Parent Teacher Behavior

Parent Teacher Behavior The correlation of a good parent and teacher relationship Parents and teachers constitute two of the most important information sources of young childrens social skills. However, Parents and teachers often are very influential adults in childrens lives, and thus they can provide important perspectives and information concerning childrens behavior. Parents are unique compared to other adults in that they often have observed their childrens behavior across time and across diverse situations. It declared that parents often are aware of subtleties in their childrens behavior and are able to observe them in different contexts, and, therefore, they should be included in the assessment of their children. Inclusion of mothers, fathers, and teachers as assessors allows for comparisons regarding their agreement about childrens behavior across situations with consideration of physical location as well as with sensitivity to differential behavioral values. (Mouly, 2000) In research it has been found that teachers benefit from involvement with parents. Teachers who had high involvement with parents indicated that they were more proficient in instructional and professional activities, devoted more time to instruction, and maintained better parent relationships than did teachers who had little contact with parents. As a result of these reciprocal benefits of parent-teacher relationships, others have encouraged the use of home school collaboration programs to help modify childrens academic and social behavior in school. (Slavin, 2005) Parents play an important role in an exceptional childs life and must inform teachers of their special conditions since no two children are alike. (Mouly, 2000) Teachers can be very helpful in supporting a childs treatment once parents inform them about the disorder. Parents can provide information to the teachers and school personnel about their childs medication or other special needs. From here, teachers can provide parents with occasional progress reports. Even if a child is not active at school, teachers should be informed that treatment can improve the childs ability to learn. However, misunderstandings between student, parent and teacher are common, but can be lessened with early communication between parent and teacher. The first contact between parent and teacher should be made before problems arise with the student. Parents can get involved in school activities in many ways, they can assist teachers with class once a week, volunteer to talk to the class on a particular topic, help with field trips or donate supplies for special events or projects. Some techniques that have effectively been used when working with parents of exceptional students are as follows, effective use of home liaisons, teachers who go on visits with home liaisons to enhance communication between school and parents, treating the parents with respect, encouraging their continued assistance with their childs education, and complimenting them on participation in their childs education. Some other suggestions for improvements that could be made are, training parents specifically in their roles in Individual Education Plans and School Evaluation Teams; obtaining through interviews and observations, viewpoints and feelings of parents; communication through media forms (announcements about appropriate meetings); guest speakers for parent meetings who would give in depth training concerning parental rights, early intervention, and transition plans; all teachers should be required to make personal contact with parents even if there is no apparent intervention neede d, this will keep the door of communication open; activities taught at school that would have a parent participation component included at home. It is very important that teachers help the parents of exceptional children to learn their rights. (OCD, 2005) Some of these parents dont know them at all and some only know bits and pieces that seem misconstrued. Teachers are required to have the parents sign their parental rights at all the meetings with the Diagnostician that would be concerning the childs education. It would be helpful for the parents to know and understand what they are signing for them to feel more comfortable. Most parents are kind of scared to sign things that they are unsure about, and then they are tense and unable to really make the best decisions about their child. (Slavin, 2005) In conclusion, I feel that working with parents of exceptional students will cause a mix of emotions. You are required to be on your toes at all times and they expect you to know everything, but as long as you treat them with respect and follow the simple guidelines from this paper, you shouldnt have a problem. You just have to keep in mind that you are teaching their pride and joy exceptionalities and all. References Mouly, G. (2000). Psychology for effective teaching. New York: Holt, Rinehart and Winston. OCD Resource Center, (n.d.). Child adolescent ocd. Retrieved Mar. 20, 2005. Slavin, B. (2000). Learners with exceptionalities. Ford, D. (1996, Aug 05). Good parent-teacher relationship benefits children. College ofAgriculture and Home Economics, Retrieved Mar 20, 2005 Jones, D. (1997, Mar ), Working with navajo parents of exceptional children. Communication is the key. Retrieved Mar. 20, 2005, from Children, Youth and Family Establishing a parent-teacher relationship. (1998).

It’s Time to Toughen the Laws on Teen Drivers :: Argumentative Persuasive Essays

It’s Time to Toughen the Laws on Teen Drivers      Ã‚  Ã‚  Ã‚   Turning sixteen years old in teenagers' lives is an exciting event. It allows them to get a drivers license and is a big step towards adulthood.   With this, it gives them freedom and control over something they have never experienced before.   In most cases, people stress about gangs, drugs, and violence in our communities as a big result of teenage deaths, but the leading causes of accidents today are teenage drivers, especially sixteen and seventeen year olds.   Maria Purdy, an author for "Teen Magazine", writes about statistics with young teenage drivers.   She sites that, "To equal the number of youths killed in motor vehicle crashes in 1995, a plane with 520 people on board would have to crash with no survivors once a month for a full year" (online).   Legislators should pass a law changing the drivers licensing age to eighteen instead of sixteen.   By doing this, it could decrease driving problems we face today.   Ã‚  Ã‚  Ã‚   In most European Countries, teenagers aren't able to earn a license until they are at least seventeen or eighteen years old.   There have been less fatal crashes among teens in these countries because of this.   Cheryl Tevis who wrote an article in the "Successful Farming" magazine, writes about American teenagers compared to other teenagers around the world.   She states that "American teens drive at an earlier age than those in most countries" (online).   This is not surprising to me since there are some states that have allowed teenagers to drive at age fourteen in some circumstances.   Ã‚  Ã‚  Ã‚   For the most part, sixteen and seventeen year olds don't realize the importance and responsibility that comes when getting a drivers license.   They feel it is something to play around with and don't take it seriously.   For instance, immaturity is a cause of being   irresponsible.   Because of this there are many accidents that happen that could have been prevented.   Allan F. Williams, an author for "Public Health Reports" writes about the characteristics all teenagers have in common.   He observes that "Qualities generally associated with immaturity (such as chance taking, testing limits, poor decision-making, overconfidence) are associated with the more risky driving styles characteristic of teenage drivers" (online).   Almost half of the accidents today caused by teenagers were linked to peer pressure and immaturity.   Ã‚  Ã‚  Ã‚   Often, in teenagers' lives, they look towards their friends for advice and guidance rather than their teachers, parents, and others.

Prayer policies between the Christian and Muslim Essay

The Christian and Muslim religions have long argued their religious differences. On the surface, both religions possess similarities. Both religions advocate the worship of a singular God. Both impose obligations and duties on their believers as a means of becoming and staying as an advocate of the religion. Both use prayer as a means of communicating with God. However, when the prayer policies of each religion are contrasted, the differences between the two systems of beliefs can be easily identified—in their concept of prayer, the form of prayer and the rituals that come with it, and the intention of the prayer. A primary distinction in the prayer policies of both religions is their understanding of the concept of â€Å"prayer. † The Muslim religion, or Islam, understands prayer as that which involves a series of very specific rituals. The Islamic principle of salat, which is commonly used to understand the Muslim concept of prayer, signifies a rigid set of prayers that Muslims are expected to perform five times daily (â€Å"Salat: Daily Prayers†). On the other hand, Christians view prayer in a broader sense, in that they see it as a form of mental and emotional attitude. Therefore, their prayer is not limited to a prescribed form. For the Christians, there is no right and wrong way of praying (â€Å"Muslims Ask, Christians Answer†). A glimpse at the form of rituals each religion observes in praying best illustrate this point. In the Muslim religion, ablutions and washing are required before praying. This is in keeping with the belief that only those who are considered to have been purified can communicate with God. A prayer leader known as the Muezzin calls the Muslim faithful to prayer from a portion of a mosque called a Minaret. After calling the faithful to prayer, only the prescribed prayers should be recited. During prayer, proper clothing, as well as the calculated gestures of kneeling and bowing, is imperative. Otherwise, the prayers said are regarded as void, and the believer is required to repeat the entire prayer from the beginning to the end (â€Å"Salat: Daily Prayers†). On the other hand, the Christian religion does not prescribe either form or amount of prayer. No ablutions or washing rituals are needed before a Christian may validly pray to God. Christian texts such as the Holy Bible, offer suggested passages and prayers, but do not require strict compliance. The religion focuses mainly on the believer’s sincerity and not necessarily his words (Schirrmacher 2). Thus, Christians can use various forms of prayer such as dance, music, whether accompanied or not by lyrics, meditation, or through the use of artistic skills such as painting or sculpture. Another distinction in the prayer policies of both religions is the purpose of prayer. Although both Muslim and Christian prayer invokes the aid of an Almighty being, their prayers aim to bring about different goals. The believers of Allah (i. e. , the term Muslims use to call their God), through all their gestures and prayers, intend to manifest their submission with all humility as a servant, both to his Lord, and to his community (Spengler). Thus, intimate names of God cannot be invoked. Muslim believers regard Allah as solely the Creator and cannot be considered as on equal level with the products of His creation (Schirrmacher 2). Christians, on the other hand, aim to commemorate Jesus Christ’s sacrifice through the Eucharist (Spengler). Through prayer, Christians intend to express the intimacy of their relationship with God. Hence, they can address God as â€Å"Father† or â€Å"Abba. † These distinctions in prayer – their concept of prayer, their rituals in praying, and their goals of prayer—illustrate the differentiate prayer policies between the Christian and Muslim religions. While these distinctions set both religions apart, they both worship only one God. They also impose duties and obligations on their believers. Finally, they use prayer to communicate with God. Works Cited â€Å"Salat: Daily Prayers.† BBC Religion and Ethics – Islam. 09 March 2006. 27 February 2008 â€Å"Muslims Ask, Christians Answer. † 27 February 2008. Schirrmacher, Christine. â€Å"Christian and Muslim Prayer. † World Evangelicals: 1-4. World Evangelical Alliance. 27 February 2008. Spengler, Oswald. â€Å"Does Islam have a prayer? † Asia Times. 18 May 2004. 27 February 2008 .

Deaf Culture essays

Deaf Culture essays Deaf people, like hearing people have their own culture. Not only d they have there own language but a separate culture then hearing people. The deaf culture is very important to the deaf community in this paper I will tell you some examples of this amazing culture. Many people of the hearing community might think of a deaf person as handicapped but if you called a deaf person this, they would be offended. Deaf people do not think of them self as disabled or handicapped. They prefer to call them selfs by this only for social, political, or economical needs. Many hearing people think that deaf people should learn to lip-read and learn how to speak so hearing people can understand them. Deaf people like to think of them selfs as having nothing more then a language barrier, such as we would think for someone who spoke Spanish instead of English. Also phrases such as deaf and dumb and deaf and mute and hearing impaired are considered offensive to many people in the deaf community. Hard of hearing or just Deaf are preferred by most deaf people. There are a few different types of sign language that a deaf person might use. The most common is ASL (American sign language) when signing in ASL you uses a different grammatical structure. Also In ASL you do not sign every word, words like it, the, is, a, an, etc. are not signed. Another language used is Pidgin signing. With Pidgin you leave out the small words and articles but you use the exact word order. Another is exact English; with this you sign every word, and in the same order as you would in spoken English. ASL has existed since late 1700s. French sign language and British sign language existed in Europe before ASL began. A lot of ASL comes from French sign language. When Europeans came here to settle they brought their deaf culture. When speaking to a deaf person, no matter what type of sig...

Free Essays on Livvie

â€Å"Livvie†, A Celebration of life Eudora Welty’s â€Å"Livvie†, is a great story on how life should be celebrated. The story is about a young woman , who marries and old man, that in a since imprisons her. The young girl gets a second chance at life when a younger man (someone her own age) enters her life and the older man is about to die. The theme Welty is trying to get across is live life to the fullest. Welty shows the theme through the character, setting, and symbols. Characters played a big role in the story. First, Solomon who is the husband of young woman. His name kind of explains what type of man he is going to be in the story. Solomon was the king of Israel and in the story Welty provides information that Solomon is playing a king type role. Welty says Solomon had a bed â€Å"like a throne† (511). â€Å"Solomon had never let Livvie go any farther than the chicken house and the well. (515). Welty shows the control Solomon has over Livvie (the young girl). Another sign of control that Welty shows in the story is, â€Å"Solomon would not have let Livvie look at them, just as he would not let her look at a field hand or a field hand look at her† (512 about cosmetics, Livvie gets so excited about the color of the lipstick. It must remind her of something in life. Cash’s youth attracts Livvie. The setting also plays a signi... Free Essays on Livvie Free Essays on Livvie â€Å"Livvie†, A Celebration of life Eudora Welty’s â€Å"Livvie†, is a great story on how life should be celebrated. The story is about a young woman , who marries and old man, that in a since imprisons her. The young girl gets a second chance at life when a younger man (someone her own age) enters her life and the older man is about to die. The theme Welty is trying to get across is live life to the fullest. Welty shows the theme through the character, setting, and symbols. Characters played a big role in the story. First, Solomon who is the husband of young woman. His name kind of explains what type of man he is going to be in the story. Solomon was the king of Israel and in the story Welty provides information that Solomon is playing a king type role. Welty says Solomon had a bed â€Å"like a throne† (511). â€Å"Solomon had never let Livvie go any farther than the chicken house and the well. (515). Welty shows the control Solomon has over Livvie (the young girl). Another sign of control that Welty shows in the story is, â€Å"Solomon would not have let Livvie look at them, just as he would not let her look at a field hand or a field hand look at her† (512 about cosmetics, Livvie gets so excited about the color of the lipstick. It must remind her of something in life. Cash’s youth attracts Livvie. The setting also plays a signi...

Cohabitation Essay Example | Topics and Well Written Essays - 2500 words

Cohabitation - Essay Example The leveling of the divorce rate is covering up the instability in the rising rates of cohabitation that is being passed from generation to generation. Cohabitation outside marriage sociologically changes the formation of the family unit. In a cohabitation arrangement, there is no legal commitment on the part of the spouses in regards to property and long-term child care arrangements. Because it leaves the children at risk, and due to religious and moral values, the act of cohabitation often carries a certain amount of social stigma with it. Yet, research has also shown that couples who cohabitate are significantly more likely to get divorced if the cohabitation progresses into marriage. A study by DeMaris and Rao (1992) concluded that "cohabitors have a higher hazard of dissolution at any given time since marriage. [and] cohabitors are estimated to have a hazard of dissolution that is about 46% higher than for noncohabitors" (p.183). The increased rate of divorce among previously cohabitating couples may be a product of an instability in the relationship from the beginning. According to Bumpass, Sweet, and Cherlin (1991), "About 4 0% of cohabiting unions in the United States break up without the couple getting married, and this tends to occur rather quickly. By about one and one-half years, half of cohabiting couples have either married or broken up" (p.917). Whether the cohabitation arrangement dissolves quickly, or ends in divorce after a later marriage, the prospects for a cohabitating couple are significantly worse than for a couple that marries without ever cohabitating. The rates of divorce and cohabitation have been historically measured by the Census Bureau. According to Fitch, Goeken, and Ruggles (2005), "The acronym POSSLQ-"Persons (or Partners) of Opposite Sex Sharing Living Quarters"-was coined by Census Bureau staff in the late 1970s. POSSLQ households-termed "Unmarried Couple Households" by the Census Bureau-are composed of two unrelated adults of the opposite sex (one of whom is the householder) who share a housing unit with or without the presence of children under 15 years old" (p.2). Divorce rates in theUnited States rose sharply in the period of 1960-1980 followed Chart 1: Source (Schoen & Canudus-Romo) by a leveling off period through the year 2000 (See Chart 1). During this same period, the Percentage of Opposite Sex Sharing Living Quarters rates have continued to rise sharply (See Chart 2). Chart 2: Source (Fitch, Goeken, & Ruggles) An interesting aspect of the divorce and cohabitation rates is that as the cohabitation rate was low and remained steady from 1960-1970, the divorce rate rose sharply. However, during the period of 1975-2005, cohabitation rates have risen dramatically, while the divorce rate has remained steady. From a psychological standpoint, it would seem that a relationship that has transgressed from a cohabitation arrangement to a marriage would have a better chance of success. The partners would be familiar with each other's living habits and the commitment to marriage would be based on a well informed couple. As would be expected, cohabitation has a higher dissolution rate than marriage, but this also extends to the couples who have married and now experience a higher divorce rate. Several studies have confirmed that couples who have

Athletes drug use Essay Example | Topics and Well Written Essays - 1000 words

Athletes drug use - Essay Example Covered in the subsequent paragraphs are types of drugs abused by athletes, reasons as to why they abuse drugs, associated effects, policies and punishments and finally, possible solutions to the problem. The sole aim of one taking part in a sporting completion, just like is the case with any other kind of completion is to emerge victorious. However, sometimes the prediction of the outcome may leave the competitor feel like he/she has already lost to his/her opponents even before the real competition. This is the main drive behind use of drugs by some athletes, just to ensure that they emerge winners and land their hands on the gold medal for their country while at the same time ensuring personal accomplishment satisfaction. . The former refers to the kinds of drugs which are usually taken with the aim of one getting the ability to perform better especially in athletics. With respect to Examples of PEDs include stimulants, human growth hormone (HGH), anabolic steroids, erythropoietin and diuretics (Audran et al, 1999). The second type of drugs (recreational drugs) comprise of those drugs, usually narcotic which are taken for the purpose of helping an individual alter his/her mood. In other words, these are drugs which are taken non-medically for the purpose of enjoyment and not because one is sick. Examples of drugs other this category include psychedelic mushrooms, cannabis, barbiturates, opium, amphetamines and heroin. An athlete will feel satisfied if at the completion of the game it turns out that he/she emerged the winner. However, as it is obvious, one cannot be said to have won the race if he/she has not yet taken part in a given completion. It is both the victorious feeling associated with winning and the intense feeling of competition that leaves some athletes with no option but to abuse some certain drugs. When an athlete wins a race, he/she is sure of taking home (to his/her home country) a medal, getting a good