Author: admin

Considering the students in my field experience class, field trips need to be pre-planned ahead of time with the team that will be taking them. The students that are in my classroom have high behaviors and can be set off easily. Planning a field trip with these younger students should be planned for an outside trip. The one thing I know is that I will plan extra staff to come with on the field trip, at this time, the more staff the better. I remember two years ago, we took the whole school which consists of 25 students ranging from kindergarten to high school to the zoo. We brought along extra staff like our behavior analysts, counselors, and all teachers and paraprofessionals along with the dean of students. It turned out to be a good day, we were very proud of how well the students behaved! A few days before leaving for the trip, I would begin reading stories and social stories to the students on how to behave and act around others out in public. Students should know the rules and expectations when going off the school yard, riding the bus, being around other people, and how to behave appropriately. The students should also know what kind of consequences that will happen if they are misbehaving and not following directions. A as teacher having a student list with their families contact information would be a priority to bring with along with any medications that need to be given during the trip. As a teacher, we have to remind ourselves that not everything is going to go perfectly, so we should be flexible and always have a plan B strategy to follow through with. Some components that may need to be modified throughout the field trip would be outdoor behaviors from play ground to a public place, what happens if behaviors occur, and expectations of students. If behaviors occur on a field trip, trying to make it as less noticeable as possible is best, also the expectations should be modified to be stricter than they are in school. Field trips can be fun and when planned accordingly, it can be successful from start to finish. Comment as you see fit. Min 40 words or more

A student cannot legally be excluded from a field trip or any school function because of a disability, IEP, or 504. It could be considered a denial of Free and Appropriate Public Education (FAPE) which is a legal right under the Individual with Disabilities Education Act (IDEA). It would also be discrimination based on a disability by an institution receiving federal money which is prohibited by Section 504 of the Rehabilitation (“Supporting Students”, 2013).
The student would go on the field trip.
Prior to the field trip, I would meet with the special education teacher who is responsible for his behavioral accommodations to organize a plan with the best possible strategies and accommodations that can be utilized outside of the classroom. I would also have a whole class meeting the week before the field trip emphasizing how important it is to be on our best behavior so that we can all learn and enjoy the field trip. I would remind the students all through the week. I would meet individually with the student in question a week or so before the field trip and again the day before. I would answer his questions, talk again about trying our best to listen and be respectful and build excitement. I would have a list of triggers to be aware of as well as a list of the best solutions. The IEP accommodations must be followed on the field trip just as they are in the classroom (“Supporting Students”, 2013). Because the IEP does not specify a one-on-one aid, he cannot be required to have one on the field trip; however, if there is an aid that he is particularly fond of, it would be beneficial to invite them and include them in the class or small groups with the child. Comment as you see fit. Min 40 words or more.
Supporting students with ASD on field trips. (2013). https://carautismroadmap.org/

Observe an early childhood classroom that includes children with exceptionalities, paying attention to classroom management strategies.With your mentor teacher’s permission, run an instruction and transition time to see if the environment is conducive to the transitions. Additionally, interview the early childhood classroom teacher about the same topics.
Your interview should address the following questions:
How was your classroom management plan devised?
How is your classroom management plan presented and reinforced throughout the school year?
How are rules and procedures communicated to students and parents?
How did you develop consequences for student behavior? How consequences are consistently enforced in the classroom?
What accommodations do you make in your plan for children with exceptionalities?
How have you made improvements in classroom management procedures in your professional practice?
Your interview should address the following questions:
How was your classroom management plan devised?
How is your classroom management plan presented and reinforced throughout the school year?
How are rules and procedures communicated to students and parents?
How did you develop consequences for student behavior? How consequences are consistently enforced in the classroom?
What accommodations do you make in your plan for children with exceptionalities?
How have you made improvements in classroom management procedures in your professional practice?
Select 3-5 students from the class and interview them about the rules and consequences.
In 250-500 words, summarize and reflect upon your experience and interviews. Discuss whether the children appeared to know the rules and consequences regardless of who was in charge, and if you believe the procedures in place work for this particular classroom. Based on your observations and interviews, discuss at least three helpful tips to keep in mind when creating rules and consequences for young children.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
not able to interview
resource links to help:Classroom Rules for Preschool-
https://youtu.be/i3qvDC53_rwhttps://youtu.be/beLFEyKnvNM
Classroom Behavior Management Tips | Best Classroom Management Ideas-
How to Make a Classroom Management Plan | Classroom Management-https://youtu.be/LXvv4p2CA8g
Relationship Building: Parent/Teacher Communication-https://youtu.be/LTKOhxE4LNc
When Children Act Out | Dealing with Challenging Behaviors (feat. Tracy Schreifels)- https://youtu.be/rUcG2-EFkNI
Classroom Management: Routines and Procedures for elementary school teachers (primary specific)-https://youtu.be/YG5JmKgBIPM
Attachments:
6507375_1_Rubric-Print-Format–16-.xlsx

discuss how Americans’ thinking about economic freedom has changed, and has not changed, from the end of the nineteenth century (that is, from around 1900) to the end of the twentieth century (or the early twenty-first century). What key historical events or developments shaped ideas about economic freedom during this period, and how? What continuities can be identified in thinking about economic freedom during this period (and even date back to the nineteenth century)?

Virtual meeting fatigue or ‘Zoom fatigue’ has become a new phenomenon among online users. To what extent has this new phenomenon affected your life and your studies?