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Module 3 Applications Activity: Teaching Children In Crisis

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Module 3 Applications Activity: Teaching Children in Crisis

Read Chapter 6 of Learning to Learn. This chapter discusses why teachers need to address the needs of children who learn differently, in order to provide the proper support and to serve as effective advocates for these students. For the following Principles and Practices, describe three ways you would implement each when working with a children in crisis.

Gaps, Holes, and Assumptions
· It is important for teachers to build solid relationships, with all of their students at the beginning of the school year. This is especially true for our students who are living in poverty, in a different SES, ELL, SPED or other important information that may be divulged. When you know your …show more content…

It will be okay. For many of our students who are struggling, they will learn that it isn’t the end of the world and they may even learn something from those mistakes. In fact, if create an atmosphere early on in the school year that errors are okay, because that is how we will grow as a class. It is important for them to know that they are not letting you down, and they don’t have to be devastated when it happens. And it will happen. You should create the standard that you encourage mistakes. You should give them work that will help them to learn about grit and that challenging feeling. When they make a mistake, don’t let them hide it away in a desk, encourage them to show everyone! It’s so important that we learn from others and I am sure that many people will solve it incorrectly too. The message that you are sending is, take a risk. We are all with you and will not make fun of you. When you make those mistakes, and we can learn together, then that is the time that our brains are growing. That is when we truly …show more content…

There are many reasons why some students just can’t seem to get organized or motivated enough to produce the work. One reason could be that they are very overwhelmed with the overall task. We can help them with that, but some of our students need to be guided for each and every step. I actually did this with a group of students, so they could begin to see how to tackle complex tasks and not procrastinate. I have a small group of autistic and ELL students in a comprehension group, we call it ‘book club’. They had a huge book project that needed to be completed in 6 weeks. We used a calendar, and showed them the day that it had to be done. We chose our book, and marked on the calendar the chapters that we would be doing for that day. As a group, we discussed that if we were unable to complete the chapter

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Whether it is on the field or in the classroom, I have been able to find my mistakes and learn how to fix them. For example, there was one section in Imagination, Aaron and I, were separated from the rest of the trumpet section. We had to figure out how we were going to march in front of the battery before they crossed us and we had to figure out how we would reconnect with the trumpet section. It was a very challenging task, but we managed to reconnect in time without falling over, although it took many attempts to get it right. For me, giving up on our mistakes is never the answer.

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This is where failure comes in. Sherry proclaims that we need to recognize that this fear of failure is a positive teaching tool. To make this tool work, teachers and parents need to accept that if the student doesn’t learn the material, they must follow through with their promises of flunking. Both teachers and parents have to realize that the future of the child is at stake, and only good intentions come from the

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I too believe that in most situations as an adult, failure is a part of life and as growing as a person. In grades K- 12, I believe failure is not acceptable. van Oech writes, “we learn to be right as often as possible and keep our mistakes to a minimum.” (87).

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This will help the student to recognize these same errors in the future, and with practice, the student will be able to master the correct way of writing and eliminate any initial errors that were

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They correct their mistakes and make sure that failure isn’t an option but mastering it is. When a person has a growth mindset, they don’t allow bad things define them. A person who wants to see the

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For each part of the project, there should be a separate set of instructions which will be given out daily instead of all at one time. The instructions should be brief, but clearly written out and discussed as a class before beginning. Keeping the instructions short and broken into parts, creates a manageable assignment for short attention spans. Allowing students with disabilities a little more time will take some stress away from the deadlines put in place.

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Once you have made the right

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