Classroom Management Letter

Teachers should be intentional and systematic in the way they manage their classroom considering the linguistic, cultural and socioeconomic backgrounds of the students. Clear classroom management plans help to reduce confusion and set clear expectations for students accounting for their interests, academic, social and behavioral needs. It is also beneficial for teachers to share their classroom management plans with other stakeholders such as the parents or guardians of the students.

You have recently been hired to teach a sixth grade inclusive classroom at Woodrow Wilson Elementary School. Your principal has asked you to write a 500‐750 word letter to the parents of your students outlining your classroom management plan.

Within your letter, address the following:

• Evidence‐based strategy you use within your classroom management plan that positively influences the behavior of students with disabilities .
• Classroom setting and how it promotes a safe, culturally responsive, and engaging learning environment through meaningful activities and social interactions for students with disabilities .
• Student behavioral expectations for success.
• Fostering respectful communication within the classroom environment.
• Considering GCU’s Integration of Faith and Work, honoring the dignity and diversity of all students and valuing the experiences of students .
• Description of individual or group contingency plan you may use, such as token economy.
• Working collaboratively with school personnel and parents/guardians to support the needs of the student.
• Methods you will use to communicate behavioral concerns with parents/guardians and how often you will use them.

Include a brief introduction of yourself and formal closing.

Support your findings with 2‐3 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations of successful completion.

Resource:

Review “Gallery – Formal Letter,” located on Overleaf website.

URL:

https://www.overleaf.com/gallery/tagged/formal-letter

El papel de la psicología y su importancia en la sociedad actual

Objetivo de la actividad

Mediante esta actividad los estudiantes podrán conocer el papel que desempeña la psicología en la sociedad actual y dialogar sobre la importancia adquirida de la psicología en los últimos años.

Instrucciones

Para llevar a cabo esta actividad debes seguir los pasos detallados a continuación:

un “post” ¿cuál es o puede ser el papel que desempeña la psicología y cuál es la importancia que tiene la psicología en la sociedad actual?

Entregable

El “post” debe tener un mínimo de 250 palabras y un máximo de 300.

Disponibilidad de la actividad

La participación en los foros es requerida y será calificada. Los foros no tienen reposición una vez terminada la semana para la que fueron establecidos, por lo tanto, usted debe participar activamente. Es vital que se mantengan monitoreando las publicaciones hasta el cierre de la actividad en la semana que corresponda. Los trabajos serán sometidos a la herramienta para detectar similitud de contenidos (ahora Urkund).

What is Rogerian Argument? (Kiefer)

Back to More Detailed Explanation of Rogerian Argument and Toulmin Analysis

Typically, we think of winners and losers of arguments. Our tradition of argument goes back to classical Greece when speakers tried to sway fellow voters in the early democratic debates over policy. Building on this tradition of pro and con, our judicial system goes even further to emphasize the adversarial nature of many arguments. But arguments don’t always have to assume that readers make a yes/no, innocent/guilty, on/off decision. Many arguments build toward consensus. In our textbook, Aims of Argument, the authors devote a chapter to mediating/negotiating arguments that aim to reach consensus. Another approach our authors don’t describe is called Rogerian argument.

Based on Carl Rogers’ work in psychology, Rogerian argument begins by assuming that a willing writer can find middle or common ground with a willing reader. Instead of promoting the adversarial relationship that traditional or classical argument typically sets up between reader and writer, Rogerian argument assumes that if reader and writer can both find common ground about a problem, they are more likely to find a solution to that problem. Based on these assumptions, Rogerian argument develops along quite different lines than a traditional argument often does.

In the introduction to a Rogerian argument, the writer presents the problem, typically pointing out how both writer and reader are affected by the problem. Rather than presenting an issue that divides reader and writer, or a thesis that demands agreement (and in effect can be seen as an attack on a reader who holds an opposing view), the Rogerian argument does not begin with the writer’s position at all.

Next, the writer describes as fairly as possible–typically in language as neutral as possible–the reader’s perceived point of view on the problem. Only if the writer can represent the reader’s perspective accurately will the reader begin to move toward compromise, and so this section of the argument is crucial to the writer’s credibility. (Even though writers might be tempted to use this section of the Rogerian argument to manipulate readers, that strategy usually backfires when readers perceive the writer’s insincerity. Good will is crucial to the success of a Rogerian argument.) Moreover, as part of the writer’s commitment to expressing the reader’s perspective on the problem, the writer acknowledges the circumstances and contexts in which the reader’s position or perspective is valid.

In the next main chunk of the Rogerian argument, the writer then presents fairly and accurately his or her own perspective or position on the problem. This segment depends, again, on neutral but clear language so that the reader perceives the fair-mindedness of the writer’s description. The segment is, however, a major factor in whether or not the writer is ultimately convincing, and so key evidence supports and develops this section of the argument. Like the description of the reader’s perspective, this part of the argument also includes a description of the contexts or circumstances in which the writer’s position is valid.

The Rogerian essay closes not by asking readers to give up their own positions on the problem but by showing how the reader would benefit from moving toward the writer’s position. In other words, the final section of the Rogerian argument lays out possible ways to compromise or alternative solutions to the problem that would benefit both reader and writer under more circumstances than either perspective alone accounts for.

Rogerian approaches are particularly useful for emotionally charged, highly divisive issues. The Rogerian approach typically downplays the emotional in favor of the rational so that people of good will can find solutions to common problems. But no argument, Rogerian or otherwise, will succeed unless the writer understands the reader. Rogerian argument is especially dependent on audience analysis because the writer must present the reader’s perspective clearly, accurately, and fairly.

If you want to read more about Rogerian argument, Kate Kiefer has additional explanations and sample texts available in 338 Eddy.

the sample in the link is in GPA format , so take care my essay must be in MLA format

Describe anase give one argument condemning this conduct and one argument defending it. More than 500 words