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The most important thing for me to do in a challenging situation such as this is to control the situation and calm everything down into a more comfortable environment. I have been trained in many different afflictions which may be present in a high-needs classroom, and I feel that I can adapt to every student no matter what their needs may be. As a teacher, I will be expected to overcome this challenge by accommodating individual student's needs, and trying my best to help any student that needs it. I am calm and collected when I need to be, and can reasonably handle any situation I am faced with. I have been around many high stress situations in my life, and have seen how professionals handle these situations in order to defuse any problems that may arise.
I have learned many excellent qualities found in teachers, such as how to be patient and to work hard, by playing sports my entire life. I have played Baseball since I was young, and through the years became very good at the sport, enough to get paid to play. I used to play professional Baseball for two seasons, and learned how to work as a team with others, and how to handle stress while playing. Since ending my Baseball career, I have thought about teaching as a way to continue my professional...
While High-needs education may be very different from playing professional Baseball, I feel that I can make the transition very well, because when I was not playing Baseball, I was helping out my family in their pursuit of special education teaching.
I have been a member of my Church Community Service program for my entire life, and have interacted with high-needs people during this time. Other community service projects include interacting with people all over Staten Island, and I have volunteered my time towards this endeavor. I have spent dozens of hours simply interacting with special needs individuals, and so I feel I have had plenty of excellent experience required in order to become a high-needs teacher in a school. I feel that my experiences make me an especially excellent candidate for New York City's public schools because of my past experiences in high-needs environments.
I want to teach Special Education because I am comfortable in the environment of a Special Education classroom, and I am able to control situations that may arise that prove to be. My experiences have given me the best tools possible. My family has embraced the call for teaching special education.
Fellows hired teach 'high' schools located low-income communities. Why teach specifically a high-school New York City? Why effective teacher a high-school? There are several issues that must be taken into consideration when deciding to work in high-need schools. It is important to thoroughly weight both the advantages and the disadvantages associated to teaching in this type of schools. I think that if this is done for the right reasons, this
, 1993). On the other hand, though, and more importantly for the purposes of this analysis, some studies have shown that those students who completed a high school economics class still developed a more keen awareness of the conditions that contributed to economic outcomes and what role they may play in later life. According to Lopus and Maxwell (1994), "Students who took high school economics, irrespective of the curriculum, did not
High School Students and World Wide Web This is a research proposal about the problems of high school students The use of World Wide Web by high school students to complete school assignments is now becoming a common practice. This study aims to find the problems and difficulties that students have using the World Wide Web as their primary source of information. The students who use World Wide Web as their primary
I had a crush of my own during high-school, but I knew that she was beyond my league. Jessica was probably the most beautiful girl in the school and she was a senior (I was a sophomore at the time). I wrote her the most beautiful poem that I could possibly think of and I hoped that this would show her that I was actually different from the other guys.
In this case the educational institutions will need to provide access to student records to evaluate how well students performed when they attended test preparation vs. when they did not attend test preparation classes. Much as the researcher proposes, Henze & Lucas (1993) predict it is possible to "shape" classroom instruction and test preparation courses to promote greater success and mastery of language among high school students (p. 54). The
There is also a definitely a positive correlation between extracurricular activities and retention and academic performance. By creating appropriate, engaging, and entertaining extra curricular activities and by involving all the students, schools could not only expect to increase the learning outcomes of all the students, but most importantly, make the children to enjoy the learning process. Bibliography Alexa Lamm, Amy Harder, Dennis Lamm, Herb Rose & Glen Rask, (August 2005), 'Risk