Step 6 – Problem solving group 518021_44 by Isa Celorio

celorioocoroisa — 2024-09-16 03:34:58 UTC

Critical incidents

kescobarcmf — 2024-09-20 02:36:15 UTC

2024-09-25 23:22:17 UTC

Answers to questions by Isa Catherine Celorio

celorioocoroisa — 2024-09-27 03:50:16 UTC

1. How would you advise your peer to handle that situation?

Provide more manageable and divided material so that the student can keep his activities in order and it is easy for him to learn, then incorporate activities with a set time and goals. Look for resources and fill yourself with knowledge as a teacher in training, take that initiative to get to know the student's case in more depth, to make this student learn faster or grasp the knowledge more easily.

2. What do you think your peer learned from this critical incident?

I think my colleague Danna now takes into account that as teachers we always have to surpass our knowledge in order to meet the needs of our students. In a space like this we will always find situations that test our professionalism and it is up to us and our ethics to find a solution to any case that arises. I also think she learned to identify the students' shortcomings and weak points in order to help them.

3. After reflecting on their critical incident, would you react differently if it happened to you? Why or why not?

If you react differently since, knowing or identifying that my student has learning problems or slow learning, I would look for strategies or tools that help me work from the needs of my students, making them notice their strengths, deepening knowledge by making a self-explanation, strengthening retention, working on critical thinking skills and cultivating metacognitive skills.

Danna Gómez

2024-09-29 19:16:24 UTC

Answer questions about the critical incident.

Hello Isa I hope you are well, I would like to respectfully comment on your critical incident. Regarding the first question.

How would you advise your peer to handle that situation?

My advice to my partner is to make a gentle intervention. You can intervene in a respectful way and say the following to the teacher, “We could explain a little more about letter sounds in English, do you think?” You can suggest that the teacher use the board or cards with examples of words containing the letter E, showing how it sounds in different contexts. For example, “red” and “she”.

You can provide a phonics explanation of how vowels in English can have different sounds. This could help clear up everyone's doubts.

Stimulate children's curiosity, invite them to ask questions about the sounds of other letters as well, creating a learning environment where they feel comfortable discussing their doubts.

Remember that the important thing is to be positive and collaborative, helping the teacher and students to better understand the topic.

What do you think your peer learned from this critical incident?

My partner learned the need to provide concrete and precise explanations of the pronunciation and sounds of the English alphabet. My partner learned to be interested in the children's questions. The children's questions are a sign of their interest and curiosity.

My partner learned the importance of using didactic or visual resources in the classes to improve the children's comprehension, these resources are important.

After reflecting on their critical incident, would you react differently if it happened to you? Why or why not?

The way I would react is to help the teacher in the explanation of the phonetics of the alphabet, I would make didactic, creative and visual resources for the children, in which I could explain in a clear way the pronunciation of the vowels and also the writing.

Answers based on the case of Danna Gomez, about the student who has learning problems.

2024-09-29 20:14:21 UTC

1. How would you advise your peer to handle this situation?
I would advise my partner Danna to use diverse teaching materials that allow the student to explore different ways of learning. She could incorporate visual resources, such as images and graphics, as well as audios and videos that help her to grasp the information more effectively. In addition, Danna could consider practical activities or incorporate gamification that actively involves the student, encouraging more dynamic learning. It is important that the student has the opportunity to discover which method best suits her learning style, which could include the use of multimedia resources that facilitate her understanding of the verb "to be." Patience and empathy will be key in this process, as well as seeking the support of a special education teacher or a psychologist if necessary to better understand the student's learning difficulties.
2. What do you think your peer learned from this critical incident?
From this critical incident, Danna probably learned that not all students learn at the same pace or in the same way. You may have realized that traditional teaching methods don’t always work for all students and that flexibility and adaptability are key in teaching. This experience may have also shown you the importance of seeking additional support or resources when you encounter students who have learning difficulties.
3. After reflecting on their critical incident, would you react differently if it happened to you? Why or why not?
Yes, after reflecting on this incident, you would probably react differently. Understanding that frustration is a natural part of teaching, I would try to approach the situation with more patience and empathy, recognizing that learning delays require differentiated instruction. I would also focus on problem-solving, asking for advice from more experienced colleagues or specialists, and trying different methods without expecting immediate success. The key is to be persistent and supportive, knowing that every child learns differently.

jessiburgos96 — 2024-10-01 15:29:52 UTC