...Running head: Prevention Plan Problem Prevention Plan 2/25/14 Problem Prevention Plan A classroom problem prevention plan is an indispensible part of every classroom. Schoolchildren need to be in a setting that encourages respect for each individual student so that all students in the class can feel comfortable when they make missteps or mistakes. A good prevention plan sets the expectations for the school year. The emphasis of my prevention plan is on preventing problems by keeping the children actively occupied in the lessons being offered. Having a good classroom prevention plan is the cornerstone for learning, without it the students would not be able to learn. This paper is a summary of what I do in my 3rd grade classroom. Rules I begin each first day of school by directing the 3rd graders to come up with classroom rules as a team. Nevertheless, I’ve already made up the rules I want; however, I think that the students should have a sense of ownership in the workings of the classroom. It amazes me that each year the kids come up with the same rules as the previous class before them. Repeating rules are using an ‘inside voice’, raising your hand and waiting to be called on, keeping your hands and feet to yourself and using nice words. These rules are important for this grade level because it teaches respect at the most critical year for school kids. Each kid is responsible for his/her own behavior, but by help making the rules they feel obligated...
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...Vocabulary Development Game In this game you want the students to think and at the same time learn. This game can also be used for ELLs and students in the classroom with special needs. This game can be modified in many different ways. Inside of the play cups different types of words can be added depending on the unit of study or the level of progress. The game “Dynamite” can most definitely be played outside of school. The supplies are readily available and can be made to fit any type of lesson. This game can be used to build vocabulary and when used outside of the classroom, students or parents are able to pick and choose different words based off of the unit they are working on in class, or any area of study. This game will and can be used for many different kinds of vocabulary development, for example, teaching synonyms or antonyms, reverse definitions that allow students to use their own words helping to increase the connections between printed word and life. Playing the game Dynamite also works to provide classroom teachers with a type of informal assessment, circulating the room while the game is being played listening for answers and gauging the amount of collected sticks because of correct answers. The highly engaging game would be called “Dynamite!”. It is a game that can last for as long as needed, accommodating almost any content area or skill! The game is quick to prepare and cost almost nothing to make! Before the game begins teacher/ parent must pick...
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...Ella Doss Mrs.Bratton English 1-7 October 15, 2012 Humiliation. It went away slowly, the fear and anxiousness that came over me before my speech. My face was like a furnace , but the cool, salty tears were cooling it down, almost evaporating. The lingering heat and sweat from on my palms was still there, but at least it was over. The bell rang, announcing the end of fourth period. I dashed out of the classroom as prompt as I could, stopping for no one. My next class, youth leadership, was not much farther away. I could now feel the anxiousness start to kick in. My heart started to race frantically, feeling like it was going to pop out of my chest. My jaw started to tremble. My lunch, a peanut butter sandwich, was starting to trek up my throat. Public speaking has never been my forte, but I had no choice. The only thing that was going through my mind was, “this won't end well.” The tardy bell chirped like a bright yellow Canary , announcing the start of fifth period. Mrs. Maddox nonchalantly plodded into the room, wearing an orange top with flowers and leaves on it. Her hair was freshly highlighted, with frosty blondes and browns. “Are you guys ready for your speeches?” She asked. The room filled with groans and babble. “I’m taking that as a yes,” she replied. Mrs. Maddox took attendance and gathered her wooden clipboard and pen, preparing to listen to our speeches. “Are you ok?” asked my friend, Kenya. “I’m fine, just nervous. I hate presenting speeches,” I replied...
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...Assignment 6-1 AMGT390-F1WW (SU10) Justin Reed August 6, 2010 Professor Clark Lexi Electronics problem: Lexi Electronics is nearing completion of a two-year project to develop and produce a new digital phone. The phone is no bigger than a Popsicle stick but has all the features of a standard digital cellular phone. The assembly line and all the production facilities will be completed in 5 months. The first units will be produced in 8 months. The plant manager believes it is time to begin winding down the project. He has there methods in mind for terminating the project: extinction, addition, and integration. He is not sure which method is best. Question: Which of the three methods would you recommend, and why? (Mantel, Meredith, Shafer, & Sutton, 2007) Let’s first look at the books definition of each of these and this will help us to define which are the best for this scenario. First, we will look at termination-by-addition. This occurs when an “in-house” project is successfully completed and institutionalized as a new, formal part of the organization. This may take the form of an added department, division, subsidiary, or other such organization entity, depending on the magnitude of importance of the project. (Mantel, Meredith, Shafer, & Sutton, 2007) Although this seems like a good route to take for termination of this project, the fact that Lexi Electronics already is a producer of this type of item, and this is just a variation...
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...Resource II - Science| Activity: What's in the air experiment |Age Group: 3 year olds | Goal/Objective : Children learn the dangers of fire | Materials Needed: · plate · candle, & matches · play dough · jar & colored | Process and Teaching Strategies · Use playdough to stand candle up in the middle of the plate, then pour colored water around the candle. Teacher then lights the candle and talks to children about the danger of matches and fire. Put the jar over the candle and watch the flames disappear| How is this activity developmentally appropriate? It teaches children they should only handle with an adult | Resource II - Language and Literacy | Activity: Learning to write your name |Age Group: 3 year olds | Goal/Objective : help child write his/ her name | Materials Needed: · chalk · sidewalk· | Process and Teaching Strategies · Let the child see his/her name. Make marks everywhere. Provide a vertical writing surface. Give fingers a workout. Hunt for letters| How is this activity developmentally appropriate? It gives the child a chance to write and see their name spelled out | Resource II - Creative Arts | Activity: Foot Tracing|Age Group: 3 year olds | Goal/Objective : Team work | Materials Needed: · drawing paper· crayons· markers | Process and Teaching Strategies · Give each child a partner and take turns tracing each others foot | How is this activity developmentally appropriate? Gives the opportunity...
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