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Within the novel, We Should Hang Out Sometime, by Josh Sundquist, the character Josh Sundquist has grown and changed through his actions, thoughts, and spoken words. A theme that relates to Josh Sunquist’s growth is self-esteem is important to build relationships. A first claim is showing Josh Sudquist’s growth through his actions. He exhibited awkward behavior with his peers. Furthermore, this is proven through the time which he choose to memorize all of his classmate’s pictures to their faces.

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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.

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Which can mean you can be more or less formal in different situations. When leading a group activity children need you to be a lot firmer and take on a leadership role, to give clear, concise instructions, they need you to take control over behaviour to prevent distractions to learning. However in a busy classroom, you may be able to have more relaxed chatty conversations, where they may bring up problems such as fall outs between themselves and others and chat to you about what they did last night. Communication differences are barriers to effective speaking such as speech and language impairments, cultural differences or sensory

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Austin works well with others during group work and during individualized instructional time with his learning support teacher. Austin enjoys playing with his siblings, building with Legos, playing Minecraft, and INSERT HERE. Austin does not know what he wants to do after he finishes school. Instructional

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As Barnwell observes his students flounder in his conversational project, he realizes, “that conversational competence might be the single-most overlooked skill we fail to teach students,” (Par. 5). Through his personal reflection, Barnwell trivializes the issue as more of a lack of skill rather than a deep psychological issue. He is right, there is defiantly a lack of conversational skill in this generation, however, that is more of a symptom than it is the root of the disease. Barnwell’s solution for teachers is to “have a conversation,” with the students “about a challenging topic” (Par. 14). This is a good solution for the problem posed.

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Genie lacks the necessary agents of socialization affecting her cognitive development. Family is the primary factor of socialization which can help a developing child learn how to function in society. Extreme isolation and punishment by her father, impaired Genie’s ability to learn and master basic skills. In addition, Genie did not attend school and barely left the house preventing her from experiencing secondary socialization and peer groups.

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