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Power Models In High School

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When working with highschoolers in an alternative educational setting one must go into work with the idea that you will face problems. With those problems you must manage and address each situation accordingly. For 2 years I worked in the described of setting that was populated but youth that were diagnosed with emotional disorders mixed with, attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. This required myself to go into work every day with plans and goals for the current day and advice and lessons from the previous day. The biggest issue that I ran into on a daily basis was language and following directives. Most of the youth were placed at my facility because they could not conduct themselves appropriately at their previous school which was a typical public school setting. After reviewing many of the power models described in Chapter 3 of School Consultation by Erchul and Martens, I’ve narrowed down what I believe would be the best model to deal with the population that I once worked with. …show more content…

These models were dismissed by Marin in 1978 because he believed that these types of models were only connected with managerial, or supervisor, ranked interactions. (pg45).French and Raven assumed that this power model would play a noteworthy role in school consultation.(pg45). These two models work hand in hand as one is more of a punishment and the other is a positive reinforcement. The perfect example that comes to mind is myself being an assistant teacher at this particular behavioral school and using my authority to force youth to follow directions and at the same time rewarding them for that successful

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Inappropriate actions included strict authority, force, fear and pain (The Struggle For Public Schools). Other gaps proved severe in performance of elementary students. For instance, before the education reform areas of less focus on homework and instruction, poor test scores, lower academic performances than competitors in other countries occurred (Galens). Unquestionably, children did not perform well with the youth education system in place. *The final

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"Tapping the Roots of Power" and "An Active Technique of Struggle" are two chapters where Gene Sharp, analyzes how power is continuously interchangeable amongst the oppressed which are usually minorities and their oppressors which usually are symbolized by people of power. In both chapters, Sharp in great detail gives the reader many scenarios in which oppressed groups through civil disobedience fight against their oppressors, usually leading to victory which resembles freedom and liberation. Although oppressed groups have a great deal to loose, their constant struggling motivates them to fight against the oppressor and regain their liberty and rights back. Once minorities start to challenge authority, their obedience is lost. Once this happens,

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The article provided data specifically from two elementary schools to children grades 3 to 5 that participating in school programs. Participants also were closely split by gender being 51% male and 49% female out of the total number of participants (Montanez, Jenkins, Rodriguez, McCord, Meyer

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Also, the student explained, the solution team tried to make the target feel better about themselves and tried to stop problems around the school if the problems were relevant to the situation. However, the student also stated he knew of incidents where the system was abused, and no help came from the form. Obviously, many students have mixed feelings about the system; the school’s system seems good in theory, but less in

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Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,

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I found the competencies of flexibility and self-control to be essential when working with students with DD. In terms of flexibility, I found it was very important to not focus on unsuccessful teaching approaches and instead try looking at the situation/approach from different angles. For example, I had to change my teaching approach numerous times while supporting J.K. I found with my initial approach, J.K. was constantly ignoring my requests and was very impatient with me. I was forced to try different approaches and decided to stop being overly friendly and start having a more authoritative role. In addition to flexibility, I found it was extremely important to uphold the competency of self-control when working with students with DD.

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Use the Power Is Now Resources To Grow Your Audience And Knowledge In Real Estate If you read stories of the successful real estate agents, homebuyers or sellers there is one thing common among all of them which is “knowledge of real estate”. Real estate investing is not a “get rich quick” scheme. Just as any solid home needs a strong foundation, the same is true when it comes to your real estate education, a solid foundation is key to a long-lasting business. If you look into the business world, real estate incorporates all the dynamics important in the educational and advancement process as a professional.

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During the 2016-17 school year, I had the privilege of being Cashmire Stephenson’s second grade teacher. I found Cashmire to be a bright student that strived to be a good citizen and was eager to please his parents, teachers, and peers. However, in the classroom Cashmire struggled with maintaining attention, hyperactivity, organization, and impulsivity. At times Cashmire would make poor choices in an effort to make friends. Cashmire would often refuse to speak when he felt strong emotions such as anger or disappointment.

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