Whitaker

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School

Liberty University *

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Course

305

Subject

Communications

Date

Apr 29, 2024

Type

pdf

Pages

9

Uploaded by MagistrateHummingbird626 on coursehero.com

Simulation Feedback Report Congratulations on completing the simulation. Let's take a look and see how you did! Tracks Viewed Summary Welcome ( 1 ) => The Community ( 2 ) => The School ( 3 ) => Your Role ( 4 ) => The Bulletin ( 5 ) => Apple Valley MS Bulletin ( 6 ) => D1 - Bulletin Interpretation ( 7 ) => C1.1 - Confident and Ready ( 8 ) => Going Well, Then . . . ( 12 ) => VIDEO - Clarissa Chatting with Neighbor ( 13 ) => D2 - Dealing with Clarissa's Disruption ( 14 ) => C2.2 - Stop Chatting ( 16 ) => VIDEO - Clarissa Jones Outburst! ( 28 ) => D2C - Student Acts Out ( 29 ) => C2.2 - Pandemonium Erupts ( 32 ) => Beginning of 4th Period ( 35 ) => VIDEO - Mike Staring out Window ( 36 ) => D3 - Students Not Completing Assessments ( 37 ) => C3.1 - At Risk Teacher Visit ( 38 ) => VIDEO C3.1a - At-Risk Teacher Suggestion ( 39 ) => D3A - Doubt ( 46 ) => D4 - End of Day ( 48 ) => C4.4 - Visiting Other Faculty and Staff ( 53 ) => C3A.2 - Meeting Mike ( 55 ) => Email from Mrs. Stanger ( 59 ) => TI - Rationale ( 64 ) => Visiting Others ( 92 ) =>
D7 - Academic Remedies? ( 94 ) => D8 - Social Emotional Remedies? ( 95 ) => D9 - Differentiate Instruction? ( 96 ) => TI - Additional Ideas . . . ( 97 ) => Epilogue ( 98 ) => Tools ( 99 ) How will you respond to this direction? Learning Objective Communication strategies, listening and identifying student needs. Your Choice(s): You interpret the bulletin as the rationale for the assessment work that you've scheduled for this week. Other Choices The bulletin has you worried that you've missed something about the school's learning loss plan. You suddenly go into crisis mode, and second guess the entire week's lesson plans. You view the bulletin as a mixed message and are unclear what to do. Decision Time 00:00:18 Feedback This simulation is about learning loss; identifying, recognizing and effectively dealing with it and its attendant, often subtle social-emotional counterparts. In this scenario, you’re provided a reminder and guidance from the principal associated with effectively dealing with possible learning loss. How you interpret this communication will likely affect how you proceed. Your choice to interpret the bulletin as the rationale for the assessment work you have planned for the first few days will likely provide you with the confidence needed to focus on recognizing and understanding student behavior. This will allow you to identify those students most impacted by the learning environment of the past few years and work with them and others to design strategies to assist them both academically and social- emotionally. Which of the following will you ask?
Learning Objective In this scenario, you deal with listening and giving individual attention to help you identify a student's needs. Your Choice(s): Ask her to please stop chatting with her neighbor. Other Choices May I please see your assignment? Ignore the behavior at this time. Decision Time 00:00:28 Feedback Learning loss can manifest in a variety of ways; boredom, disengagement, disruptions, absenteeism, emotional outbursts and a variety of others too numerous to list. In this scenario, a student is not engaged in the assessment activities and is instead disrupting those around her. Your choice to ask Clarissa to stop chatting with her neighbors may result in quieting the disturbance and allowing others to work, but will not provide you with any information that may assist in determining the cause. The tradeoff here is between the individual and the class, and your needs versus Clarissa’s. How will you deal with Clarissa's outburst? Learning Objective This scenario deals with listening and communication skills. Your Choice(s): Tell the student that her outburst is not appropriate and that you need to meet with her immediately in the hallway. Other Choices Ignore the outburst. Don't feed into this attention-seeking stunt. Tell her that the outburst is inappropriate and send her to the principal's office. Walk to the student's desk and firmly let her know the outburst is unacceptable. Decision Time 00:00:35
Feedback Teachers often face the dilemma of addressing classroom disruptions with an immediate solution or a long-term strategy. In this situation, you had to choose between options that provide a quick fix or an opportunity to discover and address issues associated with learning loss. Your choice to address the disruption by asking Clarissa to join you in the hallway will likely provide you with a venue where she may disclose information helpful in identifying and addressing the underlying issue of learning loss. The tradeoff is that while you are addressing her needs, others may be likewise struggling. At this point, what do you do? Learning Objective In this scenario, you decide how to most appropriately deal with non-disruptive disengagement. What's best for the class and the student? Your Choice(s): Call the At-Risk Teacher to come to your room. Other Choices Make a note to speak with your mentor following classes today. Write a referral and send Mike to the Principal's Office. Ignore the behavior. Decision Time 00:00:28 Feedback In this scenario, you deal with Michael who has chosen, for some reason, to ignore instructions and silently resist direction. This situation is the confluence of two tradeoffs; 1) do you address the issue and deal with the individual at the possible expense of the other students, and 2) do you solicit assistance or try to deal with Mike’s resistance alone? Your choice to engage the assistance of an At- Risk Teacher will allow you to stay focused on the needs of the other students while allowing this valuable resource to address Mike’s individual needs. How you do this will impact the potential embarrassment, fear, or frustration associated with learning loss. How do you react to Mr. Donan's report? Learning Objective
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