Create a safe setting, limit the number of adults involved, give personal space, show open, accepting body language, use peaceful tone and verbal interactions.

An Escalated Adult Cannot Control an Escalated Student
Create a safe setting, limit the number of adults involved, give personal space, show open, accepting body language, use peaceful tone and verbal interactions, communicate simply and directly, identify their wants and needs, reassure the student and frame an outcome, coach them to take responsibility for their behavior, find agreement.
How to article
Both the student and the teacher need to use appropriate body language and verbal interactions.
This goes back to modeling expected behavior. If the teacher is modeling negative behavior then the student will follow.
“To start, getting down on the child’s level can avoid the child feeling as if the teacher is looming over them. Body posture should remain comfortable and relaxed. Gestures such as crossing arms and pointing fingers should be avoided for the most part. Movements should be kept slow, deliberate, and non-confrontational” .

What should the purpose of education be and how can schools support these aims?

Reflective Critical Piece
You will be responding to the question: What should the purpose of education be and how can schools support these aims?
You will be provided with a quote to help your response, which you should include in the beginning to start. Everyone will have the same extract to start your reflective piece. This extract is not part of the word count.
The structure of task three is outlined for you on the next slide.

How was ozone gas formed on planet earth?  Why is it considered a significant event in the formation of earth’s climate?

Your assignment must include a title page, the course number, the instructor’s
name, your name, and student number, the date, and your TAs name. Margins must be 2.5 cm on all sides. Use Times New Roman font with a point size of 12. Line spacing must be set at 1.5 lines.
QUESTIONS:
1. Describe the conditions before our planet earth was born. What were the series of events which created our planet? How and when was earth’s moon formed?
2. What are stromatolites? Why are they considered significant in the evolution of
life?
3. Short answers:
a) What were the first creatures to develop a spine?
b) Name the fish that used its fins as legs to push itself out of the water?
c) What were these creatures called once they became land dwellers?
d) What is the name of the first land plants?
4. Dragonflies, spiders, and other bugs that we see today were the first creatures to crawl on the land. In what way were they different from today’s bugs and why?
5. How was ozone gas formed on planet earth?  Why is it considered a significant
the event in the formation of the earth’s climate?
6. One and half billion years ago, mysterious forces hidden beneath the surface thwasere shaping our planet. What were the processes at work and how did they shape our planet?
7. Approximately 4 million years ago, explain what conditions led to human evolution and migration out of Africa?
8. According to your opinion, what are the three major events that created and shaped our planet as we know it today? Hint: Only one out of three is the most important
the event, as explained in the documentary, the rest 2 is based on your opinion

Design one to two research questions that will guide the study of your preliminary research topic/ problem. Remember these are not questions you will be directly asking research participants, but broader questions that will provide direction for your research.

Racial disparities and discrimination in education

Research questions provides a guide for the researcher on what they want to know from the data. Research questions should address a gap in previous research. Research questions also contain relevant concepts and provides insight into overall research design. Qualitative research questions are not an opinion statement or a hypothesis to be tested.
Design one to two research questions that will guide the study of your preliminary research topic/ problem. Remember these are not questions you will be directly asking research participants, but broader questions that will provide direction for your research. Consider the following:
Do not include more than two research questions.
Research questions should be clear, feasible, and socially relevant.
Remember to design questions that reflect the use of a qualitative research methodology.
Avoid questions that could be answered with a “Yes or no”.
Example question phrases: “How does…”, “What factors…”, “What, if any…”, “To what extent…”

Explain your strengths and weaknesses whilst dealing with your studies. Explain how you developed an understanding of the module materials.

You will have developed a range of soft-skills whilst undertaking your studies and producing your assessments, such as communication skills, problem solving skills, critical skills and writing skills. The W202 module assessments will have focussed on these skills. You will have received feedback through your Tutor Marked Assessments  on these skills. This feedback would have identified any developmental points. You will be able to reflect upon this feedback and say how this experience has shaped your academic development.
You are expected to provide a personal response from your experience on this module. To support you with this part of the assessment you may focus on some of the following areas in your reflections:
Discuss your academic development on this module.
Explain your strengths and weaknesses whilst dealing with your studies.
Explain how you developed an understanding of the module materials.
Reflect on how you planned for this extended piece of work
Identify any developmental points and say how they will be addressed
Discuss the development of skills.

How does something like the COVID-19 pandemic exacerbate poverty and powerlessness? Feel free to use personal or firsthand experiences.

NUFS Final reflection.

Final part of all the work

Provide a reflection statement incorporating the following elements:

Using information from the class, how does the information from this paper impact your perception of Domestic Hunger vs. World Hunger? Provide specific information from class to support your answers from a world hunger standpoint.

How does something like the COVID-19 pandemic exacerbate poverty and powerlessness? Feel free to use personal or firsthand experiences.

Lastly, how does something like COVID-19 or any large scale disaster impact the nutritional status of the individuals, and more specifically, you? Going back to our first very basic lecture on normal human nutrition, think about your diet before and since COVID-19. How has it changed? Do you notice differences in the way you eat, or how you access food? Has the pandemic affected your food security? If you feel that last question is too personal, you may skip it.

 

Present one task that allows the students to practice the language in a controlled way, focusing on accuracy. Production stage: Present one task that allows the students to practice the target language in a freer way and develop fluency.

Your assignment task: This assignment aims to develop and assess your ability to: Produce learning aims and objectives that are appropriate for lesson type and class level. Produce lesson plans that are appropriate for lesson type and class level. Produce resources that are appropriate for a specified class. Apply relevant reflective practice models when writing personal reflections for learning and teaching. Plan a lesson stage in which students are led to analyse the target language. Use language that is appropriate for a specified class when teaching new language. To complete Assignment, you are provided with models, templates, and a checklist to refer to prior submission. To complete this assignment follow these steps: Step 1: Create a face-to-face PPP lesson plan 1.1 Open the file AssignmentA_Step1_LessonPlanTemplate that you downloaded at the beginning of the assignment. You will see in the lesson plan template that the information about the group and the anticipated problems have already been completed. You will need to add one aim and three objectives to the lesson plan that are appropriate for this group and lesson. You will also include your bibliography at the end of this lesson plan. 1.2 Produce a lesson plan based on the past continuous tense for interrupted actions for the group of students identified in the case study. For example, “I was talking on the phone when the pizza delivery arrived”. The lesson must be 60 minutes long and the plan should be detailed enough so that it could be read and understood by another teacher. You must ensure that your lesson plan includes the following separate stages: Warmer: introduce the theme and create a context of the lesson. Presentation: Present the past continuous to the students in a way that leads them to analyse the language through eliciting and concept checking.

Present one task that allows the students to practice the language in a controlled way, focusing on accuracy. Production stage: Present one task that allows the students to practice the target language in a freer way and develop fluency.

Ensure that the language in the questions is appropriate for the age, language level and background of the students. The questions must be presented as direct speech, for example, “What is your name?” Step 2: Create an online PPP lesson plan 2.1 Your next step is to adapt the face-to-face PPP lesson plan you created in Step 1 to create an online PPP lesson plan.

What social conditions might have influenced these research concentrations, and the focus of certain leadership approaches?

Leadership in higher education

Examining/ analyze the two files of table of contents of two volumes of a journal using the text book above to answer the below questions in #3

According to the two time frames write a paper following the below questions as separate headings in the paper:
• How educational leadership and administration were conceptualized, and the metaphors of schools/universities that were in operation?
• Was leadership or management a focal point?
• What were the key issues and concerns in the time frames you reviewed?
• What leadership theories dominated during these times, and what theories were the focus of research?
• What social conditions might have influenced these research concentrations, and the focus of certain leadership approaches?

What have you learnt from the experience of planning a learning sequence in science, then embedding this within an integrated unit of work to develop the final resource?

This section
requires you to consider what you have learnt about planning primary science as a result of your work in assessment task 1 & 2.
What have you learnt from the experience of planning a learning sequence in science, then embedding this within an integrated unit of work to develop the final resource? In particular, consider what you have learnt about the role of context as a way of supporting student learning in science and how and why teachers are required to monitor student progress and development.
What will you take with you from this experience into your future science teaching?