Appropriate Behavior Expectations Case Study Essay Example for Free

Appropriate Behavior Expectations Case Study Essay As Christian home base daycare educators for underprivileged children ages 6 weeks to age four, it is important that we understand how each child’s development translates into our behavioral expectation in the classroom. As a Christian home base daycare center there are many things we are able to offer that a school setting does not allow; such as prayer; every morning we start the day off with prayer. Because children are so energetic after breakfast comes Zumba followed with chillax which consist of planking one minute on our mats. We then go over our rules and if’s (what happens if the rules are not followed), making sure that every child fully understand what each expectation means â€Å"Teaching rules and procedures to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement† (Evertson, 1985; 1989; Evertson Emmer, 1982; Johnson, Stoner, Green, 1996). We also remind our children as well as the educator of the (ME center) which are used when someone feels the need to be alone, no-one can speak, look or talk to that person while they are in the â€Å"me center†. There is also a â€Å"TALK TO ME† center when a child has the need to be around an adult that will just listen; this center is set up with a two lounge chair one for the child and one for the educator. Last but not least, we have a reward system; each child receives a shiny star for good days and at the end of the week they get a small prize if they get stars for the whole month the get to go to the dollar store and pick out any toy they want. We have created ways to involve and communicate with the parents as well as the children by being family oriented; once a week usually on Fridays everyone comes together (parents, child and educators) bringing a dish from home and have dinner and game night. We also take that time out to talk about everyone’s progress, needs and concerns. Although I would love to provide this for everyone in the community at this time it is finically impossible there for the space is limited to twelve children. There are things that are not tolerated as well  as bulling or endangerment to another child, a child that shows this type of aggression is removed from the program and the parent is given suggestions that might better provide for that child. Our expectation begins with Behavior: Respect – treat others the way you would like to be treated. Communication – (Use Your Words) talk out your problems and/or concerns. If you are unable to do this ask a educatorfor help. Consistency- there is a time and place for everything, when we work; quietly go into your groups, during play make sure you are in the center with your picture and your timer has been set, use inside voice when inside raise our hand when we’re in groups Fun – having fun is a must These are the rules given in the beginning of the school year. However, together educators and students and make up rules together of what is expected with our behavior. (Some examples of our student rules) * Keep your hands to yourself and your feet on the ground. * No talking when others are talking * The person talking must be holding the talking bug * Be quiet during story time * The timer in centers * Always say please and thank you * Our children know that there are consequences of misbehavior, which are applying consistently and equitable; if rules are not followed we do timeout, according to age and each child understand these consequences. However, a child always is given a chance to tell their side of the story and if they have to be placed in timeout, they must be given an explanation of why they are being put into timeout with a suggestion that will help them avoid it the next time. As educators we have agreed to have at least one educator greet child and parent at door with a smile, making sure to ask the simple question â€Å"how u doin?† (Wendy Williams show† We start our class the same way and they respond the same way. Instead of telling a child â€Å"Stop†, â€Å"No†, or â€Å"Cut it out†. We use the all Eyes on me, pencils down, we get your key out of our pocket to lock the door on out mouth and then place the key  on our desk. Educators are not allowed to use cell phones, must use home base phones, and although children have nap time educators are never allowed to nap. As a group we gather advice, support, and encouragement. When it comes to academic expectations we find it beneficial in many cases to work in small groups. However, I do not necessarily work in groups according to age; when it comes to learning I tend to divide the children up according to their learning style. For example: * If a child understanding concepts better when seeing things written on the board, or if they watch me intently when I am speaking, good at remembering faces and places or can give detail input about a movie or a television show I will place them in a group I call â€Å"Visual Learner†. This child(ren) is more likely to benefit for visual aids such as flash cards, memory games, drawing, computer programs, videos and so forth. * If a child is known for talking out loud or repeating what is said when processing new concepts, reads out loud to themselves, ask a lot of questions to get understanding or ask a lot of question when doing assignments, or shows more understanding when facts or questions are being asked to them rather than them reading it themselves, will be placed in a group I call â€Å"Auditory Learners†. This group of child may benefit in a more composed and smaller setting, groups within groups, study buddies, much of their work will be taught one on one, or with tape recorders. * If a child become antsy after sitting still for too long, constantly moving, prefers to stand rather than sit, easily lose focus, and fidget when it comes to doing school work that group is call â€Å"Kinesthetic Learner†. This group of children takes frequent breaks, is given stress balls when studying written assignments and is given more hands on learning activities. (This is the group that Ron would most likely be until I am able to pinpoint his reason(s) for losing focus.) Also, recognize that sometimes children just feel the need to move around at times during the lesson, so we make the space available. However, a child’s personality is another key factor adjustments have to be made such as the organized, self-motivated child who wills more likely approach learning differently than those who is more spontaneous and less methodical. Once a child’s learning style(s) has been  recognized our educators are better equipped to help that child to adapt to the environment; which will hopefully help them learn more effectively and succeed within the class. â€Å"Critically analyze Ron’s challenging behaviors to determine contributing factors (as presented in Level A Case 1)† (Ashford 3: Week 2 Assignment) I would first take Ron aside and explain the rules and what is expected of him, I would than allow him to return to the group as we go other the rules together. Observe, Ron for at least a week to find out if his behavior is due to lack of communication in which case during play we (he and I) would act out different scenarios and find the proper solutions, if it is environmental, we would make every effort to produce comfort, trust, and security to his new surroundings, and if it is a need of attention, I would remind him of our Talk To Me center which is available at all times. If it is medical, I would advise the parents that my daycare is not programmed with the necessities needed to accommodate their child but would be willing to do everything possible to find the proper fitting place for them. As time goes by we will continue to work with Ron implementing our way of doing things a little at a time, so that he will not be overwhelmed by his new surroundings until he is comfortable and aware of all of our expectations. References: Kaiser, B. Sklar Rasminsky, J. (2012). Challenging behavior in young children. (3rd ed.). Upper Saddle River: Pearson Education, Inc. Robert a. Baron and Michael J. Kaisher (2009) Introduction to Psychology (2nd ed.) Upper Saddle River: Pearson Education, Inc

The Laurel Falls Jump :: Personal Narrative Swimming Papers

The Laurel Falls Jump The water looked at least a mile away. How could I be up this high? It had only taken me minutes to hike up to this ledge. Maybe my weariness from the hike and swim had confused me, and I had not realized how long it took me to get here, or had the cliff actually gotten taller since the last time I was here? Whatever the reason, I knew this was higher than I wanted to be. How high was I really? Thirty feet, forty, one hundred feet even? What would Elaina think? Laurel Falls are beautiful waterfalls near Hampton, Tennessee about a thirty-minute drive from Johnson City. One of the best characteristics about Laurel Falls is that they are accessible and easy to find. This makes them a great place to take your friends, family, or girlfriend. Driving through Hampton, one can find a couple of different routes to take to the falls entrance. The first route is in close proximity with the town of Hampton. It is about a seven-mile hike one-way and has some treacherous trail to hike. The second route is much shorter. It is only about a mile and a half long and is a very manageable hike. The second route takes longer to get to because you have to drive farther into the mountains to reach the trailhead. Both routes connect with the Appalachian Trail. â€Å"From Johnson City, go northeast to Elizabethton. From Elizabethton, take RT 321 southeast to Hampton. In Hampton, follow signs to ‘Dennis Cove Recreation Area’. T his takes you onto Dennis Cove Rd. Go east on Dennis Cove Rd., winding up the mountain about 4-5 miles until it crosses the Appalachian Trail (AT), where there is a parking area on the left and an information sign. If you get to the Dennis Cove Campground, you have gone too far† (MikenMel). I had been to Laurel Falls many times before, and I thought that I knew a lot about them. Well I was in for a big surprise.

Film Production Descriptive Essay

The development stage is one of the most crucial stages for a producer, it is where you get the chance to plan every aspect of your production before you begin pre-production and production. The chance to get the ball rolling right. During the discovery stage of the film it is the producers role to obtained rights or an option to a film that he thinks is promising, if the rights owner is worried that their novel might be tainted by a film maker the producer must come to a legal agreement to maintain a certain set of standards concerning film director, cast and art department. Pre-production Producers role is to meet with all other heads of department to discuss direction of film, intent, budget and other relevant items needed before any production is to start. Legal documentation, planning, hiring, actors, art department. It is the producers role to helm all the creative people involved in the production as well as give some creative input. Financially it is the producers role to organise financing for the film whether that be through loans, offsets, co production, investors. The producer must discuss with all heads of department information gathered during development phases. Production The producers role during production is to organise all departments into a functioning crew. The producer may often not be on set personally whilst much of the principal photography is going on, thus they will appoint executive producers, line producers and associate producers to oversee their interests during production. Post production The producer has final say in the edit and sound used for the film, what scenes are shown and ultimately whether or not more footage will need to be shot after principal photography. For example, they might want an alternate ending. Distribution Distribution is the second of the most important stages of the production process. Distribution is where you get to create an audience for your film! As a producer your goal is to obviously have people watch your production and the distribution phase is where the producer gets to plan marketing objectives and then distribution objectives. This is the most rewarding stage of the process but also the most difficult for many considering our media overloaded world. What is meant by Genre, Auteur and Mise-En-Scene†. Give examples of three different feature film genres and the major elements that define each particular genre, as well as some specific examples of the genre. Also give an example of an auteur, including examples of his/her films. Give an example of two completely different mise-en-scenes for a simple dialogue scene between two people having an argument about their relationship. The basics for the genre is drama, or the type of it. In feature films there are many types of genre, for example action, horror, romance, sci-fi, comedy. Essentially drama is telling you what the film will be loosely based around. Action – Action scenes where there is intense action!! Guns, Cars, Stunts, Explosions Romance – Often a story about a romantic encounter, relationships, sex Comedy- Often a story with comedic elements – intended for the audience to enjoy themselves and laugh An autuer is a filmmaker who’s pieces of work are distinctive in terms of the cast, locale, theme and visual style and is therefore considered an author of their work. One of my favourite authors is Baz Lurhmann who’s first three productions are said to be the red curtain trilogy in which each of the three films has similarities. Each film establishes their story through a established thematic device, Dancing from Strictly Ballroom, poetry from Romeo and Juliet and music in Moulin Rogue. Each film also has a plot which is based off a well known story or myth. And there is a theatre motif which appears throughout all the films. What are the various contracts and other documents a Producer is responsible for when producing a feature film? There is quite a lot of documentation and contracts that go along with a film production, all of which a producer is responsible for. Contracts and agreements range from; assignment of copyright, production and investment agreements, film producers indemnity, multi-risks insurance, safety reports, Production agreement, non-disclosure agreements, post production deals, facilities deals. Chain of Title Assignment of Copyright The assignments of rights from the original artist to the producer, therefore the producer is now able to reproduce the work. Chain of Title The chain of title in film is a set of documentation that establishes the producers right to create and market the film. Typically includes, scriptwriters agreements, development agreements option agreements and rights assignments. Buyout A re-assignment to the producer from a development investor acting on behalf of the copyright owner in a project on repayment of the development investment plus interest. Option A purchase of time for a film to develop the work. Producers typically take out options on a work for a specific time and fee. This gives them the exclusive right to develop and finance the film.m Producers indemnity Insurance which provides financial compensation for the films budget in case of the production going over budget because of death, injury or illness. Multi-risks insurance Insurance that provides compensation if any production equipment is damaged during principal photography What are the various financial sources for an Australian Film? Explain what each one is Screen Australia Screen Queensland Producer Offset This is a grant given by the government to the production after completion of the film – some films use this money for the budget as they can rely on it after completion or it helps to achieve a film that will do better in distribution. Broadcasting Company grant/funding Co-Productions Grants Money that is donated to the production that does not need to be paid back

Macbeth, Shakespeare and the Gunpowder Plot Essay

Among the most influential pieces of British literature in the 15th century stands Shakespeare’s Macbeth. During the 15th century in England, a new era was upon the country as a whole. Macbeth reflects one very unique idea in England at the time known as equivocation. The Gunpowder plot was also directly alluded to in Macbeth several times. The play as a whole was written to please King James, and is even thought by some as a way for Shakespeare himself to avoid suspicion by those investigating The Gunpowder Plot. One of the most important things to know about the play Macbeth is that the original date of publication is not completely certain. The first recorded response to the play was written in 1611 which would†¦show more content†¦Also this voyage is alluded to once again in one of the three weird sister’s chants. One of their chants is as quoted â€Å"weary sev’n nights, nine times nine, shall he dwindle, peak, and pine†. If one counts the da ys of entering and leaving harbor by Tiger’s Whelp, they were absent for exactly 567 days, or 7x9x9 exactly as seen in the three sister’s magical chant. Shakespeare in England was a greatly influential individual himself. At the time he was producing plays, the arts were not always an appreciated skill that people thought highly of. Many play writers were overlooked and never truly appreciated in their day. Shakespeare was one of the lucky few in England as nobility took the time to recognize and see his plays specifically. Shakespeare had to be very mindful of the content of his plays and how he portrayed certain events, such as the Gunpowder Plot, to the audience. Being caught between pleasing his government and maintaining his integrity, Shakespeare managed to fulfill his role to both quite delicately. Shakespeare himself was deeply rooted and connected to the conspirators of the Gunpowder Plot. Shakespeare’s father, John Shakespeare, was very good friends w ith William Catesby who was the head conspirator in the plan to blow up the king. John and William shared illegal Catholic writingsShow MoreRelatedWilliam Shakespeares Macbeth Essay examples1588 Words   |  7 PagesWilliam Shakespeares Macbeth The story of Macbeth on a purely literary level could be appreciated as a fantastically dark story teeming with evil and uncertainty and the blind ambition of a blood thirsty warrior. However one would have to merely scratch the surface to discover that it is bursting with periodical references to political and social foundations of Shakespears and James I era. Shakespeares blend of the subliminal political and social references complimentRead MoreTheme Of Hunger For Power In Macbeth956 Words   |  4 Pagesliterary example of the human fault than Macbeth. Much like any other person Macbeth’s ambitions take him down a dark path of confusion and violence. 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