Who will enforce the Code, and what are the rewards and punishments?

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Activity C: Select ONE of the movies from Reel to Reel
(http://highered.mheducation.com/sites/0078024455/student_view0/part3/chapter10/reel_to_real.html)
Respond to the questions asked.

What expectations did William Forrester, Dr. Crawford, and Clarie hold for Jamal? What social factors influenced these expectations? Did they change throughout the film? Why or why not?
How would you describe a successful student? A successful athlete? Did you picture this student as male or female? As a person of color, or White? Now imagine that your successful student (and successful athlete) is the opposite sex or another race. Did your description change? What values are embedded in your answer?
As a teacher, how will you confront cheating and plagiarism in your classroom?
What lessons in character did Forrester and Jamal learn from each other?
Follow-up Activity: As part of a character education program, create an Honor Code to help students learn about academic integrity. You may want to consider the following questions:
Is your Code a teacher’s solo creation or a teacher-student partnership?
What aspects of school life (such as bullying, lying, and punctuality) are included in the Code?
Who will enforce the Code, and what are the rewards and punishments?
What values will students learn from following (or breaking) the Honor Code?

Discuss the Importance of Early Intervention in Special Education.

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Discuss the Importance of Early Intervention in Special Education.

Explore and evaluate the relevance of ‘gender’ in relation to education and inequality.

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Explore and evaluate the relevance of ‘gender’ in relation to education and inequality.

Describe and critically evaluate the role of learner mental health and wellbeing for school engagement and academic outcomes

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1. Describe and critically evaluate the role of learner mental health and wellbeing for school engagement and academic outcomes
2. The children’s age group: 5-11 years old
3. Use the references in the guidance
4. The essay structure should be similar to the guidance

Develop appropriate assessments for specific education and training

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Develop appropriate assessments for specific education and training

Analyze assessments results

 Exploration  the strategies and challenges of those pupils who possess autism, regarding social interaction in mainstream schools’

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Exploration  the strategies and challenges of those pupils who possess autism, regarding social interaction in mainstream schools’ .

What are the challenges and barriers, for adults completing their degrees.

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What are the challenges and barriers, for adults completing their degrees.

Discuss Children right in today’s world.

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Discuss Children right in today’s world.

What rationale does the U.S. Supreme Court provide in San Antonio v. Rodriguez with regard to school finance.

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What rationale does the U.S. Supreme Court provide in San Antonio v. Rodriguez with regard to school finance that would justify one town in the state of New Jersey spending $14,000 per pupil, while another town chooses to spend $21,000 per pupil? Even though not illegal, do you find the differences in district spending unethical? Why or why not?

Which behavioral and psychological functions are developed through neurophysiological processes in teenagers’ brains?

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Which behavioral and psychological functions are developed through neurophysiological processes in teenagers’ brains?

What personal experiences have you had with supporting the social, emotional, physical, and cognitive development of early adolescents?

What challenges might the process of identity formation present to early adolescents?

What questions did these texts raise for you in light of your own experience with students/children? What critical questions about this/these theories do these observations raise for you? Remember you can also google for critical questions of theories if you cite your source!

(3 questions only)

https://www.amle.org/developmental-characteristics-of-young-adolescents/http://ww3.haverford.edu/psychology/ddavis/p109g/erikson.identity.htmlfile:///C:/Users/agnev/Downloads/W1ReadAdLearn%20(1).pdfhttp://files.ascd.org/pdfs/onlinelearning/webinars/webinar-handout-4-5-2012.pdfhttp://video.ascd.org/services/player/bcpid616310096001?bckey=AQ~~,AAAAAmGjiRE~,escbD3Me8-wcIM8e7eLhsTgW5p0lEAqL&bclid=615524735001&bctid=1555342700001