last
See attachment
Resource Manual for Educating Students With Exceptionalities
[WLOs: 1, 2, 4] [CLOs: 1, 2, 3, 4, 5]
After collaborating with Mr. Franklin in his classroom learning environment during this time, you recognize that he has been expressing his confusion regarding special education and the students needs. You have decided to create a user-friendly guide that has relevant resources, definitions, examples, and family-based support information specific to students with exceptionalities that can be shared easily with colleagues.
Prepare
Prior to beginning work on this final paper:
Read Chapter 7 in the text
Review Section 2.2, pages 34 and 37 in the text
Review the webpage
Ethical Principles and Professional Practice Standards for Special Educators(Links to an external site.)
ttps://exceptionalchildren.org/standards/ethical-principles-and-practice-standards
Review the
Code of Ethics: PreambleStatement of Purpose(Links to an external site.)
. https://www.naset.org/index.php?id=2444
Review
Educational Rights and IEPs(Links to an external site.)
Review the course learning outcomes. See attachment Title instructor G
Review the weekly learning outcomes from Weeks 1 through 5.
Consider looking back through the Instructor Guidance lessons from Weeks 1 through 5.
Locate and review the assignment artifacts from Weeks 1 through 5.
Thoroughly read the final paper instructions.
Reflect
As you navigate this final paper, consider how you will apply the course learning outcomes to your chosen path or learning environment in the field of education.
Upon successful completion of this course, students will be able to:
Explain how federal legislation governs special education protocol in public schools or other learning environments.
Analyze the characteristics and learning differences between eligibility categories under IDEA for students with exceptionalities.
Summarize evidence-based practices that address the academic, as well as social/emotional and behavioral needs of students with exceptionalities.
Illustrate the key points of the relevant ethical principles and legislation guiding professionals working with students with exceptionalities.
Describe educational supports, services, and support personnel for students with exceptionalities.
Take Action
Content Instructions:
Your Resource Manual for Students With Exceptionalities should consist of a single navigable document. In your paper,
Design your Resource Manual using the
Resource Manual Document Template
provided . See attachment title :Resource Manual
Create a Table of Contents containing the following eight section headings:
1. Key Terms in Educating Students With Exceptionalities
2. Timeline of Important Legislation and Case Law
3. Categories and Characteristics of Students with Exceptionalities Under IDEA
4. Evidence-Based Practices Supporting Academic, Social/Emotional and Behavioral Needs
5. Evidence-Based Goal Development, Progress Monitoring, and Informal Assessment
6. Educational Support Team for Students With Exceptionalities
7. Professional and Ethical Considerations
8. How Does This Apply to My Target Student Population and Career Goals?
Explain five key terms in educating students with exceptionalities relating to IDEA.
. After incorporating instructor feedback or changes, include the five key terms from your Week 1 Explaining It Clearly (Scenario) discussion forum, citing your sources.
Reflect on the development of a timeline of important legislation and case law in one paragraph.
Include the link to your Week 1 Historical Timeline for Students With Exceptionalities assignment.
List the thirteen categories of eligibility for students with exceptionalities under IDEA, citing your source.
Analyze the steps from referral to evaluation of students with exceptionalities under IDEA from the Navigate the Referral, Evaluation, and Eligibility Process in Accordance With IDEA (Scenario) discussion forum in Week 2 in one paragraph.
Include the link to your graphic organizer from your Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback.
Summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph.
List and link three strategies from the
What Works Clearninghouse(Links to an external site.)or other scholarly sources for each:
. Academic Support Strategies and Resources for Students with Exceptionalities.
. Social/Emotional Support Strategies and Resources for Students With Exceptionalities.
. Behavioral Support Strategies and Resources for Students With Exceptionalities.
Interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph.
Insert your Week 5 Instructional Planning: Assessment to Practice Plan assignment, incorporating any instructor feedback.
Describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.
Illustrate professional and ethical considerations supporting professionals working with students with exceptionalities.
. List and link resources to relevant guidelines (e.g., CEC, NASET, NAEYC, etc.) and provide a link to FERPA.
. In one paragraph, discuss the role of ethics and professional principles in supporting students with exceptionalities.
Reflect on how your resource manual applies to your Career Goals and future students.
. In three paragraphs or less, reflect on how your resource manual applies to your target student population and career goals.
. Discuss your target learning environment (e.g. classroom, University, home-based).
. Discuss your target student level (e.g. birth to early childhood, school-aged, adult learners) in your current or goal.
. Explainhow will you apply what you gained from this course to your career goals.
Written Expectations
Using the
Resource Manual Document Template
provided, compile the appropriate resources within each section. Follow each sections instructions and complete as indicated within the template. Please note that there is a minimum of five scholarly sources to be used including the course textbook.
Next Steps
:Review and Submit the Assignment
Review your assignment with theGrading Rubricto ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
ePortfolio and Assignment Submission Instructions
Submit Your Assignment:You will need to submit your assignment to both Waypoint and Folio.
Part 1: Submit Assignment to Waypoint
Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
For more detailed instructions, refer to the
Submitting Assignments Through Waypoint(Links to an external site.)
Part 2: Add Assignment to Folio
A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the Account link in the global navigation of this course, and selecting Folio, or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view
Setting Up and Using Folio(Links to an external site.)
.
Recommendation
The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, EDU696. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged that in addition to your Folio project, you save your coursework on a flash-drive (e.g., a USB removable drive, etc.) or store in a cloud- based option such as Dropbox, GoogleDrive, or other similar applications.
The Instructional Planning: Assessment to Practice Plan,
Must include a separate title page with the following:
Title of plan
Students name
Course name and number
Instructors name
Date submitted
Must utilize academic voice. See the
Academic Voice(Links to an external site.)
resource for additional guidance.
Must use at least two scholarly or credible sources in addition to the course text.
The
Scholarly, Peer-Reviewed, and Other Credible Sources(Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
To assist you in completing the research required for this assignment, view this
Ashford University Library Quick n Dirty(Links to an external site.)
tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the
APA: Formatting Your References List(Links to an external site.)
resource in the Writing Center for specifications.
Carefully review the
Grading Rubric(Links to an external site.)for the criteria that will be used to evaluate your assignment. RESOURCE MANUAL
RESOURCE MANUAL 2
Resource Manual for Educating Students With Exceptionalities
Your First and Last Name
Ashford University
ESE 601: Educating Students with Exceptionalities
Instructor Name
Due Date
Resource Manual for Educating Students with Exceptionalities
Table of Contents
Resource Manual for Students with Exceptionalities 4
Key Terms in Educating Students with Exceptionalities 4
Timeline of Important Legislation and Case Law 5
Categories and Characteristics of Students with Exceptionalities under IDEA 6
Evidence-based Practices Supporting Academic, Social/emotional and Behavioral Needs 7
Academic Support Strategies and Resources 7
Social/Emotional Support Strategies and Resources 7
Classroom Management and Behavioral Support Strategies and Resources 7
Evidence-based Goal Development, Progress Monitoring, and Informal Assessment 8
Educational Support Team for Students with Exceptionalities 9
Modifications and Accommodations 9
Support Services 9
Support Team 9
Professional and Ethical Considerations 10
How Does This Apply to My Target Student Population and Career Goals? 11
References 12
When viewing this document, open the Navigation Panel in the word processing program to access clickable shortcuts for each section above.
Resource Manual for Students with Exceptionalities
{INSERT INTRODUCTORY PARAGRAPH HERE. BE SURE TO CITE YOUR SOURCES FOR ALL PARAPHRASED AND QUOTED INFORMATION THROUGHOUT THE DOCUMENT BOTH IN-TEXT AND IN THE REFERENCE LIST.}
Key Terms in Educating Students with Exceptionalities
{Explain five key terms in educating students with exceptionalities relating to IDEA. After incorporating instructor feedback or changes, include the five key terms from your Week 1 Explaining It Clearly (Scenario) discussion forum, citing your sources. Feel free to add additional resources and content.}
Timeline of Important Legislation and Case Law
{ Reflect on the development of a timeline of important legislation and case law in one paragraph. Include the link to your Week 1 Historical Timeline for Students With Exceptionalities assignment.}
Categories and Characteristics of Students with Exceptionalities under IDEA
{List the thirteen categories of eligibility for students with exceptionalities under IDEA, citing your source. Analyze the steps from referral to evaluation of students with exceptionalities under IDEA from the Navigate the Referral, Evaluation, and Eligibility Process in Accordance With IDEA (Scenario) discussion forum in Week 2 in one paragraph. Include the link to your graphic organizer from your Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback.}
Evidence-based Practices Supporting Academic, Social/emotional and Behavioral Needs
{Summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph, citing your sources for all paraphrased and quoted information.}
Academic Support Strategies and Resources
{List and link three strategies from the what works clearing house or other scholarly sources.}
Social/Emotional Support Strategies and Resources
{List and link three strategies from the what works clearing house or other scholarly sources.}
Classroom Management and Behavioral Support Strategies and Resources
{List and link three strategies from the what works clearing house or other scholarly sources.}
Evidence-based Goal Development, Progress Monitoring, and Informal Assessment
{Interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph. Insert your Week 5 Instructional Planning: Assessment to Practice Plan assignment, incorporating any instructor feedback.}
Educational Support Team for Students with Exceptionalities
{Describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.}
Professional and Ethical Considerations
Resources
{List and link resources to relevant guidelines (e.g., CEC, NASET, NAEYC, etc.) and provide a link to FERPA.}
Ethical Considerations
{In one paragraph, discuss the role of ethics and professional principles in supporting students with exceptionalities.}
How Does This Apply to My Target Student Population and Career Goals?
{Reflect on how your resource manual applies to your Career Goals and future students. In three paragraphs or less, reflect on how your resource manual applies to your target student population and career goals. Discuss your target learning environment (e.g. classroom, University, home-based). Discuss your target student level (e.g. birth to early childhood, school-aged, adult learners) in your current or goal. Explain how will you apply what you gained from this course to your career goals.}
References
Author’s Last Name, Initials. (Publication Year). Title of article. Title of Periodical, volume #(issue #), pppp. http://doi:xx.xxxxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book. Location: Publisher.
Author’s Last Name, Initials. (Publication Year). Title of digital book. http://www.xxxxxxx.xxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book with DOI. https://doi:xxxxxxx
Editor’s Last Name, Initials. (Ed.). (Publication Year). Title of anthology. Location: Publisher.
Producers Last Name, Initials (Producer), & Directors Last Name, Initials (Director). (Year). Title of motion picture [Motion picture]. Country of Origin: Studio.
**For help formatting your reference page, please see our Formatting Your References List page. RESOURCE MANUAL
RESOURCE MANUAL 2
Resource Manual for Educating Students With Exceptionalities
Your First and Last Name
Ashford University
ESE 601: Educating Students with Exceptionalities
Instructor Name
Due Date
Resource Manual for Educating Students with Exceptionalities
Table of Contents
Resource Manual for Students with Exceptionalities 4
Key Terms in Educating Students with Exceptionalities 4
Timeline of Important Legislation and Case Law 5
Categories and Characteristics of Students with Exceptionalities under IDEA 6
Evidence-based Practices Supporting Academic, Social/emotional and Behavioral Needs 7
Academic Support Strategies and Resources 7
Social/Emotional Support Strategies and Resources 7
Classroom Management and Behavioral Support Strategies and Resources 7
Evidence-based Goal Development, Progress Monitoring, and Informal Assessment 8
Educational Support Team for Students with Exceptionalities 9
Modifications and Accommodations 9
Support Services 9
Support Team 9
Professional and Ethical Considerations 10
How Does This Apply to My Target Student Population and Career Goals? 11
References 12
When viewing this document, open the Navigation Panel in the word processing program to access clickable shortcuts for each section above.
Resource Manual for Students with Exceptionalities
{INSERT INTRODUCTORY PARAGRAPH HERE. BE SURE TO CITE YOUR SOURCES FOR ALL PARAPHRASED AND QUOTED INFORMATION THROUGHOUT THE DOCUMENT BOTH IN-TEXT AND IN THE REFERENCE LIST.}
Key Terms in Educating Students with Exceptionalities
{Explain five key terms in educating students with exceptionalities relating to IDEA. After incorporating instructor feedback or changes, include the five key terms from your Week 1 Explaining It Clearly (Scenario) discussion forum, citing your sources. Feel free to add additional resources and content.}
Timeline of Important Legislation and Case Law
{ Reflect on the development of a timeline of important legislation and case law in one paragraph. Include the link to your Week 1 Historical Timeline for Students With Exceptionalities assignment.}
Categories and Characteristics of Students with Exceptionalities under IDEA
{List the thirteen categories of eligibility for students with exceptionalities under IDEA, citing your source. Analyze the steps from referral to evaluation of students with exceptionalities under IDEA from the Navigate the Referral, Evaluation, and Eligibility Process in Accordance With IDEA (Scenario) discussion forum in Week 2 in one paragraph. Include the link to your graphic organizer from your Week 3 Universal Learning Characteristics assignment, incorporating any instructor feedback.}
Evidence-based Practices Supporting Academic, Social/emotional and Behavioral Needs
{Summarize the importance of identifying evidence-based practices supporting academic, social/emotional, and behavioral needs in one paragraph, citing your sources for all paraphrased and quoted information.}
Academic Support Strategies and Resources
{List and link three strategies from the what works clearing house or other scholarly sources.}
Social/Emotional Support Strategies and Resources
{List and link three strategies from the what works clearing house or other scholarly sources.}
Classroom Management and Behavioral Support Strategies and Resources
{List and link three strategies from the what works clearing house or other scholarly sources.}
Evidence-based Goal Development, Progress Monitoring, and Informal Assessment
{Interpret the importance of aligning assessment to practice with evidence-based SMART goal development, progress monitoring, and informal assessment in one paragraph. Insert your Week 5 Instructional Planning: Assessment to Practice Plan assignment, incorporating any instructor feedback.}
Educational Support Team for Students with Exceptionalities
{Describe the potential support personnel for students with exceptionalities, including required and important members of an IEP team, as well as any additional stakeholders in one paragraph.}
Professional and Ethical Considerations
Resources
{List and link resources to relevant guidelines (e.g., CEC, NASET, NAEYC, etc.) and provide a link to FERPA.}
Ethical Considerations
{In one paragraph, discuss the role of ethics and professional principles in supporting students with exceptionalities.}
How Does This Apply to My Target Student Population and Career Goals?
{Reflect on how your resource manual applies to your Career Goals and future students. In three paragraphs or less, reflect on how your resource manual applies to your target student population and career goals. Discuss your target learning environment (e.g. classroom, University, home-based). Discuss your target student level (e.g. birth to early childhood, school-aged, adult learners) in your current or goal. Explain how will you apply what you gained from this course to your career goals.}
References
Author’s Last Name, Initials. (Publication Year). Title of article. Title of Periodical, volume #(issue #), pppp. http://doi:xx.xxxxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book. Location: Publisher.
Author’s Last Name, Initials. (Publication Year). Title of digital book. http://www.xxxxxxx.xxxxxxxx
Author’s Last Name, Initials. (Publication Year). Title of book with DOI. https://doi:xxxxxxx
Editor’s Last Name, Initials. (Ed.). (Publication Year). Title of anthology. Location: Publisher.
Producers Last Name, Initials (Producer), & Directors Last Name, Initials (Director). (Year). Title of motion picture [Motion picture]. Country of Origin: Studio.
**For help formatting your reference page, please see our Formatting Your References List page. WEEK 3 DISCUSSION 2
Universal Learning Characteristics
[WLOs: 2, 3] [CLOs: 2, 3]
Although every child is unique, those with similar categorized disabilities have universal learning and behavior characteristics. For example, traditional instruction can be delivered with strategies that have shown to be successful for students identified as having learning disabilities. Similarly, universal proactive classroom intervention techniques for children with varying exceptionalities have also been demonstrated to be a successful approach to addressing these individualized needs.
This weeks assignment provides an opportunity to research and identify evidence-based practices and interventions to meet the needs of these diverse learners. You will then present your findings by creating an electronic graphic organizer using
Draw.io(Links to an external site.)
or
Creating Graphic Organizers Using Microsoft Word(Links to an external site.)
to demonstrate universal learning and behavior characteristics and strategies for a disability.
Prepare
Prior to beginning work on this assignment,
Review the following sections in Chapters 1 and 8 in yourInclusion: Effective Practices for All Studentstext.
2: What Are Key Concepts That Support Inclusive Education?
1: What Formal Plans Are Required for Students With Disabilities for Effective Inclusive Education?
From your textbook, use Table 1.1: Disability Categories and Definitions Adapted from IDEA 2004 to help identify the characteristics of disabilities.
Read
Reflections on the Concept of the Least Restrictive Environment in Special Education.
Read
Envisioning an Improved Continuum of Special Education Services for Students With Learning Disabilities: Considering Intervention Intensity
.
Read
Guiding IEP Teams on Meeting the Least Restrictive Environment Mandate
.
View the sample
Universal Learning Characteristics
graphic organizer example.
Review the course and weekly learning outcomes.
Carefully read the assignment instructions, which offers a comprehensive summary of task expectations.
Familiarize yourself with the necessary software, such as
Draw.(Links to an external site.)
HYPERLINK “https://app.diagrams.net/” t “_blank” io(Links to an external site.),to create your electronic graphic organizer.
Review the Week 6 final paper (Resource Manual for Educating Students With Exceptionalities) description to see where this artifact fits into your final paper.
Reflect
In the field of education, you will work with varying exceptionalities and diverse individual needs. These needs will include academic, behavioral, and social/emotional skills. As an educator and expert in the field, you are expected to assist the IEP team in accurately identifying student needs and recommending research-based practices and strategies to best meet these needs and foster student growth and development. This assignment offers an opportunity to choose a specific disability and research and identify quality evidence-based approaches that strongly align with student needs.
As you navigate this assignment consider:
How characteristics of these behaviors impact student outcomes and educational performance.
The importance and value of selecting effective research-based interventions that align with student needs.
The importance of ethical communication and collaboration with IEP team members when selecting and implementing these evidence-based practices.
Supports and accommodations for students with exceptionalities.
How this assignment will impact your current or future practices working with exceptional learners.
Take Action
Content Instructions:For this assignment choose one of the three listed disabilities: learning disability; emotional/behavioral disorder; autism spectrum disorder. You will only targetonedisability for this task. Here is a model to follow:
Universal Learning Characteristics
example.
In your graphic organizer,
Step 1: Define, in one sentence, the disability you selected.
Step 2: Universal Behavior Characteristics
Describe at least five universal behavior characteristics for this population of students.
Identify common (behavior) characteristics associated with the chosen disability.
Explain at least five behavior strategies to support the universal behavior.
Identify at least five evidence-based behavior interventions that align with the characteristics mentioned above.
List at least three resources you accessed to identify universal behavior characteristics.
Use credible and scholarly literature when supporting your research-based behavior strategies/interventions.
Step 3: Universal Learning Characteristics
Describe at least five universal learning characteristics for the population of students you have chosen.
Identify common learning characteristics associated with the chosen disability.
Explain at least five instructional strategies, accommodations, or modifications to support the universal learning characteristics of the population of students you have chosen.
Identify at least five evidence-based interventions that align with the learning characteristics mentioned above.
List at least three resources you accessed to identify universal learning characteristics and instructional strategies, accommodations or modifications.
Use credible and scholarly literature when supporting your research-based learning strategies/interventions.
Create a document using the sample
Universal Learning Characteristics
template to submit your graphic organizer that includes a title page, the link to or content of your graphic organizer, and your reference list.
Next Steps
:Review and Submit the Assignment
Review your assignment with theGrading Rubricto ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
ePortfolio and Assignment Submission Instructions
Submit Your Assignment:You will need to submit your assignment to both Waypoint and Folio.
Part 1: Submit Assignment to Waypoint
Submit your assignment to Waypoint using the Assignment Submission button (within your classroom).
For more detailed instructions, refer to the
Submitting Assignments Through Waypoint(Links to an external site.)
Part 2: Add Assignment to Folio
A part of this assignment is adding your work to Folio. Folio is your free digital portfolio tool to visually showcase your academic and professional accomplishments and experiences. You can access Folio by clicking on the Account link in the global navigation of this course, and selecting Folio, or, by clicking the button in your classroom.
To learn more about setting up your Folio account and adding future assignments, view
Setting Up and Using Folio(Links to an external site.)
.
Success Tip:Start preparing now for the Week 6 final paper!
The Week 6 assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week 6 assignment for more information.
The Universal Learning Characteristics graphic organizer,
Must contain seven content areas. It will be about 1 to 2 pages in length (not including title and references pages) and formatted according to
APA Style(Links to an external site.)
as outlined in the Writing Centers
APA Formatting for Microsoft Word(Links to an external site.)
Must include a separate title page with the following:
Title of paper
Students name
Course name and number
Instructors name
Date submitted
Must utilize academic voice. See the
Academic Voice(Links to an external site.)
resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing
Introductions & Conclusions(Links to an external site.)
as well as
Writing a Thesis Statement(Links to an external site.)
, refer to the Writing Center resources.
Must use at least six scholarly or credible sources in addition to the course text.
The
Scholarly, Peer-Reviewed, and Other Credible Sources(Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
To assist you in completing the research required for this assignment, view this
Ashford University Library Quick n Dirty(Links to an external site.)
tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
Must document any information used from sources in APA Style as outlined in the Writing Centers
APA: Citing Within Your Paper(Links to an external site.)
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center, or incorporate it into the graphic organizer. See the
APA: Formatting Your References List(Links to an external site.)
resource in the Writing Center for specifications.
Carefully review the
Grading Rubric(Links to an external site.)for the criteria that will be used to evaluate your assignment.
Waypoint Assignment Submission
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment.
1. Click on theAssignment Submissionbutton below. The Waypoint “Student Dashboard” will open in a new browser window.
2. Browsefor your assignment.
3. ClickUpload.
4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.
For more detailed instructions, refer to the
Waypoint Tutorial(Links to an external site.)
HYPERLINK “https://content.bridgepointeducation.com/curriculum/file/dc358708-3d2b-41a6-a000-ff53b3cc3794/1/Waypoint%20Tutorial.pdf” o “Preview the document”
.
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The following content is partner provided
The preceding content is partner provided WEEK 4 DISCUSSION 3
Week 4 Discussion
Name
Institution Affiliation
Date
In the scenario, Franklins response to telling the class to miss five minutes of their lunchtime to make up for the lateness was reactive because it was not planned. The teacher did not have time to think about it and engage with students for their suggestions. Proactive strategies/actions are planned before the execution, and this was not in this case. Also, the response was reactive because Mr. Franklin decided out of frustration. He was not guided by thoughtfulness and analysis.
One of the proactive strategies that can be used to smoothen the transition process entails establishing, teaching, and reviewing classroom behavioral expectations. The teacher should post and inform the students about behavioral expectations, including those during transitions, to adequately prepare th
