" Communicants are also required to fast in preparation to receive Communion. Currently, this requirement is a fast of one hour prior to Communion of all food and drink other than water and medication. A longer fast of at least three hours, or from midnight, is preferred. Understanding the seriousness of these guidelines helps instill respect for taking Communion in students. This helps students understand that this isn't something that they just do at Mass without thought. Instead, they must prepare themselves physically and spiritually.
Lastly, students should be taught why Communion is taken so frequently. The Eucharist facilitates a union between Man and Christ. Through this lesson, students learn that Communion is a spiritually nourishing event, while also obeying the Lord's instructions to eat and drink His Body and Blood. Each time a communicant takes part in Holy Communion, this brings an increased level of sanctifying grace to their soul,…...

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References

Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs (pp. 87-97). New York: Macmillan.

Peffley, Fr. (No date). The Catholic Church's teaching on the Eucharist. Retrieved October 22, 2010, from http://transporter.com/FatherPeffley/Spirituality/TeachEucharist.html.

Ryan, M. (2006). "Catholic traditions and the classroom religious education program." In Religious education in Catholic schools. (pp.169-196) Melbourne: David Lovell Press.

Rymartz, R. (2007). "At the coalface: Teaching about Jesus." Journal of Religious Education 55 (1) pp. 12-16.

Great emphasis is, for example, placed upon the emotional factors implied in the definition, while the educational factor is somewhat underemphasized. This means that children suffering from behavior or emotional disturbances will not be eligible for special education services unless this is also affecting their academic performance. This separation of issues can result in severe difficulties for these children later in life. On the other hand, if such children do receive the special education attention they need, they can learn to not only adjust to and interact with their social situation in a more acceptable way, but also to adjust to new educational environments in an effective manner.
What is needed is therefore an integrated approach towards the difficulties experienced by children with EBD. This is what the above-mentioned SPED team would be assembled to accomplish. The fact that a multiplicity of relationships with these children are implied by the…...

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References

Joughin, C. (2006, Sept.) Cognitive behaviour therapy can be effective in managing behavioural problems and conduct disorder in pre-adolescence. What Works for Children group: Evidence Nugget. Retrieved from: http://www.whatworksforchildren.org.uk/docs/Nuggets/pdfs/CBT%20nugget.pdf

Martines, D. (2007). Emotionally and Behaviourally Disturbed: Diagnostic Concerns. The Praeger Handbook of Special Education edited by Alberto Bursztyn.

Ryan, J.B., Pierce, C.D. And Mooney, P. (2008). Evidence-Based Teaching Strategies for Students With EBD. Beyond Behavior, Spring.  http://www.ccbd.net/documents/bb/bebe-17-03-22.pdf

Persistence: Students that received long-term contact with teachers were more likely to foster feelings of belonging. The persistent contact acted as encouragement which promoted student motivation (Edgar & Johnson, 1995). Teachers that continually worked with students were sending nonverbal messages affirming their belief in the students. Edgar & Johnson (1995) found counselors were more successful when students perceived them as trusting and helpful. Actions that earned counselors the respect of the students were: demonstrating continual interest in the students, doing favors to show care, and by being respectful and courteous in return to the students (Edgar & Johnson, 1995). According to Wheatley (2002), teacher persistence was especially beneficial for students who had low self-expectations and whom others viewed with lower expectations. Teacher persistence has been noted to promote higher expectations among their students (Wheatley, 2002).

Fairness: Edgar & Johnson (1995) cited findings that encouraged schools to review their school rules to…...

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Literature Review- Scholarly examination on the subject of student-teacher relationships shows only marginal and very sporadic accounts within the educational field prior to 1980. Edgar & Johnson (1995) suggested using relationship building strategies that have been approved by three federally financed prevention programs for middle school and high school youth for promoting teacher-student connectedness. Strategies presented were: maintaining persistence, establishing fairness procedures, and increasing student affiliation (Edgar & Johnson, 1995).

Persistence: Students that received long-term contact with teachers were more likely to foster feelings of belonging. The persistent contact acted as encouragement which promoted student motivation (Edgar & Johnson, 1995). Teachers that continually worked with students were sending nonverbal messages affirming their belief in the students. Edgar & Johnson (1995) found counselors were more successful when students perceived them as trusting and helpful. Actions that earned counselors the respect of the students were: demonstrating continual interest in the students, doing favors to show care, and by being respectful and courteous in return to the students (Edgar & Johnson, 1995). According to Wheatley (2002), teacher persistence was especially beneficial for students who had low self-expectations and whom others viewed with lower expectations. Teacher persistence has been noted to promote higher expectations among their students (Wheatley, 2002).

Fairness: Edgar & Johnson (1995) cited findings that encouraged schools to review their school rules to ensure that the discipline procedures supported equal treatment for all students. By treating all students the same, in regards to discipline matters, demonstrated a sense of caring across all individual students' backgrounds (Edgar & Johnson, 1995). Regardless of ethnic or socioeconomic background, all students appreciated the core value that fairness be practiced by all school staff. Students quickly observed and perceived adult responses and made judgments as to whether or not they were

Mock Code Blue
Lesson Plan

each student's Purpose of Code Blue: his is signal given over hospital's intercom that a patient's heart has stopped (in technical terms, cardiopulmonary arrest). his can spell a critical moment when team of providers (i.e. 'code team') rush to resuscitate the patient. he color blue is often used to signify the emergency.

Mock Code Blue: would first discuss and instruct student through the steps then have them perform on a dummy and/or watch a video so as to reinforce experience.

If you're alone, call loudly for assistance, open the airway and assess for respirations. If you can't find any, ventilate twice. Place your fingers gently on the carotid vein and assess for a pulse.

Use a CPR mask and initiate CPR. Protect yourself throughout procedure from body fluids of patient.

2nd responder ascertains that code has been sounded, brings crash cart, and assists in CPR. CPR board of crash cart is…...

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The mock code is different to the real situation, so enjoy if you can.

D. Students practice on dummy and discuss performance.

E. Would append checklist ( code blue drill competency validation accessed at ) to students so that they can go over the situation and record their strengths and weaknesses when doing mock display.http://www.goodthinkinginnursing.com/pdf/code_blue_drill.pdf

Description of Learning:

Educational institutions are teaching subjects for a digital future but it is from a superficial manner however students need a deeper knowledge of it as a curriculum. When teaching students about math, it should be integrated in all subjects they are learning by being motivated by educators (Singhal, 1997). As shown in the examined scenario planning with an elementary school, it is apparent things became better for the students as far as the educational resources, and environment, which ultimately affects the learning process. Educational institutions must engage partnerships with other schools around the world. By providing student exchanges they will produce world class students, the internet is facilitating the process of globalization and providing virtual interaction with others. As it is shown in schools, technology is the key to change the educational environment and resources. The internet is encouraging students to engage in meaningful cross cultural dialogue and…...

Teaching Special Education Students
In the classroom, teachers are primarily responsible for ensuring that special education students are provided with equal opportunities for education. While instructors should not lower academic standards in the classroom, they should make every effort to make reasonable accommodations for students with disabilities. y making simple adjustments, such as allowing students to record lectures or changing the format of a test, teachers can make sure that special education students do not have academic or social disadvantages.

Setting up the Classroom

In the classroom, simple changes can make a great difference for special education students. For example, by arranging desks in a manner where each student has his own personal space, as opposed to sitting in groups, special education students have less chances of being distracted.

There should be various centers in the class that provide a space for students to go when they are finished with their individual work. This…...

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Bibliography

Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children.

Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic.

Brattlan, Lee. (2002) Brief Reference of Student Disabilities:...with Strategies for the Classroom.

Teachers of fourth and fifth graders must re-insert a nurturing component into their classrooms, creative lessons that allow for student self-expression should be incorporated into the curriculum, and fostering a love of learning in students should be one of the goals established by fourth and fifth grade teachers. First, the snuggle up and read program's success made it clear that nurturing is an important component in any classroom. Coming to this issue with a constructivist approach, teachers should understand that the home life and school are deeply connected when it comes to nurturing, as well as academics. Thus, it is important that teacher-parent conferences take place in which the adults can decide on the most appropriate method of nurturing the students in the classroom. Second, the implementation of creative lessons in the fourth and fifth grade classroom is necessary, in that these lessons allow students to make choices that…...

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References

- 2 faxed articles (not enough information on articles for ciatation)

Students that have adapted, whethe it is fo cultual easons o because an anothe style was bette suited fo the subject, may continue to show highe achievement even in futue classooms that do not implement the teaching styles that have been found to be ideal fo achievement levels. Futue eseach should also look to see if teaching styles beyond the ecommendations of No Child Left Behind can acquie the impovement in achievement NCLB seeks.
Refeences

Bouque J., Bouchamma, Y., & Laose, F. (2010). Aboiginal Students' Achievement in Science Education: The Effect of Teaching Methods. The Albeta Jounal of Educational Reseach, 56(1), 57-71.

Cabo, M. (2009). Match the Style of Instuction to the Style of Reading. Phi Delta Kappan, 90(5), 373-378.

Mogan, H. (2010). Impoving Schooling fo Cultual Minoities: The Right Teaching Styles Can Make a Big Diffeence. Educational Hoizons, 88(2), 114-120.

Payne-Tsoupos, C. (2010). No Child Left Behind: Disincentives to Focus Instuction on Students…...

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references for teaching styles matter in academic achievement: scientific and practical implications. Educational Psychology, 28(6), 615-625.

Most Internet providers will create Web sites for their members, and there are large amounts of software that can be purchased to create one's own Web site as well as companies that will do this for a fee. ecause of this, creating a web site for a particular instructor and his or her particular classes will be relatively easy. Most universities already have allocated this type of space to each faculty member and even adjunct professors often have space for Web sites for distance learning classes. These are usually not overly fancy, but this is irrelevant based on the fact that any type of web site which provides the necessary information clearly and correctly will be sufficient to do what is needed for a class to learn and understand (Cornell, 1999).
This type of simple web site and an e-mail address are really all the faculty needs for a very…...

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Bibliography

Cornell, R. (1999). The onrush of technology in education: The Professor's new dilemma. Educational Technologies, May/June. pp 60-63.

Ehrmann, S. (1995) Using technology to transform the foundation of higher education. On the horizon, April/May, Vol 3, No. 4.

Jones-Delcorde, D. (1999). The Information Age: The instructor-Computer Dilemma. Education Today, 45 (2). pp 32-33.

This is when the university arranges for: providing educational, healthcare, and counseling services to all the students. The aim is to support wellness practices for the long-term health of everyone.
The establishment of conversations with teaching faculty that has resulted in model community "service learning" projects consistent with the mission of the college or university.

The drug and alcohol program supports coordination among: the students, university administration, and faculty members in different areas. As students are assisted by the faculty members to deal with different learning issues they could face. Where, they are encouraged to discuss their problems with the teaching staff or counselors, in order to receive help on: strategies and skills required to achieve success in the real world. This is significant, because we are creating different student learning projects that are a collaborative effort between: staff members and the students. This is in line with the mission of…...

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Bibliography

Effective Strategies to Reduce High Risk Drinking. (2006). Forum On Public Policy. Retrieved from: www.forumonpublicpolicy.com/archivesum07/brinkley.pdf

Learning Reconsidered: A Campus-Wide Focus on The Student Experience. (2004). Delsuggs. Retrieved from:  http://www.delsuggs.com/articles/Learning%20Reconsidered.pdf 

Student Affairs 8. (2011). Essaytree. Retrieved from: http://*****/education-theories/student-affairs-8/

DeJong, W.. (2005). A Typology for Campus-Based Alcohol Prevention: Moving toward Environmental Management Strategies. College Drinking Prevention. Retrieved from:  http://www.collegedrinkingprevention.gov/supportingresearch/journal/dejong.aspx

She says that even "ordinary" situations, as soon as mandatory state testing is emphasized, that testing process becomes less valuable because it often ends up measuring results that are more representative of test-taking preparation rather than they are representative of genuine learning and academic proficiency.
Tenure

The interview subject expressed intense frustration at the way that the tenure system in modern education undermines the system. She has encountered several different fellow teachers who were tenured but clearly no longer motivated or particularly interested in teaching except as a regular paycheck. Some of them simply do the minimum and never challenge their students. Other teachers have even been disciplined for serious conduct issues. However, those teachers are almost always retained and even when they are suspended or placed on modified administrative duty, they still receive their full salaries. According to the interview subject, the tenure system is much too protective of tenured…...

The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information that students receive that make decision-making difficult: 8) inconsistent information due to unreliable sources;
9) inconsistent information due to internal conflicts, such personal identity and 10) insistent information due to external conflicts with significant others.

Once students have had a an opportunity to learn more about their personal traits in relationship to careers and the type of positions available, they want to actually have an opportunity to learn more right from the source. However, even at community schools, only two percent of…...

Teaching History -- Learning History
Teaching history -- as the quote from "Teaching History" correctly states -- is by way of cultivating respect among students for the way in which knowledge was gained and used in the past, and how it impacted society. This paper reviews the way in which teaching history can be most effective, and how a teacher can make history interesting because of its relationship to today. And because students really need to acquire necessary skills so they fully understand the significance of how and why what has gone on before impacts what is happening today.

Zeroing in on Solutions -- The Challenges of Teaching History

In the website www.tolerance.com (a project of the Southern Poverty Law Center) Jonathan Gold, a middle school teacher, makes a key point by asking students to approach this question -- "hat makes something or someone in history significant?" This is an excellent way to…...

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Works Cited

Gold, Jonathan. "Teaching Students About Historical Significance." Tolerance.org. Retrieved May 20, 2016, from   2015http://www.tolerance.org .

National Center for History in the Schools. University of California at Los Angeles.

Retrieved May 20, 2016 from   2015.http://www.nchs.ucla.edu .

Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)."

1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and cultural differences in students (Wiest, 1998).

A decade earlier leading education experts Hollingsworth was able to identify a method for helping students of teaching to challenge their convictions and apply them to their careers.

Many advocates of multicultural education suggest that field experiences be included in preparing teachers to work with diverse student populations (Pohan, 1996; Sleeter, 1995; Tellez, Hlebowitsh, Cohen, & Norwood, 1995). Sleeter (1995) describes some investigations, such as miniethnographies, that her students conduct: I regard extended contact with another…...

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ZEICHNER, K.M., & GRANT, C.A. (1981) Biography an social structure in the socialization of student teachers, Journal of Education for Teaching, 7, pp. 298-314.

Assessing the consistency between teachers' philosophies and educational goals.

Education; 9/22/1995; DeSpain, B.C.

I don't grade the final draft in class, as I need more time to carefully read it and give it a rubric score (TIMELINE (http://www.kimskorner4teachertalk.com/writing/writingprocess/timeline.)"
This is a valuable aspect of the writing timeline that the teacher has developed. It provides the student with the ability to earn points on having excellent ideas and content even if the grammar and spelling is not up to par.

For many students the fear of writing begins when they turn in something they worked hard to produce and thought they had a wonderful writing idea, only to have it returned with red marks all over it for grammar errors.

Grammar and punctuation are very important elements to the lesson of writing, however, one must also consider the ideas and content that were offered as well.

Dividing the grading system into two areas, one for ideas and content and the other for grammar, spelling and punctuation is…...

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References

The Writing Timeline   in Kim's classroom and predict the advantages and disadvantages of using a tool such as the TIMELINE.  http://www.kimskorner4teachertalk.com/writing/writingprocess/timeline.html http://www.mhhe.com/mayfieldpub/tsw/wt.htm 

Teaching writing to exceptional children: reaction and recommendations.

From: Exceptional Children | Date: April 1, 1988 | Author: Barenbaum, Edna | More results for: "teaching writing"

The Bridge to Powerful Writing and Increased Test Scores: Skills and Effective Methodology for Teachers by Barbara Mariconda  http://www.teach-nology.com/tutorials/teaching/powerwrite/

Teachers play a crucial and multi-faceted role in promoting literacy across all subjects, not just in language arts. This role extends beyond traditional reading and writing skills to encompass a wide range of literacy types, including digital, informational, and subject-specific literacies. Here’s an overview of the key roles teachers play in literacy for all students in all subjects:

Facilitators of Skill Development: Teachers are responsible for developing students' basic literacy skills, including reading, writing, speaking, and listening. This is essential across all subjects, as these skills are the foundation for understanding and engaging with content in any area.

Integrators of Subject-Specific Literacy:....

Beating Bullying: Proven Strategies for a Bully-Free Environment

 Introduction
Bullying, an unfortunately common occurrence in various social settings, has far-reaching negative consequences for both the victims and the overall community. As such, addressing this issue effectively remains paramount. This essay aims to present effective strategies for combating bullying in schools, workplaces, and online spaces. By exploring proven methods and drawing on the latest research, this comprehensive guide equips readers with actionable steps to create bully-free environments.

 Strategies for Beating Bullying

 1. Fostering a Positive School Culture:
A Collaborative Effort for Bullying Prevention.

- Establishing a clear and consistent anti-bullying policy that outlines expectations, consequences,....

Schools should have dress codes in order to promote a safe and suitable learning environment for all students.

Having a dress code helps to establish a sense of discipline and respect among students. When students are required to adhere to a specific dress code, it helps to minimize distractions and create a sense of unity within the school community. This, in turn, can improve overall behavior and focus in the classroom.

Furthermore, dress codes can also help to prevent issues such as bullying and peer pressure related to clothing choices. By setting clear guidelines for what is appropriate to wear to....

Key Terms in "Understanding the Influence of Extracurricular Activities on Students' Personal Development and School Engagement"

Extracurricular Activities: Voluntary, structured activities that occur outside of the regular school day and are not part of the core curriculum. These activities provide opportunities for students to pursue their interests, develop skills, and connect with peers.

Personal Development: The process by which individuals gain skills, knowledge, and experiences that contribute to their overall well-being and growth. Extracurricular activities can facilitate personal development through socialization, leadership opportunities, and exposure to diverse perspectives.

School Engagement: The extent to which students actively participate in and are connected to their....