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which resources that you have identified as present in the community? can this be utilize in your teaching? how?
Course Description Examination of how the relationship between schools, families, and communities impacts the school adjustment of children during middle childhood and early adolescence as well as the roles of school personnel, parents, [ and community agents. Models and methods for facilitating positive relationships are considered. Resources for the education of children within families and
communities are investigated. Course Requirements and Grading Attendance and Class Participation It is important that you come to class prepared to participate in class discussion. This means that you must read the required reading prior to attending class. To receive credit for the course, both attendance and participation are expected. Class members who are absent more than twice need to make a specific written agreement with the instructor in advance (if possible) about making up the absence. Class Presentations Each participant will make two class brief class presentations (one with a partner). A handout or other form of accessible visual aid is required for each presentation. Presentation One (15 minutes) entails a review of information about parents/families from specific populations, thus enabling the class members to receive broader exposure to information about diverse parents/families than would be practical without sharing. Class members will work with a partner. Choices include but are not limited to: fathers, divorced or divorcing parents, step parents/blended families, low-income parents, immigrant parents (and/or ESL parents), parents/families from specific ethnic or racial groups (choose one group), multiracial families, parents with low literacy levels, parents of special needs children (may limit to type of disability), adoptive parents, gay and lesbian parents, parents gifted/talented, dual employed parents, alcoholic parents, violent parents, neglectful parents, unemployed parents, or families dealing with catastrophic problems. See list below. Other choices may be suggested and approved by the instructor. Each class participant will select a specific population and complete some out-of-class reading on the topic. ]
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what characteristics or qualities distinguish a professional teacher from a non professional teacher?
Weegy: Characteristics or qualities distinguish a professional teacher from a non professional teacher: A professional teacher is some one how works for a school or a tutoring company. [ A non professional when you are not working for a school or tutoring company. ] (More)
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Asked 9/15/2013 3:42:07 AM
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if the NCBTS is the measure of a global teacher you interviewed meet the challenges of global education? why?
Weegy: First, to be a global teacher it is important to have at least an interest in what is happening in the world, perhaps as an English teacher you would also chose to read poetry or literature from other countries, [ [ or as a History teacher you would include a unit about the current events in other places in the world, rather than just your own backyard. I usually include the nobel prize winning literature in my yearly lessons. Sometimes it is really relevant to what might be happening in their worlds on a daily basis. And I always ask my history students to learn the maps of the world so they will be aware of events that take place, and where the action might be. At this time, I have a son in Afghanistan, and he has helped me contact a school there where my students can correspond with the students of that school. It is a really fun exercise, and some of the kids have even invited their pen-pals to come and visit them here in the USA. We do use the internet instead of writing letters, since that seems to be a faster way of communicating, and believe me, this is something I have done for many years, with other countries. Never stop being a global person, know your neighbors. The other aspect would be to actually go to other places and teach. I have been a teacher in the Peace Corps, and I have actually been in several different countries working as a teacher. I gained a more global perspective about the plight of the people I came in contact with, and the different cultures offered me tremendous ability to identify with people outside of my own comfort zone. These were some of the most incredible years of my life, and I would do it again if I could. ] ] User: if the NCBTS is the measure of a global teacher you interviewed meet the challenges of global education? why /why not? (More)
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Asked 9/15/2013 3:57:35 AM
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