Importance of Building A Classroom Culture
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Importance of Building A Classroom Culture
Guided Response: Because it is important to build a classroom culture, it is important for you to get to know each other as we will be spending the next five weeks together. Read your classmates’ postings and respond to at three of your peers. Ask questions to get to know your classmates more or comment on connections between you and your classmates. You will find that you share many commonalities.
1.My name is Nathan Allen. I am married to my beautiful wife Misaki. We have been married for almost 3 years now. We just recently had our first child and his name is Andrew Musashi. He was born 10 weeks premature and is currently in the NICU. I have attached a picture of Andrew and I. This is a very scary time for us and we are working through it. He is doing great and it growing now. He was born on February 3rd. I am almost done with my Bachelors here at Ashford, just a few classes remaining. I work at a company called Stericycle and we dispose of all kinds of medical waste. I have no experience with any type of early readers but wish to get some experience in it. I think it is important because we need to know how to teach children at all ages because we never know what is in store for us. It will be so much fun learning in this course and getting to know all of my fellow classmates. I will keep everyone updated on how my son progresses in the next five weeks. If you have any questions, please ask.
2.My name is Victoria DeJesus but everyone calls me Vicky. I am from a small town called Campbell, Ohio which is like an hour away from Cleveland. I am working on getting my Bachelor’s degree in Education Studies and if everything goes well I will be receiving that degree in 2017. I am married to my best friend Daniel and between both of us we have five children. He had three when we met and I had my son from a previous marriage and then we had our baby girl eight years ago. We been together for twelve years and decided to get married two years ago. I went to Campbell Memorial High School and then I went to Youngstown State University for about two years. Going to college after two years I decided that it was not something that I wanted to do. Twenty years later I decided to go back to school and attend on line classes with Ashford. I am more focused than ever and I feel like these last two years I have accomplished what I should of done twenty years ago. . I want to become an educator and my job now is not even close to it. I work for an answering service for doctors in which I have worked for seventeen years. I have not held a job in education yet but I am working to get some experience soon. I would like to add experience in classrooms and become a teacher in my hometown on my educational timeline. My learning objectives for this course is to get a better understanding of curriculums and how to put it together. I still yet have had experience with early readers so I really can not say anything about it. I am sure that it is important for us educators to learn about early literacy practices so we can pass that on to our students. I look forward to having class with you all and best wishes for the next couple of weeks.
3.Hi, Im Rosalyn and I have met (as much as an online class allows) many of you from previous classes. I live in Houston, Texas with my husband and 7 year old son. We are expecting our first daughter mid May, so things are pretty hectic, but exciting around here right now.
As far as education, I have an Associate of Applied Science degree in Interpreting and Transliterating and up until yesterday, I have worked as an independent American Sign Language interpreter (I resigned due to complications with my pregnancy, but will return next school year). I mostly have worked in education serving in k-12 and higher education and and have one class left after this for my Bachelors in educational studies. My future career goals include that I want to work as a deaf ed teacher for a while to gain experience and maybe make that long term. But my ultimate goal is to work with struggling readers. Last school year, in addition to interpreting, I took on a project in one of the Houston ISD schools to work with a few kids who were grade levels below their grade in reading to try to get them closer to caught up. A friend of mine and I volunteered with this group of kids usually about an hour and a half a day October-April to build their skills and confidence in reading. If I could dos something like this on a larger scale, this would be my dream job.
I have very limited experience with early readers outside of my own personal experiences. I am the second oldest of four children, and my mother made sure to have us all reading at the age of 3. According to her, she would read to us every day and play word games and letter games when she would interact with us. when I had my little boy, I wasn’t particularly focused on having him read early, but I did want him to have a love for reading and I had some of the same practices of reading to him daily and nightly and all of his screen time from birth to 3 was related to reading in one way or another. He in turn was reading at 3 as well and when he entered kindergarten, I was informed he read on a 3rd grade reading level.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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