In the first quarter I was given the role of Discussion Director where I was able to discuss questions with my group members that popped into my head while I was reading the book. As a group we were able to learn more by conversing with one another about our opinions and thoughts towards the book. It was interesting to hear other points of view on statements that I originally didn’t pay much attention to or think about in detail. The second quarter I was the Connector. We read about Nicolas talking with his sister about his court date regarding visiting hours with his son.…
They all commented on how they enjoyed to reading, working with lego’s, ocean counters, math flash cards, and using the white boards. This group is definitely a hands-on group of learners and very interactive. They commented on how they learned more after the lesson from the results of their post-text. They really liked knowing they are smarting now knowing their numbers 1-10 and being able to tell me which number is greater than, less than, or equal too. The timing of the feedback redirected them or set them on the correct path.…
He served as the group’s coordinator, orienter, and elaborator. He enabled the members to share their ideas, opinions, and stories. This fostered a very accepting atmosphere which is vital to these types of programs. Group Members Each member of the group played different roles as the session progressed.…
We talked about the text features of the books that we either liked or disliked. We also decided to take the first fifteen to half hour taking about the genres and what to look…
In Learning Module J, we learned about group roles. The group roles identified in this modules’ Powerpoint Presentation are; scapegoat, deviant member, internal leader, gatekeeper, monopolize and quiet member ("Foundation practice II week 5 learning module J: group roles and working with individuals in groups," n.d.). The two group roles observed in this group are; quiet member and deviant member. Quiet member: The quiet member is the individual in the group that does not speak. In this particular group the student that has been identified as the quiet member is Yesenia.…
The reader would know enough about the characters to figure the story out. The author would list thoughts and reactions. Notice, the author did not…
DCP El Camino Middle school is a great school that believes every student has the potential to succeed. The administration and teachers do their best to ensure that the students get the best education possible. Since the first day I visited DCP, I saw plenty of potential in the students and a strong sense of community, which is something I have not seen in other schools. As a future professor, I want to work in schools where there is a sense of strong community. DCP has also reinforced the idea of working with my gente, the Latino community.…
We also talked about writing evaluative and argumentative essays. The overall class structure was very common and clear. English was a great opportunity for me to enhance my English vocabulary and…
Strengths: - Nancy does a good job not mirroring the clients tone during this call. He shows clear signs of frustration, but Nancy keeps up her energy. Opportunities: - Properly noted/coded.…
Various norms were followed during the group discussion on who should receive the heart transplant. During our discussion our group demonstrated various implicit norms, such as working together as a team, or calling group members by name. Both examples given are healthy norms in group activities that helped us reach our potential goal. Noah in addition to Tania demonstrated numerous positive group norms such as, involving group members in discussion, or giving details about the assignment. However, various explicit norms were shown during the discussion, the given time limit of twenty minutes played a major role in our group.…
Social Psychology amongst Cheerleaders For this paper, I chose to evaluate my high school’s cheerleading team for concepts that were taught in Social Psychology. I was a member of this team for my junior year of high school- 2012 to 2013. I was a first-year varsity cheerleader, and it was my second year attending this school.…
In the end, this class has helped me develop as a writer through the different activities we did and helped me to notice what I can improve upon in the…
Hypothesis: Five year old kindergarten students identified as having an intellectual disability will show improved scores on the Developmental Reading Assessment at the end of the academic year when they are mainstreamed for reading within the classroom throughout the school year. Variables: Independent variable: One group of students will be mainstreamed for reading within the regular classroom. The other group of students identified as ID will be pulled out into a small group to receive reading instruction within the resource room. Dependent variable: The dependent variable is the score achieved by each student on the DRA.…
When members first got into the group, what benefits were achieved by making each girl summarize what the previous speaker said? By summarizing it showed that the members were listening to one another. Summarizing also allowed group members to get to know each other better. What skills was the worker trying to teach? Listening skills, cultural competency, non verbal cues, and respect for one another.…
Group 4 – Individual Reflection Report What have I learned? During the project, I handled communication with our audience and working on interviews with our targets with my colleagues. I also attended all meetings with our group to discuss and work part by part as scheduled with my classmates.…