Tuesday, February 22, 2011

Learning Questions

Group 1
New Insights in child development and Learning
1.     Give one factor that can affect the learning behavior of the child. Explain.
2.     What is the importance of having theory, learning style and learning questions?
3.     Which is the best approach among the authoritarian and authorative that you will use, when you are in the field of teaching?
4.     How can experiences affect the growth and development of the child?
5.     The creativity of a person may affect the behavior? How?


Group 2
Determine if additional information is needed
1.     As a teacher why do we need to know the child’s growth development, learning as additional information?
2.     What are the advantages and disadvantages of authentic assessment that help the teacher to assess the child?
3.     What is the relationship of socio political influences on assessment practices in the authentic assessment of young children?
4.     How does the teacher implement the process of authentic assessment?
5.     What is the importance of integration of both content information and skills in the authentic assessment?

Group 3
Circular Questions
1.     What is the importance of circular questions?
2.     What are the advantages of using time line in tracking longitudinal sequence?
3.     How can the therapist used the facts and assumptions discussed in the circular questioning to help the client?
4.     If you were the therapist, how can you help your client to solve their family problem?
5.     How will you create or establish a sense of movement to the client?


Monday, February 21, 2011

SUMMARY IN ECED 11

SUMMARY IN ECED 11
Group 2: DETERMINE IF ADDITIONAL INFORMATION IS NEEDED
As teachers begin to engage in the authentic assessment process, or perhaps even before they may become aware of the need for additional information. As teacher evaluator must be aware about the children’s growth development and learning in order to know the children’s ability, skills in the particular age or stage of development, so that the teacher will think what kind of authentic assessment and teaching strategies can be used to DAP. And also teacher must be aware on how to integrate the past learning experiences to the present and bring you to going back to reality. Teacher begins to understand the instruction and assessment in one setting can produce multiple learning’s and assessment in a variety of developmental and curricular areas. Lastly the teacher must understand the individual differences and the developmental benchmarks.
 Teachers will need to think through their management and recordkeeping system in implementing the authentic assessment process. Again, there is no one correct way to operate. It is important for the teachers to select a management procedure that works for them.

*Internalizing ongoing Authentic Assessment
 Teachers need to internalize the place of the authentic assessment process within the total evaluation system and ultimately, in going improvement of the curriculum.

*Mandated Test
There are many mandated test that teacher can be used to assess the children’s weakness and strengthens and using the test scores the teacher should not be classified, labeled, grouped the students to intensive remediation on the basis of one standardized. There are some common mistakes in the use of standardized test information should be avoided such as halo effect, deficit effect, subject success effect, skill drill effect, because it can create biases to the students.

*Plan for Summative Assessments
 The summative assessment is done during the implementation of a program on a curriculum and it provides feedback for the improvement of instruction on the improvement of a particular program. Based on the test result the teacher will think the next step. While the summative assessment is conducted after the completion of a unit on a program. It provides an overall judgments of a success or failure. The summative assessment process includes five steps:
·        Identify the child’s strengths.
·        Document evidence of progress in learning and development.
·        Identify concerns.
·        Identify strategies to continued development.
·        Celebrate emerging development with the child and parent.

 Group 2: Members
BEED 3-A

Herson Bello
Mary Jane Alminicido
Denise Joy Boloy
Christine Joy Francisco
Geraldine Tanayan
Jenesis Mateo

HERSHEY'S THERAPY
personal therapy
View of Human Nature
  The person or a child is the product of his environment and behavior . A child is sensitive and has capable of learning. They need encouragement, guidance and support from his parents and environment. The environment, experiences, behavior and beliefs help the young children to grow up as sensitive human.

THREE HERSHEY'S PATTERNS
  • Outcomes
  • Behaviors
  • Environment  

Maladaptive Behavior

   The relationship of the person to their environment can create negative behavior because of rejection, neglectful without support, guidance of environment. It can result unloving environment, lack of self responsibility, decreasing self achievements and become careless. Because of the effect of the environment the behavior of the person will be changed into dangerous and unacceptable behavior like defiant aggressive, bully,jealous and other negative behavior. Decreasing of self-esteem, lack of acceptance by the environment and maybe a  bad person.

But if the relationship of the person to thier environment is good, because of adequate support and guidance to the person, full engouragement and other it can result loving environment, and result to a good person.

Goals of the therapy

   To create an acceptable environment with appropriate response, encouragement, free from choices, safe for everybody, and have responsibility to provide the needs of a sensitive human.

Function of the therapist

   To guide the person or client in to acceptable behavior with a good environment and to reinforce the good behavior and to diminish the bad behavior.

Techniques in Teaching

  •    Reinforcement
  •    Role playing
  •    Encouragement
  •    Games 



 




Wednesday, December 15, 2010

Christmas For Sale


CHRISTMAS FOR SALE
Christmas, Christmas will visit again. Oh no? What can I do this coming Christmas? I have no idea what is Christmas?. Christmas is the time of giving and sacrificing but how? I’m only a future teacher, what is my role? I know my role is to guide, to create a lesson plan, to facilitate and to teach young children, because of Christmas I will change it.

Christmas is an important part of childhood experiences, because there are some happy moments that the child is experiencing. The child has opportunity to enjoy and to experience Christmas day.

As a teacher I will be know on how to explain what is Christmas for a young children. Why we need to celebrate Christmas? Who is Santa Claus and what is the purpose of Christmas in every people?  These are the common question of the young children that we should be know on how to elucidate for young children. The word Christmas is familiar for young children, because they expected that they can receive beautiful gifts from their ‘ninongs and ninangs and they feel excitement.

The role of a teacher is to explain and to guide the young children to know the purpose of Christmas. Christmas is another way of giving special something to your someone who loves you and also for someone who hates you.
  
 If we explained the Christmas concept correctly the child could create a concept about Christmas in a positive way. They can share the love of Christmas so that other people can feel the essence of Christmas.

The essence of Christmas is to spread the love and joy to another people. So that you will feel the good breeze of Christmas and you will smell the fragrance of Christmas.
The Christmas will visit again and I will feel again. From now on I will start the day with enjoyment, excitement, new hope and love again to sell my Christmas to other person.

Wednesday, December 8, 2010

Checklist of common problems-Eced 11


SAMPLE PROBLEM CHECKLIST

CHILD'S NAME: __________   __________   __________
                                    First                    Middle                     Last


CHILD'S GENDER:  _____Boy   _____ Girl


CHILD'S AGE: _____(Years) ______(Months)


CHILD'S BIRTH DATE: _____ (Month) _____ (Day) _____(Year)


TODAY'S DATE: _____(Month) _____(Day) _____(Year)




Below is a list of items that describes children. For each item that describes th child now or within __________ (days, weeks, or months) please circle the 2, if the item is very true or often true of the child. Circle the 1 if the item is somewhat or sometimes true of the child. If the item is not true of the child, circle 0. Please answer all th items as well as you can, even if some do not seem to apply to the child.

0 = not true         1 = somewhat or sometimes true        2 = very true or often true


0 1 2       1.Acts too young for his/her age

0  1  2     2. Drinks alcohol without parents’ approval

0 1 2       3. Fails to finish things he/she starts

0 1 2       4.There is very little he/she enjoys

0 1 2       5. Bowel movements outside toilet

0 1 2       6. Acts too young for age

0 1 2       7. Afraid to try new things

0 1 2       8. Avoids looking others in the eye

0 1 2       9. Can’t concentrate, can’t pay attention for long

0 1 2     10. Can’t sit still, restless, or hyperactive

0 1 2     11. Can’t stand having things out of place

0 1 2     12. Can’t stand waiting; wants everything now

0 1 2     13.Chews on things that aren’t edible

0 1 2     14. Clings to adults or too dependent

0 1 2     15. Defiant

0 1 2     16. Demands must be met immediately

0 1 2      17. Destroys his/her own things

0 1 2      18. Destroys property belonging to others

0 1 2      19. Daydreams or gets lost in his/her thoughts

0 1 2      20. Disobedient

0 1 2      21. Disturbed by any change in routine

0 1 2      22. Cruelty, bullying, or meanness to others

0 1 2      23. Doesn’t answer when people talk to him/her

0 1 2      24. Difficulty following directions

0 1 2      25. Doesn’t get along with other children

0 1 2      26. Doesn’t know how to have fun; acts like a little adult

0 1 2       27. Doesn’t seem to feel guilty after misbehaving

0 1 2       28. Disturbs other children

0 1 2       29. Easily frustrated

0 1 2       30. Easily jealous

0 1 2        31. Feelings are easily hurt

0 1 2        32. Gets hurt a lot, accident-prone

0 1 2        33. Gets in many fights

0 1 2        34. Gets into everything

0 1 2        35. Gets too upset when separated from parents

0 1 2        36. Explosive and unpredictable behavior

0 1 2        37. Headaches (without medical cause)

0 1 2        38. Hits others

0 1 2        39. Holds his/her breath

0 1 2        40. Hurts animals or people without meaning to

0 1 2        41. Looks unhappy without good reason

0 1 2        42. Angry moods

0 1 2        43. Nausea, feels sick (without medical cause)

0 1 2        44. Nervous movements or twitching (describe): ______________________________________
______________________________________

0 1 2        45. Nervous, highstrung, or tense

0 1 2        46. Fails to carry out assigned tasks

0 1 2        47. Fears daycare or school

0 1 2        48. Overtired

0 1 2        49. Fidgets

0 1 2        50. Gets teased by other children

0 1 2        51. Physically attacks people

0 1 2        52. Picks nose, skin, or other parts of body (describe): _____________________________
______________________________________

0 1 2        53. Plays with own sex parts too much

0 1 2        54. Poorly coordinated or clumsy

0 1 2        55. Problems with eyes without medical cause (describe): ___________________________
_____________________________________

0 1 2       56. Punishment doesn’t change his/her behavior

0 1 2       57. Quickly shifts from one activity to another

0 1 2       58. Rashes or other skin problems (without medical cause)

0 1 2       59. Refuses to eat

0 1 2       60. Refuses to play active games

0 1 2       61. Repeatedly rocks head or body

0 1 2       62. Inattentive, easily distracted

0 1 2       63. Lying or cheating

0 1 2       64. Screams a lot

0 1 2       65. Seems unresponsive to affection

0 1 2       66. Self-conscious or easily embarrassed

0 1 2       67. Selfish or won’t share

0 1 2       68. Shows little affection toward people

0 1 2       71. Shows little interest in things around him/her

0 1 2      72. Shows too little fear of getting hurt



Please be sure you have answered all items.
Underline any you are concerned about.

_________________________________________________________________________

Does the child have any illness or disability (either physical or mental)?     ___No ___Yes-Please Describe




______________________________________________________________________________________________


What concerns you most about the child?


_________________________________________________________________________


Please describe the best things about the child:

Tuesday, November 30, 2010

Common problems in Preschool- Eced 13

Common Preschool Problems
Here is a guide to common problems in preschool children. See the Infection's Guide for information on common childhood infections.

appendicitis
asthma
bedtime problems
bedwetting
bowed legs
constipation
crossed eyes
flat feet
intoeing/outtoeing
knock knees
labial adhesions
nosebleeds
rashes
sibling rivalry
sleep problems
stuffy nose/sneezing
stuttering
toilet training resistance
upper respiratory infections

 Common Preschool Problems

  • Constipation: a very common and frustrating problem in children. It is usually defined as the passage of hard and painful stools or going four or more days without a bowel movement. Constiption is most commonly caused by a diet that is low in fiber, but can also be caused by drinking too much milk (more than 16 to 24oz/d), not drinking enough water or waiting too long to go to the bathroom. Initial treatment is increasing the amount of fluids he drinks and increasing the amount of fiber and bran in his diet. It is usually also helpful to decrease the amount of constipating foods in his diet, including cow's milk, yogurt, cheese, cooked carrots, and bananas. Stool softeners may be necessary if these steps don't work.
  • Upper Respiratory Infections: these are very common and include symptoms of a clear or green runny nose and cough and are usually caused by cold viruses. The best treatment is to use salt water nasal drops and a bulb suctioner to keep their nose clear. Call your Pediatrician if your child has high fever, difficulty breathing or is not improving in 7-10 days
  • Vomiting: usually accompanies diarrhea as part of a viral infection. If your child starts vomiting, it is best to give them a break from eating and drinking for an hour or so and then start to give small amounts of Pedialyte (1 teaspoon) every five or ten minutes. Once your child is able to tolerate drinking these small amounts you can increase the Pedialyte to about a tablespoon every five or ten minutes and then larger amounts as tolerated and then change back to his regular formula. Avoid giving just Pedialyte for more than 12 hours. Call your Pediatrician if the vomit has blood in it, if it is dark green, or if your child is showing signs of dehydration (which includes not urinating in 6-8 hours, having a dry mouth and weight loss).
  • Diarrhea: a common problem and is often caused by a viral infection. Call your Pediatrician if the diarrhea has blood or pus in it, if it is not getting better in 1-2 weeks or if you see signs of dehydration (which includes not urinating in 6-8 hours, having a dry mouth and weight loss). You should continue with their regular diet, but may give 1-2 ounces of Pedialyte each time that he has large diarrhea stool to prevent dehydration.
For more information:

Tuesday, November 23, 2010

Sample of Guidance Program. - ECED 13-

Guidance

Hours of operation: 8:00 am - 4:30 pm
Support staff: Ms. Cindy Bundy
Phone: (757) 648-4911
Guidance Fax (757) 431-3773
An Overview to Virginia Beach City Public Schools’ Guidance/Counseling Services
Secondary Curriculum Student Guide

Ms. Samiya Sanderson
Guidance Department Chair

7th grade
Ext. 84910
Email
grauzlis
Ms. Karen Grauzlis
School Counselor
8th grade
Ext. 84912
Email
pellerin
Mr. Tim Pellerin
School Counselor
6th grade
Ext. 84913
Email


Ms. Cindy Bundy
Guidance Secretary

Mission Statement
The mission of the Virginia Beach City Public Schools Middle School Guidance Program is to partner with parents, community, faculty and staff to provide a comprehensive, developmental counseling program addressing the academic, career, and personal/social development of all students thus preparing them with the knowledge and skills to be productive members of society.
What are the credentials of the counselors?
  • Master's degree from an approved college/university program in school counseling.
  • Two years of successful full-time teaching or relevant work experience in guidance and counseling.
  • Licensed by the Virginia Department of Education.
How is a student referred to the program?
Students may be referred to the counselor by parents, teachers, administrators, or peers, or they may self-refer.
Are students required to participate in the program?
No student is required to participate in any guidance and counseling program to which the parents of that student object. Parents may choose to limit participation in any or all guidance and counseling services at any time by sending a letter to the school principal or by completing a guidance form available at the school.
What does the program provide students?
  • Assists students in their educational, career, personal, and social development.
  • Helps students resolve problems which interfere with learning.
  • Facilitates educational and career planning.
  • Increases knowledge of self and others.
  • Supports students with specific needs.
  • Offers crisis intervention and prevention.
What does the program provide parents?
  • Facilitates a home/school partnership in fostering school success.
  • Provides support for parents regarding their child/s educational development.
  • Shares information with parents to help clarify and/or solve student and/or school-related problems.
  • Protects the privacy of information shared by parents and students
  • Assists parents in refining parenting skills.
  • Coordinates school/community services regarding specific needs of students.
May parents review materials used in the program?
Materials used in the School Counseling Program are available for parental review in each school. Parents may schedule an appointment with the school counselor for this purpose.
What can you as a parent do to help your child succeed in school?
  • Provide an appropriate study environment at home.
  • Establish fair and reasonable expectations.
  • Take time to listen to your child.
  • Maintain communication with teachers, counselors, and other school personnel.
  • Participate in school activities.
  • Help your child establish realistic career and educational goals.
  • Celebrate your child's successes and recognize that mistakes or failures can be turned into positive experiences.