6  RESPONSES DUE IN 24 HOURS

EACH SET OF 2 RESPONSES HAS INSTRUCTIONS ON THEIR OWN..

Guided Response: Consider the ideas shared in several of your classmates’ posts. Provide advice to at least two of your classmates regarding their analyses of competent teacher traits. Be sure to respond to any queries or comments posted by your instructor.

CIARA’S POST:

a.)Standard 1:Learning Development

I currently exhibit theses principles through experience, I have homeschooled my children since the beginning and they are different ages. Each child is different in how they learn, interest, and challenges. A lesson plan for each is created specifically to the child own needs, learning objectives, and goals per grade level. It is important to evaluate each child in order to successful create this plan. (IEP Individualized Education plan)

Standard 2 :Learning Differences

I have demonstrated learning difference by creating a lesson plan for each child individually, from interest to strength and weaknesses.

The two selected principles are essential to teaching because every child is different and their brain operate differently.  A Catered lesson plan individualized to each child ensure more success and help the learning growth and development to increase with joy. 

b.) Standard 10: Leadership and collaboration

Standard 7: Planning for Instructional activities

This is important because as an educator I must be able to lead and work with parents, students, staff etc. I need help in the area because I lack organization when is comes to scheduling and following through with calendar events.I am working towards this. I believe for me this is the foundation to be successful. I am now using calendaring to organize my home and homeschool setting and practicing now. 

ARICA’S POST:

1. Select two of the ten principles and discuss how you currently exhibit these principles. Why might the two selected principles be considered essential elements of teaching? 

Standard 2: Learning Differences 

I currently exhibit this principle because I make sure that I am adapting to each child’s needs within my classroom and using the scaffolding strategy to help them meet their individual goal.  This is essential because every year that you welcome children into your classroom you need to be flexible and get to know their strengths and weaknesses. Once you know what their weaknesses are you know what to work on within your lesson plans.   

Standard 3: Learning Environments 

I chose this one because I do this on a daily with my preschool students.  I greet them in the morning, I am there for them when they need help solving a problem with a friend.  If needed I give them the words to say kindly to their friend.  This is essential because it reflects your classroom management skills.  You must maintain your emotions even when the children are not listening or being unsafe.   

1. Select two of the ten principles and discuss why they reflect areas of needed growth as you work towards becoming an educator. What will you do to improve these areas? 

Standard 7: Planning for Instruction 

I do not have a lot of experience with planning, but I have had experience.  I have so much knowledge to convey to the children but sometimes I’m unsure of how to tie it into assessment tools.  I work closely with my co-worker who currently is the lead teacher in the classroom.  I try to absorb everything that she does and teaches me.  Before college, I learned from working as a Teacher Assistant for 10 years.  Now I get to see why we do certain techniques that I have learned over the years.  I will continue to push forward and learn from my co-worker and finish my bachelor’s degree in October 2021 in Education Studies. 

Standard 10: Leadership and collaboration 

This is important because it is the way that you run your room, the information that you know and how you communicate with families and other professionals.  It is a team effort to come together to help all your students.  I don’t have much experience with this because I have never run my own classroom in the sense that I’ve been on my own.  I have classroom management skills and know how to do the basics to run the classroom when my lead teacher is gone but I have some more to learn about it.  I will continue taking courses and trainings to be sure that I am up to date on the information that will help me become successful.  The more that I collaborate with professionals the more that I will know, and I promise to always have an open mind going into any situation.   

Guided Response: As you read the responses of your classmates, consider how theories of cognitive development are important for teachers to know when working with their students. Respond to at least two of your classmates with an analysis of their examples and consider possible limitations with either Piaget’s or Vygotsky’s theories. Be sure to ask for clarification if you find a particular aspect of another post confusing or not fully-developed. Be sure to respond to any queries or comments posted by your instructor.

ANDREA’S POST:

I would have to agree with Piaget’s theory, in that children adapt to their surroundings through assimilation and accommodation. To my understanding, this is taking old information and converting it into new ideas and information. I also would agree that development can be classified but not by ages. Every child develops at a different time and with other methods. I agree that children will get the most out of instruction by being at the appropriate learning development period (LaFrancois, 2018).

To me, Vygotsky’s zone of proximal development is the span of development that a child’s mentality is at. For example, my 4-year-old can play with a baby but not a toddler and can complete kindergarten concepts but is not even in preschool. She has a broader knowledge span than a typical 4-year-old and is best friends with a 6-year-old but can diminish down to a baby’s level if she is entertaining. I see this concept that a toddler can be in their ZPD by following through with expected milestones of potty training, talking, or eating solid foods by themselves.

Reference

LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.). Retrieved from https://content.ashford.edu

MEGHANN’S POST:

a. Describe Piaget’s answers for the primary biological questions he asked: How do children adapt? How can development be classified? Next, share whether or not you agree with Piaget. Then, describe the value for teachers in understanding Piaget’s Theory of Cognitive Development. Apply this to your own role as a future educator.

Piaget’s answer to How do children adapt, is as follows according to our text he said that “adaption is made possible through twin processes of assimilation and accommodation” (LeFrancois, 2018). He believed that the ability to adapt was made possible because little change occurs to a babies cognitive system when they are experiencing change and learning. How can development be classified? another question Piaget had his theories on which centered on his believe that stages build development. He says that the stages are broken down depending on the development of the child. An example would be age and brain development which are all stages of development. These all play a role in how a child will learn according to Piaget. 

I believe that Piaget was right in ways because all children learn and grow at their own pace and they are extremely adaptive. This being said it is important for educators to understand these theories because it allows us to teach and plan lessons accordingly. 

a.  Give an example of what is meant by Vygotsky’s zone of proximal development (ZPD). Explain how your example fully illustrates your understanding of ZPD. Also, describe at least two educational implications of this concept. Use the concept of scaffolding in your answer.

Vygotsky’s zone of proximal development is the gap between what a person, child, or student can do on their own and what they can get with the help of another, maybe more knowledgeable person. An example would be my daughter who is in second grade currently. She has just mastered basic addition in her class, she received a little certificate and everything, so this being said she is now being guided by her teacher into practicing more basic subtraction which would be in her range or proximal development with the proper guidance. However, basic algebra would be out of her range of proximal development even with guidance. This example shows what my daughter is capable of on her own and what she is capable of with guidance from another person. 

Reference

LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.). Retrieved from https://content.ashford.edu

Guided Response: Respond to at least two of your classmates’ postings. When responding to your peers, please provide one resource in a local, regional, national agency, or organization that is in place to assist with the discussed adolescence issue. Support your initial and subsequent posts by citing at least two scholarly resources, preferably from the Ashford University Library. The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment.

TAMMY’S POST:

The Age of Adolescence

Adolescence is a distinct and difficult developmental period, as progressive as zygotic through birth phases and stages from birth through the cognitive and intellectual development stages of five to six years old. Pre-pubescence and pubescence milestones are awkward. As adults, we sigh, gasp, or chuckle at snapshots. Maturation allows the challenges of self-discovery and self-identity to progress into adulthood. Life experiences also effect self-esteem and determine the self-image we portray to others. The image we take of ourselves, especially during adolescence is faced with how we treat our body or cause ourselves harm.

Piaget’s logical reasoning and abstract thought, adolescence truly entails the “Why?” not of the same caliber of an inquisitive toddler (Martin, 2018). The key to prevention or intervention of Non-suicidal Self-Injury is the reasoning of the “Why?” Why is this young and impressionable adolescent self-harming? Once the cause is found and the adolescent’s effect or release, then the requirement of impulse control from emotional regulation appropriately rehabilitates the trauma or modeling.

Subtle or Safe Settings

I believe there are two settings and professionals that best resolve the behaviors. If the causality is family dynamics and dysfunctional, the foster care setting is best with CPS’s coordination for therapeutic support groups. This method’s validation is to place the child in a stable and safe environment away from the contributors influencing their behavior, then replace the destructive behaviors with affection and nurturement.

If the behaviors present no apparent cause or the tendency is escalating in frequency and extremity, then a residential facility is ideal for closely monitoring underlying triggers. Constant and consistent but professional and passionate care allows the adolescent to be safe and still explore. Once the cause is diagnosed, an intervention can initiate under clinical practices.

Professional = Parent

Since the autonomy is higher now than a decade or century ago, the instigating or manipulating factors that influence the behaviors should be removed or reduced, at least at the onset of treatment. In most cultures, with adolescents driven in macrosystem and peer-pressure, group settings can encourage a haven for the kids to open up (Martin, 2018). On the contrary, a microsystem may be considered a threat or intrusive as a psychologist or therapist might provoke the rebellion typical with parenting.

References

Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson.

CARMEN’S POST:

Adolescence

Adolescence is a very interesting stage and generally stereotyped as rebellious and out of control. as they attempt to find themselves and accepted in society. Adolescence go through several emotional and physical change that it can be devastating at times for them. In today’s society there are a lot of things that contribute to this change in adolescence. According to Martin (2018) changes in the U.S. economic structure contributed to changes in other realms as well, including family structure and the educational system, each of which has had an impact on the lives of adolescents. Due to these changes there are issues that many common psychosocial challenges and psychological disorders adolescents are faced with which include bullying, eating disorders, suicidal ideation, depression, substance abuse among several other dangerous factors that can affect our adolescence if they don’t receive proper treatment.

Discuss one issue that may be faced by an adolescent (e.g., bullying, eating disorders, suicidal ideations, depression, substance abuse, etc.).

Adolescence are faced with several different emotional factors when dealing with problems. I feel as Human Service Professionals we need to be aware of any signs of harm and a most visible is nonsuicidal self-injury disorder. According to Martin (2018) adolescents experiencing depression and anxiety may manifest many self- destructive behaviors, most serious being suicide. NSSI involves the deliberate attempt to hurt oneself without suicidal intent, can involve scratching, cutting, and burning oneself, typically on the arms and legs, but can also include head banging (Martin, 2018). Adolescence that are faced with emotional pain and have not had any intervention result in physical pain because it is perceived to be more easily managed (Martin, 2018). Reasons why adolescence engage in NSSI is unknown, however adolescence begin NSSI as early as age 12 to 14, peaking in middle adolescence and declining in adulthood. According to Martin (2018) Just under 7 percent of the general adolescent population engages in NSSI, compared to 40 percent of the psychiatric inpatient adolescent population. Due to NSSI some social consequences that adolescent can endure are infections, scarring, scrutiny and rejection by peers, family members, and even health care workers. (Martin, 2018). Overall, although the reasons are unknown NSSI is associated with emotional and psychological problems including depression and anxiety, eating disorder, chronic feelings of hopelessness and despair, sexual abuse, physical abuse, severe emotional abuse, perfectionism and a pervasive sense of loneliness (Martin, 2018). Many adolescences that engage in NSSI according the National Institute of Mental Health state that normally is caused by sexually abused as a child, and cutting or burning provides as sense of emotional numbness (Martin, 2018).

Explore options, and recommend a treatment professional and a setting to address the adolescent’s issue. State why that professional and that setting are the best options.

NSSI adolescence are difficult to treat according to Martin (2018) because individuals have difficulty controlling the urge to self-abuse, particularly because the body develops a tolerance to the pain and can become addicted to the endorphins that are released when tissues is damaged. Human service professionals will encounter NSSI client in a variety of practice setting such as adolescents’ residential facilities, group home, foster homes, schools, and any other settings where adolescents are served (Martin, 2018). As professionals we must be on the lookout for warning signs  as NSSI who self-mutilate for attention often flaunt their “work” y showing-off what frequently amounts to superficial cuts on forearms or thighs. It’s important to look are warning signs such as a adolescent waring a long sweeter on a hot sunny day, unexplained or suspicious wound, particularly wound that tend not to heal (due to chronic reinjury) (Martin, 2018). According to Martin (2018) the most recommended treatment program includes a combination of individual, group and family therapy with the goal of increasing the adolescent’s personal insight and awareness of the dynamics underlying the compulsion of self-injured. In addition, addressing impulse control and emotional regulation are vital in successful treatment plan, as this will help the adolescent to learn how to understand effectively manage intense or uncomfortable emotions in a direct manner. Overall this approach will allow self-abusive adolescents to own their emotions, rather than deny or suppress them (Martin, 2018). Meeting the adolescent where they are is important and inquiring where they feel comfortable to have the session is important because they would feel comfortable and safe to talk. This is very important to keep in mind when seeking for a setting for the adolescent.

Reference

Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson.