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helpful for some students who are unclear on how to use their observations made in the center. If students are able to read about other children at the same developmental level as the child they are observing, they may gain insight into their child.

When you read the high school friends case study papers at the end of the semester, what parts of writing the paper do students struggle with the most?

Some students struggle with the basic writing/grammatical structure, which doesn’t always negatively impact their observations about the child, but it impacts their ability to communicate what they’ve learned. Others are not sure how to interpret their observations they have collected. Sometimes they draw conclusions about an observed behavior and then contradict that conclusion on the next page. I’m not sure if they realize this has happened, or they know it has happened but aren’t sure how to interpret the range of the child’s behavior. I think both of these issues can be improved by the student spending more time proofreading and editing.

Do you have any suggestions or strategies on how I can help students with the parts of the paper they are struggling with?

I think that the modeling writing and offering writing samples could aid students who are struggling. Also, you can offer using the resources in the school like the WERCS (the writing lab). Also, you can encourage the students to ask the child’s teacher more questions about typical behaviors. It may be helpful to break students into small groups to discuss the child they are observing… if they share with the group some of their observations and the students have an opportunity to ask questions, they may discover more about their child. This may help in interpreting observations that contradict each other or are not in agreement with the developmental milestones.

How much time do you feel the high school friends should have to observe in order to collect thorough observations?

Of course we would all love more time in our days to do everything!!! It would be great if they could use the whole period to do their observations. This does not seem to be realistic based on our schedules at this time. Sometimes behaviors are observed that are a direct result of something that happened earlier, but if the high school student only observes the one behavior, it can seem out of character. Knowing what has happened in the morning before this occurred could be really helpful.

Do you feel that if students were given more time in the center to observe their observation journals would improve and their frustration and anxiety levels would decrease?

I think that having more time to observe would be beneficial, but I don’t know if that would have a direct impact on their frustration and anxiety. It is probable though that the more time you get to practice an art like observing, the easier it would be.

What teaching methods would you use to teach observing and journaling at the beginning of the year? How would you teach the high school friends how to observe and document these observations in their journals?

First, I would start with observing a video, so that the group can pause the tape, ask questions, a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。