What are some examples in the passage below that effectively incorporated the emotional needs of individual learners. This kindergarten class comprises of 17 boys and 10 girls aged 5 and 6. The students are African American and hail from the urban environment surrounding the elementary school, with several residing in the local homeless shelter. When planning for instruction, the diverse challenges of our unique learners are considered. Students with attention deficits are given preferential seating to be supported with frequent eye contact and nonverbal cues. Students with sensory needs are seated on the periphery to allow wiggle room that satisfies their desire for physical movement. Students with speech delays are supported as I listen to their specific speech patterns and model pronunciation when echoing their answers. Students are paired with peers who abide by their difficulties and support their learning. This lesson is designed to facilitate whole-group, small-group, and individualized instruction. Otis, by Loren Long, has an exciting plot and well-developed characters that engaged students and acted as a springboard for our discussions. During the first turn-and-talk, Amir can be overheard conversing with his partner Tasanee. He says, "He (the cat) wanted to get away from the farmer because he's (the new tractor's) making noise, and he won't stop." She asks, "He wants the other one back?" Arnie replies, "He wants the other tractor." This particular turn-and-talk conversation showed that students had identified the problem and moved on to higher-order thinking. They were inferring why the calf had gone down to the mud in the first place. The purpose of identifying the problem and solution in Otis was to deepen students' comprehension of the story. The reason for noticing the effect the problem and its solution had on the characters in Otis was to encourage students to connect to that prior instruction. As one student struggled to assemble the pieces, another student came to his aid and helped him fit the piece into place. His understanding of his friend's misconception allowed him to help him work out a solution. We took a moment to connect this real-life experience to the literary sequence of Otis noticing his friend, the calf, challenged with a problem and using his perspective as a friend to help solve it. Students feel comfortable sharing their ideas in the public forum of our classroom. Maintaining social morals of kindness, collaboration, and mutual respect produces intangible qualities of our classroom culture. Students feel comfortable taking risks by asking questions and taking positions on their study topics. The goals were to develop vocabulary, identify the story's problem and solution, and describe the effect of these plot developments on the characters in the story. We linked our understanding of these constructs to real-life problems and solutions. I build on these concepts by asking students to define the situation in the story and later by asking them to identify the solution. This is evidenced when I stop reading the first time to say, "Hmm, readers, I think we've come to our problem in the story. I think the characters, Otis and the calf, have a big..." and the class finishes my thought chorally, "problem." As the students turned and talked to one another, I listened in to gauge how well they were understanding the problem in the story while monitoring their oral retellings for inclusion of supporting text details such as characters' names and references to the farm setting. Building on the solution concept is evidenced when I stop reading for the third time and say, "It looks like we have found a solution to our problem. Talk to your partner about how they found a solution." As students turned and talked to one another again, careful listening revealed that they had successfully applied the solution concept to Otis. Students built upon their ideas of cause/effect relationships and character development as we examined both throughout the read-aloud. This is evidenced when I stop reading for the second time to ask, "What effect is this problem having on the calf, the farmer, and the community? How's everybody feeling?" Students raise their hands to offer answers, including "sad, worried, and scared." When Kanye says, "They might call the other tractor," I think he refers to a secondary character in the story. This is clear as I ask, "Wait, Kanye, were you talking about the other tractor?" he confirms, ''the red one." I reply, "Oh, they might call Otis. Maybe Otis could help. That might be a good solution to the problem," and we continue to read. As I read Otis, I modeled delivering the text with fluency and feeling. When I came to a vocabulary word, I breathed life into it using a series of cues to reference their definitions. Student-to-student and teacher-to-student interactions helped students to construct meaning.
What are some examples in the passage below that effectively incorporated the emotional needs of individual learners.
This kindergarten class comprises of 17 boys and 10 girls aged 5 and 6. The students are African American and hail from the urban environment surrounding the elementary school, with several residing in the local homeless shelter. When planning for instruction, the diverse challenges of our unique learners are considered. Students with attention deficits are given preferential seating to be supported with frequent eye contact and nonverbal cues. Students with sensory needs are seated on the periphery to allow wiggle room that satisfies their desire for physical movement. Students with speech delays are supported as I listen to their specific speech patterns and model pronunciation when echoing their answers. Students are paired with peers who abide by their difficulties and support their learning. This lesson is designed to facilitate whole-group, small-group, and individualized instruction. Otis, by Loren Long, has an exciting plot and well-developed characters that engaged students and acted as a springboard for our discussions. During the first turn-and-talk, Amir can be overheard conversing with his partner Tasanee. He says, "He (the cat) wanted to get away from the farmer because he's (the new tractor's) making noise, and he won't stop." She asks, "He wants the other one back?" Arnie replies, "He wants the other tractor." This particular turn-and-talk conversation showed that students had identified the problem and moved on to higher-order thinking. They were inferring why the calf had gone down to the mud in the first place. The purpose of identifying the problem and solution in Otis was to deepen students' comprehension of the story. The reason for noticing the effect the problem and its solution had on the characters in Otis was to encourage students to connect to that prior instruction. As one student struggled to assemble the pieces, another student came to his aid and helped him fit the piece into place. His understanding of his friend's misconception allowed him to help him work out a solution. We took a moment to connect this real-life experience to the literary sequence of Otis noticing his friend, the calf, challenged with a problem and using his perspective as a friend to help solve it. Students feel comfortable sharing their ideas in the public forum of our classroom. Maintaining social morals of kindness, collaboration, and mutual respect produces intangible qualities of our classroom culture. Students feel comfortable taking risks by asking questions and taking positions on their study topics. The goals were to develop vocabulary, identify the story's problem and solution, and describe the effect of these plot developments on the characters in the story. We linked our understanding of these constructs to real-life problems and solutions. I build on these concepts by asking students to define the situation in the story and later by asking them to identify the solution. This is evidenced when I stop reading the first time to say, "Hmm, readers, I think we've come to our problem in the story. I think the characters, Otis and the calf, have a big..." and the class finishes my thought chorally, "problem." As the students turned and talked to one another, I listened in to gauge how well they were understanding the problem in the story while monitoring their oral retellings for inclusion of supporting text details such as characters' names and references to the farm setting. Building on the solution concept is evidenced when I stop reading for the third time and say, "It looks like we have found a solution to our problem. Talk to your partner about how they found a solution." As students turned and talked to one another again, careful listening revealed that they had successfully applied the solution concept to Otis. Students built upon their ideas of cause/effect relationships and character development as we examined both throughout the read-aloud. This is evidenced when I stop reading for the second time to ask, "What effect is this problem having on the calf, the farmer, and the community? How's everybody feeling?" Students raise their hands to offer answers, including "sad, worried, and scared." When Kanye says, "They might call the other tractor," I think he refers to a secondary character in the story. This is clear as I ask, "Wait, Kanye, were you talking about the other tractor?" he confirms, ''the red one." I reply, "Oh, they might call Otis. Maybe Otis could help. That might be a good solution to the problem," and we continue to read. As I read Otis, I modeled delivering the text with fluency and feeling. When I came to a vocabulary word, I breathed life into it using a series of cues to reference their definitions. Student-to-student and teacher-to-student interactions helped students to construct meaning.
Emotional needs refer to the fundamental psychological needs that humans have to maintain their mental and emotional wellbeing. Along with the need for security, relationship, self-importance, and success, these needs encompass a variety of other elements. As ignoring them can lead to pressure, tension and various emotional issues, addressing emotional needs is essential for promoting mental and emotional wellbeing. A balanced and enjoyable life depends on the ability to identify and meet emotional needs.
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