Category: Education & Teaching

answer the following questions
1. Adaptation of First Aid Techniques: Describes how first aid techniques should be adapted when dealing with young children in comparison with adults, highlights the physiological and psychological considerations that must be taken into account.
2. CPR Process and Challenges: Explains the key steps involved in performing CPR on a person, Discusses specific challenges that might arise when administering CPR to children and how these challenges can be overcome.
3.Health Problem Identification and Action: Describes a protocol for educators to follow when identifying potential health problems in children. Discusses how educators can balance immediate action and observation, including when it is appropriate to involve the child medical professionals.
4. Promotion of Healthy Behaviors: Propose strategies that educators can use to encourage children to adopt healthy behaviors. Evaluate the potential effectiveness and challenges of these strategies in a classroom environment.
I jut need you answer this 4 questions in an easy way to writing in a test. please do not use AI for this.
Thank you

Teacher Interview Assignment:
Submission of the names of teachers you will interview: (10 points)
Teacher Interview Paper: (50 points)
Purpose of Assignment:
You have been reading about different types of philosophies and theories from the textbook and current
research articles. You have also reflected on your own personal philosophy throughout the semester.
This assignment will have you investigate the teaching philosophies from a variety of teachers with
varying levels of teaching experiences. This will help give insight into how your peers have developed
their teaching philosophies. You may also choose to interview one principal to get a leadership
perspective about teaching philosophies.
Assignment Directions:
Identify a teacher from each experience range, for a total of 4 teachers (one of these can be a principal if
you choose) and ask them if you could interview them about their teaching philosophy.
Experience Ranges
1. First Year Teacher
2. 5 – 10 years of experience
3. 20 – 30 years of experience
4. A Retired Teacher
1. For the first part of the assignment submit these names to Canvas.
Include the following in your submission. This can be written in bulleted form.
 name of teacher or principal
 years of teaching experience
 current teaching position (include school and content areas taught)
 areas of certification
 level of education (bachelor, masters, 30+, doctorate)
2. Interview your teachers using the following questions: (Remember many teachers have
philosophies of teaching but they may not know what they are called. The purpose is for you to
figure out why they teach the way they do.) Take the same questions and use them to interview
the principal. You can ask him/her about their teaching experience but also ask these questions
with regards to their faculty and the goals set for the school. (mainly questions e – j).
a. Why did you want to become a teacher?
b. How were you trained to come a teacher? What were the most effective methods of
your training? How much of your training do you use today in your teaching?
c. Describe the best learning experience you had as a student. Did this experience impact
you as teacher?
d. Describe the best teaching experience you have had as a teacher. Why was it the best?
e. Describe what your role is as the teacher in your classroom.
f. Describe the nature of the learner in your classroom.
g. Discuss how you decide what you are going to teach your students. (If they say they
have to follow some mandate on what to teach, ask them if they agree or disagree with
this mandate and why. How would they do it differently?
h. What are the big goals you have for your students in your teaching?
i. Discuss how you teach your students. (Get them to describe their methodology)
j. What do you think the main goal of the school should be in society?
3. In the interview, take notes so you can refer back to them in writing your paper. You may also
want to record the interview to refer back to later. You will not be turning in the data collected
during the interview, but it will be important to have this information so you can write a
thorough paper using these 4 interviews as resources.
4. After you have completed the 4 interviews, write a paper reflecting on what you learned from
these 4 teachers. The paper should be double spaced and you can use quotes from the teachers
if you would like but not required. The subheadings of the paper include the following. There
are no page length requirements on the subheadings about the teachers. However, the final
subheading (Reflection of My Learning) has a page requirement of at least two double spaced
pages.
First Year Teacher
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the First Year Teacher
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
Teacher with Five to Ten Years of Experience
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the Teacher with Five to Ten Years of Experience
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
Teacher with Twenty to Thirty Years of Experience
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the Teacher with Twenty to Thirty Years of Experience
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
The Retired Teacher
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the Retired Teacher
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
Reflection of My Learning
(This subsection should be at least 2 double spaced pages. Discuss the big ideas that you took away from
completing these interviews. Consider how their views may be alike or different. Consider if teaching
training or experience play a big role in creating teachers’ philosophies. This is basic qualitative research
and you will discuss your findings from the experiences of your teachers. I am not looking for you to
label these teachers with a particular philosophy. I just hope it sheds some light on how we develop a
philosophy of teaching. I’m looking forward to reading your findings.)
Grading Guide:
First Year Teacher and Thoughts (10 points) No page requirement for this section.
Teacher with Five to Ten Years of Experience and Thoughts (10 points) No page requirement for this
section.
Teacher with Twenty to Thirty Years of Experience and Thoughts (10 points) No page requirement for
this section.
The Retired Teacher and Thoughts (10 points) No page requirement for this section.
Reflection of My Learning and Thoughts (10 points) TWO PAGE requirement for this section.
Grading Criteria:
 Clarity of thoughts
 Correct grammar and spelling
 Followed assigned format by including all subheadings , page requirements, and answers
 Graduate level thinking in reflection of learning

After reading Chapters 14, 20, and 30 (Attached Below)of the Swanson, Harris & Graham book, you will summarize the main points. The summary must draw information from the readings, and it must demonstrate a strong relationship between language processes, reading comprehension, and research.
Parameters for this assignment include:
1. Include a title page, headings, and reference page in APA format.
2.Include a minimum of 7 citations within your paper in current APA format and a minimum of 3 outside sources.
1.Must be 5-7 pages in length (excluding the title page, reference, page, and abstract).
2.Include the following topics:
a.Importance of Language
b. How is language foundational for students to:
i.understand instruction, participate in classroom discussions,
ii.establish working relationships with peers and teachers,
iii.and synthesize information and expanding knowledge?
c.Learning and/or Language Disabilities (LLD)
i.Discuss the nature of LLD from the preschool years to the oral end of the continuum.
ii.Discuss primary grades when children are expected to use language for learning.
iii.Include research focused on various approaches to improving the early language skills of children who may be at risk for LLD.
d.Reading
i.Discuss students with significant reading difficulties and those who are candidates for reading intervention.
ii.Many of these students have been provided reading intervention during the elementary grades yet continue to demonstrate reading difficulties at the secondary level.
iii.Conceptualize interventions for students at the secondary level citing evidence from the reading.
e.Technology
i.How can the power of technology be used to enhance literacy outcomes?
ii. What does the research to date tell us?
iii.What devices/programs are out there to aid in reading comprehension.
f.Summary and Biblical Integration
i.In a summary that discusses the findings and make connections between all three readings. Use citations to support your assertions.
ii.Include a summary that includes a biblical perspective on the topics above.
Attachments:
Assignment Instructions
Grading Rubric
Swanson, Harris, & Graham: Chapter 14
Swanson, Harris, & Graham: Chapter 20
Swanson, Harris, & Graham: Chapter 30
Assignment will be checked for A/I use and plagiarism.

Part 1: Discussion prompt
Respond to the following discussion prompt:
According to the authors of The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education (Hurford, Hurford, Head, Keiper, Nitcher, & Renner 2016), dyslexia is the most widely studied and most common learning difference. The authors contend that a plethora of research is available with regard to the nature of dyslexia and how students are evaluated and remediated. However, the authors also state that, “there is a history of ignorance, complacency and resistance in colleges of education with regard to disseminating this critical information to pre-service teachers” (Hurford, Hurford, Head, Keipler, Nitcher, & Renner, 2016, n.p.). After reading the article, discuss the following:
What is “the Science of Reading?” What does the research say about learning to read, write, and speak?
Why is this important and what are the educational implications?
How might higher-education institutions better prepare pre-service teachers to utilize existing research?
Each thread must be:
1. a minimum of 500 words and a minimum of three paragraphs,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Part 2: Student Replies
You will complete 3 scholarly student replies with the following:
1. a minimum of 200 words,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Student Replies:
Student 1: Laura Iatrou
My doctoral journey has been a transformative experience, with concurrent engagement in professional development programs like LETRS (Language Essentials for Teachers of Reading and Spelling) and a dyslexia endorsement program (Lexia, n.d.). I have also had the privilege to be trained as an Orton-Gillingham practitioner. These intensive trainings have deepened my understanding of the ‘Science of Reading’ (SOR) and underscored its profound impact on student learning outcomes.
SOR, a rigorous scientific approach, draws upon evidence compiled from decades of research in education, linguistics, psychology, and neuroscience to inform classroom practices (Science of Reading | Reading Rockets, n.d.). Over the past fifty years, extensive research has contributed significantly to understanding how children develop foundational literacy skills such as reading, writing, and spelling (Elleman et al., 2018). It is important to note that the ‘science of reading’ is not confined to a singular methodology or instructional approach (Hiebert, 2023). Instead, its effectiveness lies in its comprehensive nature, bridging philosophies and conveying accurate, evidence-based understandings that advance the field of reading education (Science of Reading | Reading Rockets, n.d.). Effective classroom practices grounded in research should be adopted by all educators, acknowledging that there is no one-size-fits-all solution for teaching reading and writing.
Understanding the ‘Science of Reading’ is paramount, as it can transform learning outcomes for all students by ensuring that instructional practices are firmly rooted in research. SOR also aids in addressing learning disparities, including those experienced by students with disabilities or speech-language impairments. Its significance can be seen across various domains, with early intervention strategies critical in reducing prolonged academic challenges. Academic challenges are minimized by promptly identifying and remedying reading difficulties. Furthermore, SOR is pivotal in shaping educational policies and initiatives, guiding resource allocation towards evidence-based programs that enhance literacy outcomes. Providing parents with an understanding of the “science of reading” empowers them to advocate for their children, make informed educational decisions, and actively contribute to their literacy development.
Universities and colleges have an integral role in preparing pre-service teachers to employ existing research in the “science of reading” effectively. This involves integrating comprehensive coursework dedicated to literacy development, providing hands-on experiences in various classroom settings, fostering collaborations with researchers and experts in the field, incorporating technology tools that support evidence-based instruction, and encouraging ongoing professional development and reflective practices (Hiebert, 2023). By adopting these wide-ranging strategies, higher education institutions can equip future educators with the essential knowledge, skills, and resources to translate research findings into effective reading instruction. The knowledge and skills will enhance student literacy outcomes and foster an appreciation for reading.
When looking at SOR through a biblical lens, its messages emphasize the importance of acquiring understanding and knowledge, which can be enhanced through literacy and education.
References:
Elleman, A. M., Steacy, L. M., & Compton, D. L. (2018). The role of Statistical Learning in word reading and spelling Development: More questions than answers. Scientific Studies of Reading, 23(1), 1–7. https://doi.org/10.1080/10888438.2018.1549045
Hiebert, E. H. (2023). Thinking through research and the science of reading. Phi Delta Kappan, 105(2), 37-41. https://doi.org/10.1177/00317217231205940
Lexia Learning Systems. (n.d.). LETRS® | Lexia. https://www.lexialearning.com/letrs
Science of Reading | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading
Student 2: Rebecca Rhodes
According to Hurford et al. (2016), the Science of Reading (SOR) addresses the extensive science involved in the topics of reading, the acquisition of reading, how to evaluate poor reading, and what interventions to use with poor readers. Specifically, SOR not only addresses what the science shows as important skills needed to acquire reading but also how to incorporate interventions to address the specific reading needs of those struggling with reading proficiency so that they can become competent in their reading skills (Hurford et al., 2016). Unlike the acquisition of speech, which is found to be a natural process, Hurford et al. noted that learning to read and write is not natural, and the task of learning to do both requires explicit teaching to become proficient. With reading, children must learn sound-letter correspondence to then learn decoding of morphemes and words to connect them to already-known vocabulary (Hurford et al., 2016). Writing is also complex, especially in the English Writing System, where there is no one-to-one system for representing sounds, and nuanced spelling rules exist, making mastering this writing system effortful (Hurford et al., 2016).
While the science is substantial regarding reading acquisition, how to teach reading, and how to identify struggling readers, as well as how to implement interventions to address reading challenges, Hurford et al. (2016) discussed how colleges of education have largely ignored the research. This resistance to the research on reading has resulted in pre-service teachers not receiving the training needed so they may effectively teach reading and remediate for poor readers (Hurford et al., 2016). Hurford et al. noted that not only were pre-service teachers not receiving adequate training, but they also rarely learned from textbooks deemed acceptable by the National Reading Panel as addressing the components of reading. In addition, the proliferation of approaches to reading that lacked scientific evidence, such as whole language, has further impacted the education of generations of students, especially struggling readers (Hurford et al., 2016). The implications of this have been far-reaching, as evidenced by national reading levels for fourth graders at the Proficient level only being at 58% while 33% were below a Basic reading level (Hurford et al., 2016).
Higher education institutions can take several steps to better prepare pre-service teachers for utilizing current research in reading. First, Hurford et al. (2016) explained that colleges needed to restructure their course curriculum for educators to provide prerequisite courses that included research methods, linguistics, and a basic course on the SOR. Once the prerequisite courses were addressed, colleges needed to provide an in-depth and validated curriculum to pre-service teachers, including how to teach reading, utilize evaluation tools to monitor progress, and implement interventions with fidelity for struggling reading (Hurford et al., 2016). When developing a curriculum for pre-service teachers, Hurford et al. referenced the Knowledge and Practice Standards for Teachers of Reading created by the International Dyslexia Association as an excellent guide for colleges to use. By providing pre-service teachers with an education curriculum on instructional methods based on the SOR that can be effectively utilized out in the field, school systems may finally be able to make the educational gains in reading that have been lagging for the past few decades (Hurford et al., 2016).
References
Hurford, D. P., Hurford, J. D., Head, K. L., Keiper, M. M., Nitcher, S. P., & Renner, L. P. (2016). The dyslexia dilemma: A history of ignorance, complacency, and resistance in colleges of
education. Journal of Childhood & Developmental Disorders, 2(3), 1-16. https://doi.org/10.4172/2472-1786.100034 Links to an external site.
Student 3: Sharon Powell
According to research, the science of reading is complex. It entails grasping the process and skills that foster language acquisition. Learning to read can be difficult if students do not have the proper mechanisms. Poor reading skills limit students’ ability to understand successfully, especially those with dyslexia. Dyslexia focuses on specific learning challenges, such as phonological skills, phonemes, and graphemes (Snowling et al., 2020). According to Hunford et al., 2016 states that approximately 20% of students in the United States struggle with reading. They state that the science of reading is the ability of humans to process written language. One of the key findings of the research discussed how complex reading is on the brain for students with reading, writing, and speaking because they all work in succession with one another.
The educational implications based on the science of reading research for students with dyslexia say that dyslexia is a neurological disorder affecting their reading ability. One of the most critical implications is that early education improves educational outcomes significantly. Another implication is to provide evidence-based teaching methods that are effective for students with dyslexia. In addition to interventions, providing accommodations and modifications tailored to students’ needs is essential. This professional development with evidence-based practices can be ongoing and effective. Especially training in the science of reading. Educators must use research to lead the way. Even though this can be challenging, some strategies provide valuable insight into overcoming these deficits. The science of reading research has shown that I can help students with dyslexia overcome these difficulties. According to Peitier et al. (2020), teachers need the knowledge they need to work with students with dyslexia. They also state that teacher knowledge, conceptual change theory, and the misconception of interventions are vital. The study states that there are common misconceptions concerning dyslexia, such as writing letters and words backward. This belief is that children with dyslexia will outgrow over time Peitier et al., 2020).
There are many ways that high-education institutions can better prepare pre-service teachers to use existing research by emphasizing ongoing training and professional development that is evidence-based, valid, and reliable to show its effectiveness. The science of reading is a start in the right direction. Institutions can become a part of the solution in delivering pre-service teachers with professional development early in their careers. According to Hurford et al. (2016), 53% of pre-service teachers and 60% of in-service elementary teachers were examined and found that they could not answer questions on language structure. This knowledge revealed that teachers cannot provide adequate instruction because they need more training in the classroom as it relates to the science of reading. Institutions must work to effectively train teachers before putting them in the school unprepared. Hurford et al., 2016 suggest that the science of reading is essential in school. They must give exposure to the right skills and courses as a prerequisite before moving forward. Having the opportunity to work with students with dyslexia for several years has provided me with a deep appreciation for their experiences and opportunities.
References:
Hurford, D. P., Hurford, J. D., Head, K. L., Keiper, M. M., Nitcher, S. P., & Renner, L. P. (2016). The dyslexia dilemma: A history of ignorance, complacency and resistance in colleges of education. Journal of Childhood & Developmental Disorders. 2:3. https://doi.org/10.4172/2472-1786.100034 Links to an external site.
Read Less
Attachments:
The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education
Assignment will be checked for A/I use and plagiarism.

Please let me know if you are able to do this. It’s based off of the Early Language & Literacy Classroom Observation Pre-K/K Tool (ELLCO) to strategically analyze a variety of literacy components.

Attached are the instructions and an example. Please make sure you follow the example when constructing the final product. Also, im sending over the last paper I did ! So you will use those sources to complete the paper

Collaborative Session #1- Protege Focus
During the protege’s session, review your protege’s 3-year induction plan, PLP or PGP (as applicable). Create a plan and a timeline for implementation to help the protege’ meet their goal. When you upload the agenda for this session include a review of the plan, a timeline for your work, appropriate evidence, and a reflection of your work.
Criteria
Agenda:The agenda includes: Meeting Date and Time, List of Action Items, Persons Responsible for Action Items (Presenters). Verification (copy of the email) that the agenda was sent in advance of the meeting and that invitees were offered an opportunity to contribute to the agenda.
Minutes:The minutes include: Meeting Date and Time, List of Action Items, Persons Responsible for Action Items (Presenters). List of absentees is provided with a date for follow up. Future action items are listed for investigation with person(s) responsible. Verification that minutes were shared electronically (copy of email).
Reflection:The TSC/Coach thoroughly explores the aspects of the meeting that were effective and/or challenging. The TSC/Coach openly explores role effectiveness in the meeting and makes determinations for improvement. The TSC/Coach discusses opportunities to be more effective moving forward. The TSC/Coach provides a timeline for following up on the action items.
Collaborative Session #2
Criteria
Agenda:The agenda includes: Meeting Date and Time, List of Action Items, Persons Responsible for Action Items (Presenters). Verification (copy of the email) that the agenda was sent in advance of the meeting and that invitees were offered an opportunity to contribute to the agenda.
Minutes:The minutes include: Meeting Date and Time, List of Action Items, Persons Responsible for Action Items (Presenters). List of absentees is provided with a date for follow up. Future action items are listed for investigation with person(s) responsible. Verification that minutes were shared electronically (copy of email).
Reflection:The TSC/Coach thoroughly explores the aspects of the meeting that were effective and/or challenging. The TSC/Coach openly explores role effectiveness in the meeting and makes determinations for improvement. The TSC/Coach discusses opportunities to be more effective moving forward. The TSC/Coach provides a timeline for following up on the action items.

During the protege’s session, review your protege’s 3-year induction plan, PLP or PGP (as applicable). Create a plan and a timeline for implementation to help the protege’ meet their goal. When you upload the agenda for this session include a review of the plan, a timeline for your work, appropriate evidence, and a reflection of your work. Criteria
Agenda:The agenda includes: Meeting Date and Time, List of Action Items, Persons Responsible for Action Items (Presenters). Verification (copy of the email) that the agenda was sent in advance of the meeting and that invitees were offered an opportunity to contribute to the agenda.
Minutes:The minutes include: Meeting Date and Time, List of Action Items, Persons Responsible for Action Items (Presenters). List of absentees is provided with a date for follow up. Future action items are listed for investigation with person(s) responsible. Verification that minutes were shared electronically (copy of email).
Reflection:The TSC/Coach thoroughly explores the aspects of the meeting that were effective and/or challenging. The TSC/Coach openly explores role effectiveness in the meeting and makes determinations for improvement. The TSC/Coach discusses opportunities to be more effective moving forward. The TSC/Coach provides a timeline for following up on the action items.

Behavior Matrix – Write a 2 page paper: Create a classroom/school-wide behavior matrix showing the behavioral expectations for the classroom and areas of the school. What rules will you establish in your classroom? How do those rules relate to the school’s overall rules? How will you get students to “buy in” to your rules and internalize the expectations?

Visual information conjures emotion and creates understanding, which may lead to a call to action. In this assignment, use any medium you wish to create a presentation for other education professionals about specific topics and ideas related to IDEA.
Review the following:
·National Instructional Materials Accessibility Standard (NIMAS)Links to an external site. [10:49]
·IDEA 2004 The Special Education Process
Your presentation will be focused on one of the following topics:
·Six key principles of IDEA: How can parents relate these concepts to their own children? How does or should this affect implementation of special education in their children’s school setting?
·What are the main components that parents should be aware of for each of the following?
oEquitable participation
oChild find
oPermission to evaluate
oShort-term objectives
oEffective instruction requirements
oProgress monitoring requirements
·LRE, FAPE, and inclusion: How do these concepts relate to each other? How will or should parents see these concepts reflected in their children’s classrooms?
·Topic of your choice related to IDEA, as approved by the instructor.
Create a presentation in the form of an infographic, video, PowerPoint (with detailed speaker notes), or online tool such as PreziLinks to an external site. or Haiku DeckLinks to an external site. that gives education professionals a solid foundation in the topic. Standard presentations may be 8 – 10 slides in length.
Consider the following free sample video recording and infographic design resources and templates for inspiration:
·Video recording resources
oAnimotoLinks to an external site.
oBitableLinks to an external site.
oFlexClipLinks to an external site.
oRenderforestLinks to an external site.
oVISMELinks to an external site.
·Infographic and design resources
oAdobe SparkLinks to an external site.
oBe FunkyLinks to an external site.
oCanvaLinks to an external site.
oInfogramLinks to an external site.
oPiktochartLinks to an external site.
oVenngageLinks to an external site.
oVISMELinks to an external site.
Include a title slide and an APA-formatted reference slide listing all sources used.