theatre

1.     Answer the below questions in regards to you company “Amazon.com.”

2.     Must be in Microsoft word.

3.     State your company at the top of your paper.

4.     Write the question out then provide your response. 

5.     All responses need to be thoroughly thought out..

6.     Provide the references of where you obtain your information

7.   No Plagiarism.

 

 

Answer the following questions.

1.     Who handles external communications for Amazon.com?  Give his/her name and job title.

2.     What do you imagine the role of the communications person at Amazon.com was in the development of the annual report?

3.     What is the name and title of the communications director for the President of the United States? What is his/her most common way of communicating to the citizens of the United States?

4.     What would be a major reason for a company to delay bad news from coming out about the company?

5.     What forms of communication does Amazon.com use to communicate with the public and stockholders?

6.     List five ways how a person could fail at making a presentation.

7.     What form(s)of communications would you use in the following situations:

o    Resignation of the CEO of the company

o    Introduction of a new product or service

o    The discovery of a major safety violation in one of your products

8.     What do you do if you get stage fright and freeze up when you are introduced to make a speech?

9.     Your audience ranges in age from 20 to 70; what communications problems do you envision encountering?

 

 

 

Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

 

The teacher Dr. Todd below

 

 

 

You are correct in recognizing the importance of communication as a basis in co-teaching. Just like in a substitute teaching situation, children will see one teacher as less than another if one of the teachers does not have authority in the classroom. So how can authority and thus "equality"in the classroom be established? This question I am addressing to you.  How would you actually handle this?  I will give you one idea of how I would handle it but I would like for you to come up with your own ideas. When team teaching begins each teacher will address the class and share the ground rules for behavior, for instance, Consequences will be the same despite the teacher who deals with the student. This is similar to what goes on between a husband and wife with children.  The rules are the rules. One teacher does not change them when another teacher is the disciplinarian. 



Dr. Todd

 

 

Tracy Kuemerle

 

  1. Using an unbiased perspective of both teachers, what do you think is the cause of this conflict?

 

    The cause of the conflict is first the person who had gotten hired as the co-teacher to the students throughout the day, did not make the impression that he/she wanted to plan and co-teach. There is even a lack of communication between him/her and the other teacher. In most cases similar to this scenario is that the teachers have not gotten a chance to meet one another and had time to develop a quick routine. The teachers should have compared his/her weaknesses and strengths so they are able to sort out which one will do what in the classroom with the students. One teacher tends to have more experience in the teaching field as to where the other teacher only had limited experience. The way I see it and probably from a supervisor’s view that there is lack of communication between the two teachers. It is all the collaboration can either go two ways, there is the way that it can go smoothly where both teachers will work together, or it could go the direction to where it leads to miscommunication or differing goals (Murawski & Spencer, 2011, p. 122). The other perspective could be that the teachers needed to collaborate before beginning the class, this way the teachers are on the same page, and one doesn’t feel like she is not doing anything to help.

 

   In a real life situation this happened to myself when I was working at a head start center. The teacher was very OCD into everything had to go her direction and she was supposed to be teaching me the ways and paper work that we had to do. I offered my help but she would be just like no I go it, and I would just do the simple things like walk around the classroom and help when the children needed it. As it was mentioned the children went to the teacher not really realizing she was around, which was the same in my situation.  Even with communication ours ended up being the miscommunication it turned out to be the one teach, one support (OT/OS) is how our classroom was run but it later go into the portion where it was all about her planning and guiding the students.

 

2)Discuss a plan for communicating effectively with the co-teacher using what you’ve learned so far including how you will document the meeting and a follow- up plan to reevaluate your team’s success.

 

  The plan for communicating effectively with the co-teacher is to have a sit down meeting and discuss what the plan will be. A way that this can be planned on would by using the what, how, and who approach to plan out the lesson plan by using both the teacher’s ideas to support the plan.  This way the teachers can propose together what would benefit the students. Another form of communication idea would be using the six methods of successful teaching by the National Education Association (NEA), which are to: establishing rapport- strengths and weaknesses, blend teaching styles- compare strategies from previous teachings, leverage strength and weaknesses which that is compared to the first part of establishing rapport, review the IEP’s go over what students will need what kind of action, teach as a united team- learn together, solve together ,and then grow together- which will give the teachers the opportunity to learn from each other and teach each other. The best way to have an effective classroom with a co-teacher is to be a team and rotate days on teaching the class.

 

 

 

 

 

Marston, N. (2010).  6 Steps to successful co-teaching: Helping special and regular education teachers work together. Retrieved from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

 

 

 

Murawski, W. & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.

 

 

 

 

 

Debra Jones

 

Role Play: We All Work Better, Together!

 

 

 

Using an unbiased perspective of both teachers, what do you think is the cause of this conflict?

 

When we look at co-teaching, we think about how it benefits and can be explored as the avenue for students with disabilities to receive the general education curriculum in a general education setting with specialized instruction.  Both teachers will be able to deliver their expertise by using differentiated instruction.  I think the cause of the conflict is the teachers did not get to know each other and talk out their role and expectations in co-teaching. Lack of communication is part of the problem because they did not sit and discuss plans and preparation for a lesson or the class setting. The teachers did not acknowledge each other instructional and discipline styles in teaching special needs students and non-special students. If the teachers do not understand each other position in teaching then, it will cause a problem. However, if the teachers implement real collaboration and communication with each other and discuss each other strengths and weakness in the instructional process, then conflicts will be resolved. The teacher needs to recognize how they can better service the students and when it is better to services the students’ needs in a positive environment. “Perspective sharing establishes the groundwork for constructive problem solving (Windle & Warren).  To make the class much manageable it will be good to complement one another on the delivery of the instruction. To create a cohesive classroom with consistency and expectations both teachers should be on the same page in implementing a solid education and positive discipline.

 

 

 

 

 

 

 

Discuss a plan for communicating effectively with the co-teacher using what you’ve learned so far including how you will document the meeting and a follow- up plan to reevaluate your team’s success.

 

For the teachers to be successful in communicating effectively in co-teaching, the teachers must implement and share their responsibilities, planning, and teaching and assess the students’ progress in class discussion, activities, and lesson. Co-planning enabled teachers to create more uniform instructional plans that were able to be differentiated to meet the needs of all students in an inclusive setting (Fennick & Liddy, 2001; Murawski & Dieker, 2004; Thousand, Villa, & Nevin, 2006).The plan begins with applying a scheduled time for the meeting, fixed period on each lesson to be a plan and discuss, and select a place where there is no distraction and interruptions and finally make sure that this processed weekly or as needed. Before each planning session, both teachers decide on content and objectives to be covered in the lesson and the IEP goals. The teacher review all the materials that are needed and agree upon which is best for each students learning styles. The teachers will consider accommodation and modification that will be required to help make their teaching success. Also during the planning session the teacher will clarify instructional objectives, brainstorm different strategies, and techniques to use during the lesson. In the plan each teacher will have their role in implementing the lessons, preparing materials and setting time for the activity and developing written plans for each other to follow during their class time for teaching. Finally, they both will evaluate the students’ outcomes and then assess each other in making instructional changes to strategies and procedures that did not work.                                                           

 

 

 

 

 

 

 

 

 

References

 

 

 

Education Support Center. (2013, September 6). Co-teaching: Some approaches

 

to co-teaching. Retrieved from http://www.jmu.edu/coe/esc/consortium/Co-Teaching.shtml                                                                      

 

Marston, N. (2010).  6 Steps to successful co-teaching: Helping special and regular education

 

teachers work together. Retrieved from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

 

Murawski, W. & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to

 

 increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.

 

   Chapter 9: Addressing Conflict and Engaging in Problem Solving

 

            http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

 

Villa, R. Thousand, J., & Nevin, A. (2008). A Guide to Co-Teaching: Practical Tips for

 

Facilitating Student Learning (2nd. Ed.). Thousand Oaks, California: Corwin Pres.(800) 818- 7243

 

Windle, R., & Warren, S. (n.d.). Collaborating problem solving: Steps in the process. Retrieved

 

            from http://www.directionservice.org/cadre/section5.cfm

 

 

 

posted assignment

This is going to be a four part assignment.  All in need done right now is what's typed in green below.  I you want to commit for the entire assignment let me know otherwise just do the first part here.

 

All plaigerized work will require a refund

 

The South Dakota Campus with its 45 full-time employees has recently increased its enrollment to 1500 students per night. The increase in student population has had a significant slowdown in the network connectivity in the classroom. Reports have stated that it can take up to twenty minutes, sometimes longer, to get connected to the online classroom or to get to the Internet. The campus is using a Cisco 3500 Router and the access point in each classroom is wired to a Cisco switch.

 

Your team has been tasked to determine the root cause of this problem. The analysis should begin by taking a holistic view of the network diagram to understand the topology. Then, progress through the OSI model to find the problem. Also, look for potential choke points that could cause a significant network slowdown. After locating the potential cause of the problem, design a network with the proposed solution. This is the overview of the team project in this class. For this week's assignment  you will create a diagram of the existing network which you will then make needed changes to in future team assignments.

Develop a diagram in Microsoft® Visio®, Word, or PowerPoint® based on the description provided above of the current South Dakota network. Assumptions can be made in order to complete the diagram. The finished diagram should include the following:

 

  • Routers & Switches
  • Wireless Access points
  • Potential choke points

DO NOT TAKE ASSIGNMENT IF YOU DO NOT HAVE "TURN-IT-IN" OR "GRAMMARLY" SERVICES.

 

Instructions:

 

  • Select at least three qualitative articles published within the last 5 years which addresses my topic I'll use in research.
  • Review each of those articles and focus on the method and data analysis sections.
  • Also, compose an essay where you create a paragraph about each of the articles that describes the study, including the approach used to gather and analyze the data.
  • Follow this with a few pages in which you compare and contrast these. Clearly identify what is similar and different between the designs, and then explain why you believe the researcher adopted this specific approach.
  • Provide a description of how you will apply this information as you develop your research study.
  • Length: 5-7 pages

Every questions 100-150 words.

edited annotated bibliography

Evidenced-Based Practices Portfolio Project (TOTAL 300 points). Write a one page summary describing what makes a practice evidence-based. Review evidence-based practices for transition. Identify three practices for early childhood transition and three practices for secondary transition. In approximately one page per practice, thoroughly describe each of the six practices including how it would be implemented and who might be involved in the implementation. You will need to include citations from professional sources that you used to write your paper (e.g. summary and each evidence-based practice).  This will be an electronic portfolio with the following components.