The presenter will maintain a checklist during the course of the presentation and will identify each topic as it has been completed. This will allow the presenter to make sure that all the necessary topics are covered in time and there is room to perform the activities. The presenter will also distribute feedback forms to the participants. They will be required to complete these feedback forms at the end of the presentation and deposit them with the presenter or at a designated desk before leaving. The information on the forms will enable the presenter to assess whether the goals of the presentation have been met. The feedback forms will also have space where the participant may enter an email address so that the presenter may contact them to learn how they are progressing with the implementation of the ideas shared during the presentation.
Summary

Intermediate division teachers can create effective learning…...

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References

Blanchard, K. (n.a.). The Seven Dynamics of Change. Inside Management, pp. 81-84.

Bressell, N.C. (n.a.). The Classroom of the 1990s and the New Millennium. Accessed on 26 May 2012 from  http://www.icponline.org/index.php?option=com_content&task=view&id=110&Itemid=50 

Fouts, J.T. And Myers, R.E. (1992). Classroom Enviornments and Middle School Students' Views of Science. Journal of Education Research, July/August 1992, pp. 103-110.

Ontario. (2005). Education for All.

Gokhale, a. (1995). Collaborative Learning Enhancing Critical Thinking. Journal of Technology Education, 7, 22 -- 31.

In the article titled, Collaborative Learning Enhances Critical Thinking, the authors are seeking to understand the true effect that technology will have on what is known as collaborative learning. This is where students will work together to increase the overall amounts of comprehension of the subject matter. In this article, researchers wanted to know if learning was more effective in those environments, where there was more of an emphasis on individual learning. To determine which methods was most effective, researchers would survey 48 students using the individual method and then having the student learn collectively. The results of the study were that both methods were effective, in helping to increase the amounts of learning comprehension. However, when collaborative learning is used, students were more prepared for a variety of situations that they could face in…...

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Bibliography

Edmonton Catholic Schools. (2010). Retrieved June 20, 2010 from ECSD website:  http://www.ecsd.net/programs/alternative_education.html 

Edmonton Catholic Schools. (2004). Retrieved June 22, 2010 from Microsoft website: http://www.microsoft.com/canada/casestudies/edmonton_catholic_schools.mspx

Smart Technologies. (2006). Interactive White Boards and Learning. Canada, Author.  http://www2.smarttech.com/NR/rdonlyres/2C729F6E-0A8D-42B8-9B32-F90BE0A746D8/0/Int_Whiteboard_Research_Whitepaper_Update.pdf 

What is Qualitative Research. (2009). Retrieved June 14, 2010 from Market Research World website: http://www.marketresearchworld.net/index.php?Itemid=64&id=10&option=com_content&task=view

In other words, those who are interested in being (or becoming) transformational leaders must focus on successful integration into the environment in such a way as to contribute to a strategy that is successful. Transforming an organization takes time, as well, and with a school there is a great deal of work to be done. One of the best ways to start that transformation is to use a SWOT analysis to see the real issues that have to be addressed in strategic planning (Bass & Avolio, 1994). That can make a strong foundation that can be used for creating a business plan. With a SWOT analysis, a leader can focus on the issues that have to be corrected for the business to succeed. Until a leader is interested in working in a transformational manner, though, determining the issues will not be enough to get the problems corrected (Bass &…...

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References

Bass, B.M. & Avolio, B.J. (Eds.). (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage Publications.

Harrison, J.P. (2010). Essentials of strategic planning in healthcare. Chapters 5 & 7. Chicago: Health Administration Press.

Kotlyar, I. & Karakowsky, L. (2006). Leading conflict? Linkages between leader behaviors and group conflict. Small Group Research, 37(4): 377-403

Mintzberg, H. (2005). Strategy safari: A guided tour through the wilds of strategic management. Chapters 10-11. New York, NY: Free Press.

Classroom Management
Learning environment and students' behavior

The issue of behavior and environment has been a topic of discussion for a longtime and behaviorists have over time tried to give explanations that tend to kill the argument of nature vs. nurture. It has been fronted by behaviorist or behavior scientists that the genes only predispose the human being to some behavior, but it is the environment that supports the behavior to manifest. This indicates that the genes are not as important as previously thought. If the gene predisposes an individual to some behavior but the environment does not support the behavior then it will not manifest hence genes are not important here, but the environment is (Mutual esponsibility, 2014).

This above argument is hence the center of this discussion as we seek to see the evidential link between the behavior of students at a school and how this behavior within the school is…...

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References

Montessori Education (UK) Ltd., (2012). The Outdoor Environment. Retrieved April 10, 2014 from  http://www.montessorieducationuk.org/?q=eyfs/enabling-environments/learning-environment/outdoor-environment 

Mutual Responsibility, (2014). 3 Ways The Environment Shapes Human Behavior. Retrieved April 10, 2014 from  http://www.mutualresponsibility.org/science/3-ways-the-environment-shapes-human-behavior 

Weimer M, (2011). 10 Benefits of Getting Students to Participate in Classroom Discussions. Retrieved April 10, 2014 from  http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-classroom-discussions/

learning environment requires a consistent and fair approrach to those learning. However, the exact relationship between learning and classroom leadership has not yet been defined. However, Drs. Brown (university of Saskatchewan) and Posner (Santa Clara University) investigate how the templates of learning and leadership interact and are related. Using a quantitative approach with learning tactics inventory and leadership practices inventory, they note that with a sample of 312 individuals the more active and versailte learners and both engaged in robust leadership behaviors and respond to leadership techniques. When one looks at the changes in contemporary culture (e.g. adult learning, life-long learning, change of career, educational budgets), this becomes even more imporant.
Ironically, in a speech John F. Kennedy was prepared to give on that fatefully Dallas day in 1963, he noted, "leadership and learning are indispensable to each other." s the goals of education are more articulated in vision and…...

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And Leadership," Leadership and Organizational Development. May, 2001: 274-80.

To some, learning is a cognitive function -- a physical and biological function of dealing successfully with environmental stimuli. Piaget, for one, believed that it was organization and adaption that separated the human individual from other animals because humans could remember and learn - and hypothesize the future. Organization as Piaget saw it said that humans are designed to organize their observations and experiences into coherent sets of meanings. Adaptation is the tendency to adjust to the environment - a process by which we create matches between our original observations and new ones that might not seem logical at first, but provide new solutions to unique problems.

But there are other ways of looking at the broad picture of education outside the cognitive norm. Once we have a basic understanding of how learning occurs, we must then turn to the subject of why learning occurs. Richard Rodriguez, in The Achievement of Desire, takes the view that more formalized education (e.g. outside Vygotsky's environmental zone into a more artificial sense of cognition). For Rodriguez, "A primary reason for my success in the classroom was that I couldn't forget that schooling was changing me and separating me from the life I enjoyed before becoming a student" Therein lies the conundrum for Rodriguez; on one hand, it is absolutely necessary for an individual to move forward with their life and education, and particularly so, he says, for minority

This would allow my students to be properly engaged during the time of issuing instructions. The instruction time is also to be maximized while disciplinary cases minimized in order to help in the achievement of academic success.
I will research, evaluate and implement effective instructional strategies in the classroom settings that can help in providing the students with a rich as well as appropriate environment that is appropriate for learning.

I will implement the esponse to Intervention model. In order to analyze as well as use the available student data in the implementation of effective instructions / Interventions.

I will teach on how technology can be utilized in English lessons in order to motivate the students as well as apply the diverse learning styles.

How I will achieve my objectives

I will achieve my objective by sticking to a very strict lesson plans as well as the application of the necessary theories to facilitate…...

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References

Benjamin, a. (2002). Differentiated Instruction, a Guide for Middle and High School Teachers. Larchmont, NY: Eye on Education.

Ellis, E., Gable, R.A., Gregg, M., Rock, M.L. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47

Glanz, C (2004). The Challenge of Local Language Writers in Uganda

The Case of Two Luganda Authors. in: African Media Cultures.

Managing Supportive Learning Environments
Mode of Enrolment: ONC (Toowoomba) or WEB (Highlight one).

A central message from this advancement is that successful behaviour change requires identification of the events that predict and maintain problem behaviours. Historically, the problem behaviours have been seen as inherent in the child, behaviours which must be controlled and managed. The idea of support proactively focuses on prevention and educating students in different, more appropriate forms of behaviour. The challenge is to teach that poor behaviour goes beyond breaking rules and getting caught -- that it deprives others of their right to feel safe and respected, and to learn without distractions (ogers, 2007). In practice, behaviour support involves "interventions that consider the contexts within which the behaviour occurs . . . that address the functionality of the problem behaviour . . . that can be justified by the outcomes . . . [and] that are acceptable to…...

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References:

Charles, C. (2002). Linda Albert's cooperative discipline. In Building classroom discipline (7th ed., pp. 67-84). Boston, MASS: Allyn and Bacon.

Goodenow, C. (1992). Issues in the creation and coordination of an academic computing help desk. American Educational Research Association: Paper presented at the AERA annual meeting, San Francisco, CA. Retrieved from  http://eric.ed.gov/PDFS/ED349364.pdf 

Horner, R., & Sugai, G. (2005). School-wide positive behavior support. [Web Slideshow]. Retrieved from .pdfhttp://ea.niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/SchoolWidePBS08

Jones, V., & Jones, L. (2007). Comprehensive classroom management: creating communities of support and solving problems (8th ed., pp. 73-119). Boston, MA: Pearson Allyn and Bacon.

These authors purport:
Intentional living-learning (LL) communities that expand upon the Oxford and Cambridge models of residential living are higher education's attempt to respond to the student and societal need for a quality and seamless education. These learning communities are not a response to one problem in higher education; they are a response to myriad concerns and fundamental issues identified by a number of national higher education reports. & #8230;Learning communities respond, in part, to the mismatched expectations of students and faculty, as well as to the inadequate amount of intellectual interaction between faculty and students and between students and students (Pasque & Murphy, ¶ 2).

Learning communities may or may not directly or indirectly enhance academic achievement, according to Pasque and Murphy (2005). The authors found from their study, albeit, that for specific students, learning communities did directly relate to academic achievement, even though not significantly.

Eric Daffron and Christopher J.…...

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REFERENCES

Brower, a.M. (2007). Continuing Trends and Long-Term Effects of Living Learning

Participation. Living Learning Programs Conference. National Study of Living Learning

Programs (NSLLP). Oct 15-17, 2007. St. Louis, MO. Retrieved October 27, 2009 from  http://www.livelearnstudy.net/images/2007_ACUHOILLC_CLOSING_Plenary.pdf 

Daffron, E. & Holland, C.J. (2009). Honors living-learning communities: A model of success and collaboration. Honors in Practice. National Collegiate Honors Council.

Principals must be aware that teachers at times are and may feel isolated; that they need to know what teachers are regularly doing in their classrooms. Teachers and principals both need to be regularly sustained with quality conversation of a personal and/or professional nature (Burmeister & Hensley, 2004). This study reminded the researcher of the value of building positive relationships with classified staff and providing support for them.
Principles need to make a point to communicate with others daily. It proves valuable, the researcher learned, to enlist "office staff, yard monitors / security, maintenance/facilities people, and bus drivers as allies" (Burmeister & Hensley, 2004 ¶ 11). Learning from others in their areas of expertise helps the principle, instead of putting out fires, plan for prevention of problems.

Being the school team's facilitator, cheerleader, communicator, and caretaker of hope, presenting possibilities to overcome barriers also reduces isolation. During the process, others become…...

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References

Burmeister, LaVern & Hensley, Phyllis. (2004). it's all about relationships: isolation has become part of the organizational culture of schools. But by building solid relationships based on trust, administrators can substantially reduce or eliminate the isolation they experience.

Leadership. Association of California School Administrators. Retrieved March 31, 2009

from HighBeam Research:   Florida educational leadership standards understanding and implementing Florida's new principal leadership standards. (2005). Florida Department of Education. Retrieved March 31, 2009 from http://74.125.93.104/custom?q=cache:0jXkGKj9C1cJ:www.fldoe.org/board/meetings/2http://www.highbeam.com/doc/1G1-123675759.html .

05_01_18/PrincipalStandards.pdf+principal+leadership+standards&cd=1&hl=en&ct=cl &gl=us&client=google-coop-np Interstate school leaders licensure consortium standards for school leaders.(1996). Council of Chief State School Officers State Education Assessment Center. Retrieved March 31,

Supportive Vocabulary Learning Environment
As society becomes more socially complex and competitive, an expansive vocabulary takes on greater importance. For children and adults alike, some benefits of an improved vocabulary include the ability to effectively communicate and express oneself, ease of adaptability through more sophisticated social skills, and greater overall success in school or workplace endeavors. One of the most well-known facts about language is that young children, particularly toddlers, absorb and incorporate new words and meanings into their vocabulary at an amazingly rapid rate . However, educators need to take advantage of their position by encouraging ongoing vocabulary improvement at all skill levels by fostering a supportive learning environment. However, studies show that classic methods for vocabulary instruction such as traditional reading-based contextual learning or quizzing based on memorization of new vocabulary lists are not highly efficient or effective . Fortunately, the technologies of today offer may options to aid…...

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References

Harris, R. (2010, 10-14). Some Ideas for Motivating Students. Retrieved 11-20, 2010, from VirtualSalt.com:  http://www.virtualsalt.com/motivate.htm 

Jaffe-Gill, E., Kemp, G., & Robinson, L. (2010, 11). How to Improve Your Memory. Retrieved 11-20, 2010, from Helpguide.org:  http://helpguide.org/life/improving_memory.htm 

Kail, R.V., & Cavanaugh, J.C. (2008). Human Development: A Life-Span View. Cengage Learning.

Manzo, K.K. (2009). Studies Support Benefits of Educational TV for Reading. Retrieved 11-20, 2010, from www.education.com:  http://www.education.com/reference/article/studies-support-benefits-educational-tv/

Concerns Relating to Challenging Students
The classroom environment comprises different kinds of students from various backgrounds and with differing academic potential and performance. However, students’ behaviors and academic performance are impacted by various factors including poverty, divorce, and dysfunctional family. Actually, these factors enhance a student’s potential for school difficulties though they do not assure it. Nonetheless, teachers need to understand that these factors do not behaviorally or academically impact some students while others are significantly affected by them. This understanding implies that teachers need to change their beliefs that these home situations or factors contribute to a student’s school difficulties. Through this, teachers enhance their interventions and efforts towards creating a safe learning environment for all students to thrive academically.
The difference in the impact of home situations on a student’s behavior and academic performance is attributable to the student’s understanding of these situations. According to the findings of a recent…...

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References

Project ACHIEVE. (2011, October). Integrating the School Prevention, Review, and Intervention Team (SPRINT) and Response-to-Instruction/Intervention (RtI2) Process: A Model Implementation Guidebook for Schools and Districts. Retrieved September 19, 2017, from

Science Daily. (2013, May 8). Why Family Conflict Affects Some Children More Than Others. Science News. Retrieved September 19, 2017, from  https://www.sciencedaily.com/releases/2013/05/130508092835.htm 

 

http://www.projectachieve.info/assets/files/pdfs/RtI%20Model%20Guidebook%20Project%20ACH%20Final%20101511.pdf

College life is one of the most memorable experiences in one’s life. When one joins college, she/she begins to enjoy the various academic activities vibrant environment and the company of friends. Besides nurturing adolescents, all these activities combine to prepare one for adulthood. However, from a closer look, while in college, students experience various challenges in their everyday life. The challenges cover the whole idea of a vibrant and exciting college life, contributing to stress. Watson (2012) defines stress as the tension that an individual experiences over a certain duration, which affects all aspects of a person’s life. If not handled properly, stress can escalate and interfere with a student’s social well-being, emotional health, and academic performance. Sources of Stress
High levels of stress can interfere with a student’s ability to memorize, learn and obtain good grades. Besides these academic impacts, stress can equally affect a student’s emotional, physical and mental health.…...

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References

Collins, K. M., Onwuegbuzie, A. J., & Jiao, Q. G. (2010). Toward a broader understanding of stress and coping: Mixed methods approach. Charlotte, NC: Information Age Pub.

Heiselt, A., & Hughey, A. (2014). College Student Affairs Journal, Volume 32, Issue 1. Charlotte: Information Age Publishing.

Seaward, B. L. (2017). Managing Stress: Principles and strategies for health and well-being. Jones & Bartlett Learning.

Watson, J. C. (April 01, 2012). Managing College Stress: The Role of College Counselors. Journal of College Counseling, 15, 1, 3-4.

Leadership in Action My Thinking about Professional Development
Talking about professional development has enabled me to rethink my definition of personal development by looking at it from a different angle. Reflecting back on my internship program, I have realized that my thinking of professional development has been transformed as occasioned by the different variables in the workplace. It continues to change as it encounters intense and competitive learning strategies that employees apply in real life situations. I have realized that professional development is dynamic because of the employers’ need to evaluate the knowledge and skills that employees have. In the end, employees are constantly being judged by looking at their capabilities in the changing and competitive work environment. The reasoning arises from the fact that the movement experienced in the workplace resonates to changing the position of the goalpost every season. Such encounters could be related to new technology, legislation, or the…...

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References:

Palmer, P. J. (2008). On the edge. Journal of Staff Development, 29(2), 12-16.

Servage, L. (2009). Who is the “professional” in a professional learning community? Canadian Journal of Education, 32(1), 149-171.

Specific teaching strategies are then presented in this article as addressed to each deterrence factor group. As an example, for the groups that suffer from low self-confidence, one strategy might be to make sure, early in the program, that each student knows that his or her own goals are reachable. Make sure they are provided with goals that will be within their reach.

Then the author discusses five real cases of successful adult retention programs, and concludes that it takes total commitment on the part of everyone involved in the program to make it work.

Why is This Information Important?

Education of disadvantaged adults increases their literacy to make them employable. It also increases their self-confidence and capability to become a positive contributor to society.

ibliography

Kerka, S. (1988). Strategies for retaining adult students: The educationally disadvantaged. ERIC digest no. 76. (ED299455). Retrieved July 23, 2009, from ericdigests.org: http://www.ericdigests.org/pre-929/adult.htm....

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Bibliography

Kerka, S. (1988). Strategies for retaining adult students: The educationally disadvantaged. ERIC digest no. 76. (ED299455). Retrieved July 23, 2009, from ericdigests.org:  http://www.ericdigests.org/pre-929/adult.htm .

Changes at the District Level
Please read Chapter 11 of The Kids Left Behind. As you read, fill in the graphic organizer on the next two pages, outlining how each structural change to school policies can help improve educational and personal outcomes of students in poverty. Then, describe some of the barriers to implementing these changes.

Why It's a Good Idea

Common Barriers to Implementation

Providing extra instructional time

Impoverished students stand to benefit from the additional time and attention brought on by this strategy. This is because these students can use the extra time to devote to problem areas and then improve. The students from Gainesville essentially had an 8-day school week that led to improved test score in math and English language arts.

Potential barriers are lack of resources to enable additional instruction. If there is no instructor willing to put in additional time to teach these students, then there will be no availability…...

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References

Barr, R. D., & Parrett, W. (2007). The kids left behind: Catching up the underachieving children of poverty. Bloomington, IN: Solution Tree.

In our opinion, at this time the most pressing challenge faced by school leaders is safely continuing with student education while also managing the risk of disease posed to people by the current COVID-19 pandemic.  Many school districts immediately scrambled to get technology into place to support distance-learning, but quickly found that while the technology is important for delivery of classroom materials, the technology is only a tool in the hands of educators.  Educators need to be able to teach using the technology, and, if they are unable to do so, they put their students at a disadvantage.

Moving forward,....

There are many different topics to select when writing about online education.  You can approach the essay from the point-of-view of an educator or of a student, and you can also look at it by grade level for K-12 students, for classes for undergraduate and graduate students. You can focus on the challenges that people face as remote learners or the benefits of remote learning.  Many people who are looking at online education today also look at the impact of the COVID-19 pandemic on remote learning/ online education and how different school districts and educational institutions have....

Looking at the specifics of your question, we saw that your instructor gave you a great beginning to an outline and that you need specific types of resources for your paper on speech or language impairment. We can help you locate scholarly sources on speech or language impairment and also show you how to expand your instructor’s questions to frame an outline for the paper. You may want to focus on speech or language disorders, or, if you choose to write about both, make sure that you differentiate between them.  Language disorders....

The impact of culture on an individual's approach to the classroom is significant. Culture shapes our beliefs, values, and behaviors, which in turn shape our approach to learning and education. Proper spacing and format might look like this:

Culture, with its rich tapestry of traditions, customs, and societal norms, can greatly influence the way we view and engage with the classroom. Firstly, culture shapes our attitudes towards education. In some cultures, education is highly valued and seen as the key to success, leading individuals to approach the classroom with enthusiasm and a strong desire to learn. Conversely, in cultures where education....