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Teacher Response Strengths: Katy

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PRESENT LEVELS OF PERFORMANCE/RELATIVE STRENGTHS: Katy?s teachers identified the following areas of strength: Katy knows how to ask for help, and knows where to go for help, she makes people laugh and has a great sense of humor, is motivated and hardworking, works well with others, is becoming a good artist, is highly respectable, can follow directions, and able to comprehend text, participates in class when asked to, is positive and attentive when provided supports.

Teacher responses to behavior rating scales yielded age appropriate levels of behavior in the following areas: Conduct Problems (i.e., rule-breaking behavior no more often than others her age), Anxiety (i.e., displays anxiety-based behaviors no more often than others her age),
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She doesn 't display any significant externalizing or conduct problems in school. Madison mother reports high levels of hyperactive behaviors at home. Madison demonstrates good social and communication skills, creativity, works well in groups and is able to work under pressure in school. In the home, Madison displays difficulties with organizations and leadership skills. Mrs. Crilley reports higher levels of inattentive behaviors in addition to difficulty with schoolwork and performance.

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I will also be focusing on making sure she’s up-to-date with her school work. Lastly, during the evaluation, I, Karima Al-Harazi, would like to figure out if T.T. is in need of any service or items the center could offer. III. Relevant Background Information T.T. is 10 year old female, in the 4th grade. T.T. enjoys school, and rarely has trouble getting her work done

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2. What are your child’s weaknesses? Kalina has a communication disorder which impacts her ability to understand complex thinking, fictional text, social cues and verbally express. Kalina’s inability to transition into different areas of her educations (multiple classroom movement along with peer and teacher interactions), causes her to regress in her educational development.

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My thoughts about Brenda Dyck article are of appreciation for all the wonderful suggestions she proposes to unfold children’s talents. I believe that with these two ways to evaluate, the Multiple Intelligence survey, and the Learning-Style Preference Questionnaire, children will build self-esteem and motivation to do better at school and in life. Students will understand that everyone is different and we all need to be more respectful and less judgmental of each other. More valuable as an evaluation is that teachers may capture a solution to a behavioral issue that will benefit the class atmosphere. Brenda Dyck promotes compassion towards all the children, without looking at the disability itself, but at the child abilities.

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Her current scores on reading assessments are 70%,(novel assessment), 78% (reading assessment/ English mid -term) 58%(informational text;biology), 39% (history). She is able to answer literal questions with 80% and above averages, inferential and analytical questions are at approximately 75% accuracy. Her reading skills are at grade level with her peers and according to her last ETR, she did not demonstrate any weaknesses in reading and reading comprehension skills.

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My evaluation of two months employment at TPS/Eugene Elementary was not based on my professional criterion. Instead, it was judged by parents of a group of students who did not want to do their class work and follow class rules. They went to the office making up a bunch of stories about me. I was not informed until my evaluation. I did not know what was going on.

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(3 points) • As far as physical development goes, Ariya was on track with puberty and her athletic abilities were outstanding. She did well in all fine motor and gross motor tasks. Based on her high levels of activity, I believe she will continue to live an active and healthy lifestyle well into her young adulthood. • Ariya’s cognitive development was also above average. She did exceedingly well in all of her classes, including AP and college credit courses.

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Carla’s tantrums and destructive behavior continues to be problematic in her other classes as well. A behavior intervention needs to be put in place that will help Carla’s behavior decrease. So, we first use a behavioral assessment which will include direct observation and then recording the behavior as it occurs (Miltenberger, 2016). I would start out by having interviews with Carla and her parents along with the teachers that are involved. We would discuss Carla’s behavior and figure out what her target behavior.

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When looking at her school work and from the information that was previously gathered from sessions with Hailey, it was important to assess her as an oral reader, silent reader, writer, word solver, problem solver, and her comprehension. Using a variety of assessments and taking the new information and planning to help Hailey be more successful was important. Also, looking at how Hailey performs across academic areas was another clue to help her be a better student. To have a better picture of Hailey, she brought her academic folders with her to review some of her class work and writing responses, almost like a work portfolio. Hailey made it clear that Science and Math can be more difficult for her than other

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My-Kayla responded well to the intervention. My-Kayla continues to make progress towards her goals. My-Kayla stated, worrying about not having to move again, being with her mother, doing well in school and wanting thing to go okay for her. My-Kayla stated, not being able to do well in school, her mom not caring about her, cannot keep friend and being able to fit in with her friends. My Kayla stated, not being able to have a career because she do not know what she wants to became as an adult, not being able to be with her mother, and not having a good future due to her present situation.

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Many of her behaviors appear to function to gain attention and reaction from staff members. It is unclear at this point whether some behaviors function to escape or avoid task demands, however her teachers report that it can be difficult to complete learning activities with her as she will try and eat the instructional materials. Jane particularly likes being in control of situations and needs clearly defined expectations and consistency to be successful. She benefits from functional types of activities and tasks and is less compliant when tasks are not clear to

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She has shown positive results in physical, cognitive, and socioemotional development. Her motor and fine motor skills are developing properly, her cognitive mind is at the preoperational stage common for children her age, and she has shown to be comfortable with separation and emotions. On a personal note, I really enjoyed this time to play and learn about child K. From my experience with child K, I learned that how accurate growth development concepts can be. It’s like we have figured out the algorithm of how humans develop.

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615 Words | 3 Pages

All of these things that I observed are expected findings of cognitive skills at four years of age. She was developmentally appropriate for her age in cognitive skills. Lastly, I observed her communication skills. Her speech was understandable about 90% of the time and she used complete sentences.

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2.2 Teacher resilience A good number of studies has shown that facing various challenges for teachers in different years of their teaching is inevitable. This issue become important when teaches lack the ability of managing these difficulties which may result in burnout and attrition. To be on the positive side, equipping teachers with qualities that prevent them from frustration and make them to thrive than just survive was an ongoing concern for teacher educators and policy makers. Resilience, as a specific strategy that individuals usually apply when they face a kind of adverse situation (Castro, et al., 2010), has been attracted a lot of attention among researchers.

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Teacher Efficacy was first conceived by The RAND( Research and Development ) researchers United States, with its theoretical base, grounded in Rotter’s Social Learning Theory (1966).According to them Teacher Efficacy is the extent to which Teachers believed that they could control the reinforcement of their actions, that is, whether control of reinforcement lay within them or in the environment. Student motivation and performance were assumed to be significant reinforces for teaching behaviors. Thus, Teachers with a high level of Efficacy believed that they could control, or at least strongly influence, student achievement and motivation, thus the concept of Teacher Efficacy was originated. Teacher Efficacy has been defined as "the extent to which the Teacher believes he or she has the capacity to affect student performance" (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977, p. 137), or as "Teachers ' belief or conviction that they can influence how well students learn, even those who may be difficult or unmotivated" (Guskey & Passaro, 1994, p. 4).

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