I am training to be a teachers aide. I am doing a paper on Special needs - module 2 Demonstrate knowledge of strategies of working with children with special needs and the role of the Teacher Aide. One of the questions is asking to provide information on Modelling correct responses A) what is it? B) Why it could be useful. I am stumped on this one question is there anyone that can help. Thanks
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Modeling correct responses is more of an art than a science. It is showing a student how to take newly mastered skills, and sequence them correctly to be able to solve more complex problems or create more complex products.\n\nThis is where you show the student how to reason through things by doing it yourself on a sample item. I am about to do it for you now, for this question...\n\nWhat are the small steps you need to take to make the big step (answering the assignment)? Most skills that are taken for granted by regular ed expectations are really packages of smaller steps that most people take naturally.\n\nThis can be most easily demonstrated in regrouping in math, although you can break things down (task analyze) for ANY skill. This assumes that the student has learned single digit computation and place value, not just as rote practice, but with understanding of the concepts behind it...imagine that single digit addition and place value concepts have been modeled repeatedly, practiced in a guided format (the student does it with the teacher maintaining the thought sequence for the student..."talking" him/her through it), practiced independently with some re-teaching as needed, and practiced independently and accurately for confidence and speed.\n\nSolve 86 + 49.  First you must know how to add the 6 and the 9 (counting up on Touch Math or tallies or fingers, memorizing the fact, etc.). If you use counting up, you must know which number to start on, how many to count up, etc. If you have memorized the fact, you must have drilled it and practiced it until it comes quickly.  Then you must understand place value...that the 5 in the 15 belongs in the ones place in the answer area because it is 5 ones, and the 1 belongs in the work area tens column to be added because it is really a 10, not a 1. Then you must know to add your tens (80 + 40 = 120)...8 + 4 = 12 with the 2 in the tens column and the 1 in the hundreds.\n\nWhen you model a correct response, you take a sample item, and solve it out loud for them. So you would solve while talking yourself through it. When modeling how to pre-write, rough draft, proofread, and final copy a longer writing assignment, I've worked my way through both my wall whiteboards three times in one session. I have the students remain engaged by asking them for input for content at every step, and I award points for catching me out on errors.\n\nNow, you need to relate this back to your professor's lectures, your reading assignments, and your own thoughts. Put it in your own words.
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Many of us notice this. The category "special education" seems to have a greater than average number of mis-categorized questions. Part of it is non-American visitors to this site, who do not understand that "special education" refers to students requiring individualized programming. They view it, from what it seems from many of the questions posted, as meaning "education relating to specialized skills." I've been busy using up my answers quota posting answers to these types of questions, repeatedly, about appropriate category labels.\nAnother group want specific information (academics, directory assistance, cultural/social skill questions), and don't seem to understand that there are "homework help" and "wordplay" categories under the Education heading, and field-specific categories elsewhere, for them to post under. Many of them are kids, who just grab whatever heading they happen to click on.\nFinally, there are jokesters who are posting stuff they see as "fun," but that usually just ends up being clutter for those of us browsing this category because we are serious about helping each other with our special needs students and family members.\n\nYou can either click on "report abuse" for every single one you see and report them for "Miscategorized," and/or you can answer them with "This belongs in a different category, not 'special education.'" rather than answering the question, even if you really do know a good answer.
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As someone who used to teach I would say this is an inappropriate comment to make as it is so open to misinterpretation. \n\nComments on reports should be concise and should also be indicative of what the student needs to do next. Don't become despondent. Talk to the teacher and ask her to explain what she means. \n\nUnfortunately there are some teachers out there who make inappropriate comments and there is nothing we can do about them!  \n\nIf it's any comfort Albert Einstein was described as "mentally slow, unsociable and adrift forever in his foolish dreams." \n\nSo who knows what you can do with being labelled confused you may be the next Albert Einstein!
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You just answered my question (What is the most important thing you ever learned?) in the way that makes a teacher trainer believe in what she is doing!\nLook, I can't speak for the UK these days. Got qulaified -Got out! I'm on International Eductaion now and it's been my passport to the world...and a vocation I still believe in after...well too many years at the chalk face! The profession doesn't need people to make up numbers, as much as it needs dedicated professionals who seek a reward far richer than gold. I have funny feeling you are just the sort of teacher the kids are so desperately needing (and frankly deserve!)...so hang in there, cos it really is worth the slog. You can contact me for info about a curriculum based on learning to learn for life ...not for tests or govt. figures, if you're interested. jacquelinewebb@isoz.ch.
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Well, if this must have something to do with Math, or abacus calculation, I suggest that you have these slips of paper having equations, like one slip will contain the "question" and the other will contain the "answer".\n\nFor example,\n"3 x 72" and "216"\n\nMake up a few different equations with such slips. Then, in your class, hand out these slips to the children. If they have the "question" slip, their task would be to find the person holding the correct "answer" slip and vice versa.\n\nThis will allow them to interact with one another in some sense. Hope this idea isn't too dull!
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I'm a teacher and I've not heard of the system approach - can you give us more information?
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Ask your teaching assistant about that
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I received from a friend a "survival kit for teachers" last year; it had several items with a clever explanation for each of them.  For example she put in a piece of a jigsaw puzzle that reminds me that I'm just a little part of the big picture, a band-aid for when my students' hurt and my efforts don't seem to work, an eraser to start each day on a clean slate, etc.  I found a site with some different ideas you could use for this http://www.kimskorner4teachertalk.com/classmanagement/survivalkit.html
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ok I'll help! \n1-Why doesn't the (principle) want any conferences @ school?\n2-Why does Joelle back up when the principal asks her names??? (that's weird)\n3-What could be the job of (........) social assitant @ school?\n4-Imagine a conversation between Joelle and a student who does drugs?\n5-Why are parents badly informed? (you could really use the (é)) What can we do so they can be more (informed)?\n6-Compare the french school to the danish one.
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If you are expecting a phsyics teacher to try and help you, you might want to edit your question and ask the REAL question instead.\n\nExpecting someone to contact you.... to see if you can email them about the help you need...... so they can..........\n\nLife is too short. Way too short. ASK the question you need help with, not asking if someone is prepared to answer a question!!!
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I wish there was a book.  I've found the best way is to simply talk to other teachers.  Borrow their ideas and shape them into what will work for you and your class.  It seems like at most staff developments the best you can hope to come away with is a few good ideas.
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I'm a teacher myself, and my role-model was one of my elementary school teachers. \nShe was kind and compassionate, but strict - no sympathy when homework wasn't done (without a valid excuse). On providing an excuse, she'll go to the trouble of helping you catch up on late homework.\nShe had all the time in the world for the "not so intelligent" student who tried hard. Lazy ones often got a talking to - not an angry talk, just one to explain why students had to do homework/study for tests (to get ahead in life). And most often it worked!\nShe lived for her students. She'd make house calls on sick students, bring extra sandwiches for the hungry ones, listen to the sad ones' woes, and know each child's ability and potential as if she had godly insight.\nI'm trying my best to be like her. It's hard, but not impossible. But isn't that what role-models areall about -  show you it's possible with hard work.
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Hello, I think you are not getting answers because this is the category for "special education".  In the U.S. this term usually refers to school children who have special educational needs.  \n\nSince you are talking about Nursing School you would get better answers if you post this question in the Higher Education or Business/Careers categories.  If you find a nursing school - the advisors there will assist you.
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One of the solutions that can be applied () personal development classes.\n\nSince "of the solutions" and "personal development" are details, are descriptions  of "one" and "classes" respectively, just remove it to test the (is) and the (are).\n\nOne [] that can be applied IS [] classes.\nOne [] that can be applied are [] classes.\n\nOne [] that can be applied is....\nOne is singular. One solution.\n\nIf it was "Two that can be appllied .... ARE." Because two is not singular.\nOne is.\nTwo are.
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Ask her what she believes the students will achieve in her class - attainment targets - learning outcomes.\n\nWhat strategies is she using to draw the students interest and engage them whilst learning?\n\nHow does this class fit in to the rest of the curriculum and the students overall education?\n\nthat kind of thing - more specific and targetted really drawing out her thinking behind the calls and how it is going to be taught for best effect.
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I'd have to know more thank 'its an alternative' school. Like does it work specially with children who have special needs? If it did, probably. Those kids have a hard time in school.
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Um, your question is?\n\nAnd this relates to Special Education how?