Part1 Imagine being a first-year teacher. “Jane Doe” is a student who is frequen

Part1 Imagine being a first-year teacher. “Jane Doe” is a student who is frequently angry and refuses to talk with you and other people (for example, a counselor) about why. No matter what you ask Jane to do, she gives you a negative comment, folds her arms, and refuses to comply. She seems to enjoy watching the other students’ reactions to her behavior in both whole-group and small-group instruction. BY DAY 3 Post your response based on what you have read in this course about building a positive community for classroom management, and address the following: Identify two action steps you would take to increase intrinsic motivation with Jane to foster positive behavior. What problem-solving or conflict-resolution skills will you integrate to help overcome the disruptive behavior? How does Jane’s behavior factor into your decision on whole groups, small groups, or individual groups used in instruction? How might your communication be affected when you have a student who challenges you Part2 Review the provided self-assessment or locate one of your own to administer to a student in your Field Experience classroom. This self-assessment can be conducted on any topic. Discuss the results with the child, and be sure to understand why the child selected those scores. Establish at least one goal for the future. Imagine that you are going to have a parent conference with the selected student’s guardian(s). BY DAY 3 Post a brief narrative of what information you would present at a conference with the student’s guardian(s). Summarize your conversation with the student and the results of the self-assessment. (Note: Do not post any actual names or personal information about your student.) In your narrative, address the following questions: What insights did you gain from your conversation with the student? How does the student’s self-reflection affect your next steps as a teacher? Do you feel the self-assessment results were accurate? What evidence do you have to support this? What was the established goal, and do you feel the student set reasonable expectations for him- or herself? Part3 Make arrangements during your Field Experience hours to teach a lesson in your assigned class that has been developed by your host teacher. The lesson should also include a formal or informal assessment to track student learning. BY DAY 7 Submit a 2- to 3-page reflection on your experience teaching the host teacher’s lesson. Attach a copy of your host teacher’s lesson plan to the end of this lesson. You may take a picture or scan the plan. In your reflection, address the following: Which aspects of the lesson did you execute well? Which aspects of the lesson could be modified if you were teaching it again? What adjustments did you make during the lesson? Why? How did the teaching strategies support the learning environment by allowing students to take charge of their own learning? Did you feel successful in establishing behavioral expectations and processes that led to strong communication? Why or why not? What challenges did you encounter? Was it challenging to implement the lesson or lesson design? Did the students meet the learning objectives? What evidence demonstrates their learning? How will you record academic progress from this lesson for student records? How could you present this lesson with multiple perspectives in mind to help encourage student critical thinking? What did you learn about your host teacher’s lesson that can guide you in teaching the lesson you wrote?