Watch a Video Write a Reflection Paper

Watch a Video Write a Reflection Paper Watch the video than write a reflection paper about the video.

The link for the video:

You need to state the data you watch it and the name of the video.

It is called MI Colloquium

Be a written narrative that is clear and concise

Include description, analysis, synthesis/judgment, and goal setting

Watch a Video Write a Reflection Paper
Watch a Video Write a Reflection Paper

Contain both facts and feelings

Use bias-free language

Give insights into your experience and thinking about the topic and the event

Relates your practice or experience to your understanding of what you learned or experienced. (the experiences, you can make it up in a reasonable way)

Demonstrates your ability to link coursework to the topic

Give insights with examples as to how you can build on this experience

Reflection on a Memoir of a Born Shlepper

Reflection on a Memoir of a Born Shlepper AUTISM

Author            Title

Barnhill, Anne Clinard At Home in the Land of Oz – Autism, My Sister and Me

Reflection on a Memoir of a Born Shlepper
Reflection on a Memoir of a Born Shlepper

Morgan-Thomas, Corrine   Miracle Run – Watching my Autistic Sons Grow Up and Take their First Steps into Adulthood

Robison, John Elder Look Me in the Eyes


Ackerman, Stacey    Supermom – A Postpartum Anxiety Survival Story

Bates, Marni  Marni

Fadem, Rod  Memoirs of a Born Shlepper – Never Give OCD a Third Thought

Ford, Emily    What You Must Think of Me- A Firsthand Account of One Teenager’s Experience with Social Anxiety Disorder

Harris, Dan    10% Happier

Smith, Daniel            Monkey Mind – A Memoir of Anxiety

Reflection on a Memoir of a Born Shlepper

Swiggett, Chelsea Rae       Rae – My True Story of Fear, Anxiety and Social Phobia

Wortmann, Fletcher Triggered – A Memoir of Obsessive-Compulsive Disorder

Stossel, Scott            My Age of Anxiety: Fear, hope, dread and the search for peace of mind


Cheny, Terri  Manic – A Memoir

Earley, Pete  Crazy – A Father’s Search Through America’s Mental Health Madness

Duke, Patty and Hochman, Gloria            A Brilliant Madness – Living with Manic-Depressive Illness

Hornbacher, Marya

Madness – A Bipolar Life

Jamison, Kay Redfield        An Unquiet Mind – A Memoir of Moods and Madness

Reflection on a Memoir of a Born Shlepper

Nathaniel, Susan    Daughters of Madness – Growing up and Older with a Mentally Ill Mother

Nathaniel, Susan    Sons of Madness – Growing up and Older with a Mentally Ill Parent

Sabotka, Cynthia M.            Life is Like a Line – A Memoir of Moods, Medication, and Mania

Simon, Lizzie            Detour – My Bipolar Road Trip in 4-D

Weiland, Mary Forsberg     Fall to Pieces – A Memoir of Drugs, Rock’n’Roll, and Mental Illness


Pershall, Stacy         Loud in the House of Myself

Reiland, Rachel

Get Me Out of Here – My Recovery from Borderline Personality Disorder


Westberg, Hannah  Hannah – My True Story of Drugs, Cutting and Mental Illness


Reflection on a Memoir of a Born Shlepper

Brampton, Sally        Shoot the Damn Dog – A Memoir of Depression

Carlin, Peter Ames  Bruce (Springsteen)

Casey, Nell   Unholy Ghost – Writers on Depression

Collins, Judy Sanity & Grace – A Journal of Suicide, Survival, and Strength

Dukakis, Kitty and Tye, Larry         Shock – The Health Power of Electroconvulsive Therapy

Fagan, Kate  What made Maddy run?

Irwin, Cait      Monochrome Days

Kivler, Carol A.         Will I Ever Be the Same Again? – Transforming the Face of ECT (Shock Therapy)

Manning, Martha     Undercurrents – A Life Beneath the Surface

Steele, Danielle       His Bright Light – The Story of Nick Traina


Binstock, Melissa     Nourishment – Feeding My Starving Soul When My Mind and Body Betrayed Me

Hornbacher, Marya  Wasted – A Memoir of Anorexia and Bulimia

Howard-Taylor, Lucy           Biting Anorexia – A Firsthand Account of an Internal War

Reflection on a Memoir of a Born Shlepper

Schaefer, Jenni       Goodbye ED – Hello Me – Recover from your Eating Disorder and Fall in Love with Life

Shaefer, Jenni         Life Without ED – How One Woman Declared Independence from Her Eating Disorder and How You Can Too

Stromberg, Gary and Merrill, Jane            Feeding the Fame – Celebrities Tell Their Real-Life Stories of Eating Disorders and Recovery


Miller, Kimberly Rae            Coming Clean

Paxton, Matt  The Secret Lives of Hoarders

Sholl, Jessie Dirty Secret – A Daughter Comes Clean About Her Mother’s Compulsive Hoarding


Brown, Margaret and Parker-Roberts, Doris       Growing Up with a Schizophrenic Mother

Saks, Elyn R.            The Center Cannot Hold – My Journey Through Madness

Reflection on a Memoir of a Born Shlepper

Sheehan, Susan     Is There No Place on Earth For Me?

Wagner, Pamela Spiro and Spiro, Carolyn S.    Divided Minds – Twin Sisters and Their Journey Through Schizophrenia


Kennedy, Patrick and Fried, Stephen      A Common Struggle: A Personal Journey Through the Past and Future of Mental Illness and Addiction

Hemingway, Mariel  Out Came the Sun: Overcoming the Legacy of Mental Illness, Addiction, and Suicide in my family

Knapp, Caroline       Drinking – A Love Story


Boylan, Jennifer Finney     She’s Not There: A Life in Two Genders

Morris, David J.         The Evil Hours: A Biography of Post-Traumatic Stress Disorders

Nathan, Debbie

Sybil Exposed – The Extraordinary Story Behind the Famous Multiple Personality Case

Social Work Practice II Reflective Writing Assignment

Social Work Practice II Reflective Writing Assignment This assignment offers each student the opportunity to complete a short reflective writing assignment of 450-500 words (approximately 2 pages) in a free writing style on one of three experiential options:

Social Work Practice II Reflective Writing Assignment
Social Work Practice II Reflective Writing Assignment

The first option is to answer the following question:

Why does macro social work practice matter?

Use the knowledge you gained in the course to address this issue and specifically how you anticipate using this knowledge in your future social work practice. Please give one example of a macro practice you learned in class that you believe is critical to the success of a social worker, whether he/she pursues macro practice or clinical practice.

To earn full credit for this assignment, it must

Be submitted on time.

Be well written.

Address all the prompts in one of the three options.

Demonstrate the ability to think critically about macro practice and how it has influenced your knowledge of social work practice.

Writing Analysis and Reflection Paper

Writing Analysis and Reflection
Writing Analysis and Reflection

Writing Analysis and Reflection

Edit, Chunk, and Layer

Ask several questions about issues with your writing, for example, “How can I make my writing more concise?,”or “I’m having issues with run-on sentences and need help,” or “Can we brainstorm about a conclusion for this piece?”
Write a brief reflection about this experience, what you gained from working with this fellow writer, and how it has affected your writing for this project.

Create an “Addendum” at the end of the final draft after the References list. Include the statement of purpose, interactor analysis and TWR. Save final draft as PDF.

We can write this or a similar paper for you! Simply fill the order form!

Essential Skills Exploration Reflection and Plan

Essential Skills Exploration Reflection and Plan
Essential Skills Exploration Reflection and Plan

Essential Skills Exploration Reflection and Plan

“Essential skills are the skills that people need for work, learning and life. They are used in the community and the workplace, in different forms and at different levels of complexity.” Government of Canada

Essential skills include numeracy, working with others and continuous learning. This assignment requires you to write an 800 to 1,000 word exploration reflection and plan for ONE of the following three options aligned to an essential skill:

Option One: Money
Option Two: Health
Option Three: Leadership and Purpose
There are four steps to this assignment:

1. Review your Discovery Wheel from Week Two for the essential skill option you have chosen (e.g., Money, Health, or Leadership and Purpose). Based on the review of your Discovery Wheel, determine two key goals you would like to achieve in the chosen essential skill area over the next year.

2. Conduct secondary research for the essential skill you have chosen aligned to the two goals you would like to achieve over the next year using six sources from the following:

Three relevant articles form the course textbook – Becoming a Master Student;
Three sources from each of the following aligned to the essential skill option you have chosen:
Option One: Money –
Option Two: Health –
Option Three: Leadership and Purpose –
3. Write an 800 – 1,000 word Essential Skills Exploration Reflection and Plan with these key sections:

Introduction – This should identify the essential skill option chosen, provide a brief recap of your review of your Discovery Wheel and name the two goals you have selected for the essential skill option chosen. Your introduction should also provide the reason you are focusing on the essential skill you have chosen and the reason for the two goals you have identified. Finally, your introduction should include a brief overview of the rest of your assignment. (150 – 200 words)

Key Findings – Highlight the key findings from your research from the six sources selected in Step 2 above. Be sure to demonstrate how your selected sources support your planned development toward to two goals you have identified for the essential skill option chosen. (550 – 650 words)

Conclusions and One-Year Plan – Provide your overall conclusions and your one-year plan aligned to the essential skill option you have selected and the two goals you have identified for the essential skill option chosen. (100 – 150 words)
4. Submit your completed assignment to the D2L Course Site Dropbox (A5: Essential Skills Exploration and Plan).

General Assignment Formatting and APA Convention Requirements:

Name your file as follows: [Assignment Title] by [your full name] e.g., ‘Essential Skills Exploration and Plan by Jaime Singh’.
Your submission must adhere to APA conventions for quotations and when paraphrasing from ANY source material (including websites) and must also include a separate title page with the following information: title of the assignment; the assignment due date; course name, number and section; your name, student number and Ryerson email.
Accepted File Formats:

Only .doc/x and pdf formats are accepted. Pages file formats ARE NOT accepted.
Assignment-Specific Organization Requirements:

The section titles for this assignment should be as follows: Introduction; Key Findings; Conclusions and One-Year Plan

We can write this or a similar paper for you! Simply fill the order form!

What Would Jesus Buy on YouTube Reflection Paper

What Would Jesus Buy on YouTube Reflection Paper Watch What Would Jesus Buy on YouTube (link below) and write a one-page reflection on what you think of Reverend Billyís method of activism?

What Would Jesus Buy on YouTube Reflection Paper
What Would Jesus Buy on YouTube Reflection Paper

Envision yourself engaging in ìguerilla theatreî style protests. What would you protest and what kind of ìcharacterî or ìpersonaî would you embody? What kind of ìceremonyî would you engage in (Billy performs sermons, exorcisms, etc. what would your character do?)

This is a REFLECTION PAPER not a research paper so it should cover the reflection of the video NOT a summary of the video.


Cultural Reflection Assignment Available

Cultural Reflection
Cultural Reflection

Cultural Reflection

When and where was the event?
Who organized it? Who spoke or took part?
What did you learn from this event that helped you understand the culture and history of our Indigenous people better and how do you feel about the idea that these cultural practices were banned and made illegal at one time in our history and our First Peoples were punished if they took part in them? Network at these events. Talk to people and think about what you hear.

Pow Wows: What were some of the dances and what did you think about the regalia (the dress), the singing and dancing?
Did you visit the craftspeople? Did you buy anything and talk to the artists? What was your overall reflection of this event and how did it help you understand the history and culture even more? Remember dancing, drumming and singing were outlawed in Canada at one time and the culture was taken away. Did you meet anyone who shared their stories with you? Did you take part in a smudging?

Protocol: What they are wearing is not a costume. It is called regalia and the Pow Wow is not about religion. It is about the cultural practice and spirituality and is always very closely connected to the importance of the natural environment, the land. Please read the Protocol for going to a Pow Wow posted below. Also, look at the Protocol information at the bottom of the assignment box.

Cultural talk or workshop: Learn about the smudging posted into Course Information before you go.
The cultural participation mark is worth 20% so make sure you do something early in the semester.

Cultural reflection

This ceremony is spiritual and is a universal ceremony found around the world. It is similar to other cultures in the use of herbs, smoke and ritual cleansing of the spirit. It creates positive energy. It is important however to remember that if you do smudge that no pictures are taken as that is considered inappropriate in aboriginal culture. This is a sacred ceremony and one to be respected.
On site we would have a smudging ceremony about the third week of the semester and every semester all the class has taken part without hesitation and come out of it feeling very calm, peaceful and restored. The medicines are not narcotic or dangerous but simply herbs and wild sweet grass which grows around the country.. One of them is organic tobacco which is not smoked, nor are the sacred medicines but in fact create a smoke that you just wash over yourself to cleanse your soul and create positive energy and call in the spirits of your ancestors. Ancestors are very sacred and treated with great respect in the indigenous community.

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Interpersonal interaction paper Available

Interpersonal interaction paper
Interpersonal interaction paper

Interpersonal interaction paper

Each student is expected to maintain a journal on their learnings. The individual reflection
consists of two parts. First, each student is required to share a picture (at least A4 size) and
provide a brief explanation about WHY that picture best represents the subject they are studying.
Students are required to share the picture in the last lecture after the final quiz. Three highlights
of explanation, less than 80 characters each, should be listed under the picture.
Students can choose to focus their reflection on one or more specific concepts, theories or issues raised in any of the lectures. You can also reflect on your own experience of interpersonal interaction in this course and group project. The reflection paper can be up to 800 words excluding references if there are any.

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Reflective Essay on Teaching Assignment

Reflective Essay on Teaching
Reflective Essay on Teaching

Reflective Essay on Teaching


This essay will critically review, evaluate and reflect the experiences of a students work placement at Burton Borough School based in Newport. This was in the role as a Physical Education (PE) teacher.

Different Teacher Communication Styles

This placement experience demonstrated that teaching is a complicated and challenging activity (Naveed, Aftab, Hashmi, Ali, & Junaid, 2019), and plays a significant role in developing a studentís motivation to learn (Varga, 2017). Several studies have highlighted the importance of language and communication in relation to studentsí learning (Lin, Durbin, & Rancer, 2017; Naveed et al., 2019), and their own method of delivery (Charles & Senter, 2005). Research suggests that effective teacher communication behaviour not only creates a good educational atmosphere, but also creates a harmonious relationship between teachers and students (Zhao, 2019). During placement observations of three teachers took place and they all communicated differently.

PE teacher 1 was enthusiastic, knowledgeable, passionate, approachable, displayed empathy (Rogers, 2015), and was firm and fair. He never raised his tone of voice or was aggressive towards the students. This reflected his personality and resulted in the students having a good rapport and a mutual respect with him (Kyriacou, 1997). He demonstrated that he truly cared about their feelings and education, and he also continuously added humour within the classroom. This looked a very effective method of delivery (Gentry, Steenbergen-Hu, & Choi, 2011).

PE teachers 2 and 3 showed identical teaching communication styles, demonstrating good knowledge and energy for the students to learn. They also taught with heavier discipline and continuously reminded students of the schools Behaviour Policy. On one occasion before the trampoline lesson started, students were made aware of the importance of safety considerations when using the trampoline and the possible consequences. This was a positive start from a safety aspect, and for behaviour management this could have been seen as a Proactive strategy to discourage any potential disruption to the lesson (see Heikonen, Toom, Pylt, Pietarinen, & Soini, 2017). A student was not being supportive to his fellow student and was putting him at risk of injury. The placement teacher raised the concern with the student using the divergent technique (see Mosston & Ashworth, 1986) where students solve problems without assistance from the teacher. The student was asked the question, ìwhat would happen if the student fell off the trampoline and fell onto you with that metal sticking outî. The student answered correctly and understood why his behaviour was not acceptable. PE teacher 2 noticed this, asked what had happened with a raised tone, and then sent him immediately to the corner of the room for the poor behaviour. That student played no more part in the PE lesson. It appeared that the punishment given was harsh and increased the students embarrassment. Varga (2017) agrees and states students should be allowed to keep their dignity and should not be communicated to in a belittling manner during discipline. Nevertheless, if this particular student didnít like trampoline they would have seen this as a positive to be allowed to successfully avoid it (Little, & Akin-Little, 2008).

Teachers have different personalities (Naveed et al., 2019), and their teaching styles are related to their individual personality traits. These stern and disciplined actions were related to their individual personality (Zafarghandi, Salehi, & Sabet, 2016).

Effective Lesson Planning

Teacher success is critical to student success and they need to be committed to the learning and development of all students, yet teachers are challenged daily to meet their students’ diverse learning and behavioural needs (Nagro, Fraser, & Hooks, 2019). Lesson planning was a particular stand-out and is a fundamental component (Waring, 1999). It is a vital task all teachers must undertake. Proctor, Entwistle, Judge, and McKenzie-Murdoch, (2005) suggests that ‘No planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn’. Teachers should always plan for progression across the ability range (Kendall-Seatter, 2005).

The lessons were devised considering the national curriculum and planned with great detail, they were based on whether the activity would enable individual and group participation. The planning made sure the teacher who was delivering the lesson knew exactly what the lesson objectives were. The lessons always began with an evaluation of the previous lesson, were well structured, and catered for the different abilities.  One example, in a badminton lesson where the aims were to improve the students rally. The teacher had planned the lesson ensuring the students with lower abilities were grouped together, and they had an easier progression to that of the more experienced students. Haynes, Fletcher, and Miller (2008) state that this would not be ideal for student progress because mixed ability classes appear to be more beneficial for lower-ability students. Yet Lentillon-Kaestner, and Patelli (2016) disagrees, they say ability-based groups make sense for individualised learning, especially for lower-ability students.

Behaviour Management

PE classes play a crucial role in adolescent behaviour (Park, Chiu, & Won, 2017), so beginning the lesson on a positive note plays an important role in effective instruction (Cook, Fiat, Larson, Daikos, Slemrod, Holland, and Renshaw 2018). Behaviour management is recognised as one of the most vital skills that a teacher can possess, this is because without control of the children effective learning cannot take place. Building strong relationships with students is a significant behaviour management strategy. The Author made sure that all the pupils were known on entrance into the classroom, and it was also beneficial to say hello to them all. Greeting students at the classroom door sends a welcoming message and allows teachers to get a visual reading on each student and assess how their overall mood might be (Sickel, 2018). Research by Cook et al (2018) revealed that Positive Greetings at the Door produced significant improvements in academic engaged time, and a positive effect on students’ on-task behaviour (Heikonen et al., 2017). (203 students and 10 teachers participated first 10 minutes)

Several students were also identified as having low self-esteem and lacked confidence in their own ability. It was noticed they were doubting their physical abilities during the activity. For these pupils it was vital that personalised praise was given in order to build up their self-esteem. Floress, Beschta, Meyer, & Reinke, (2017) emphasises that teacher praise is an expression of approval or admiration that goes beyond feedback for a correct response. Praise is easy to use and an effective classroom behaviour management tool that can positively influence students (Spilt, Leflot, Onghena, & Colpin, 2016).  When used correctly it is positively related to student success (Pas, Cash, O’Brennan Debnam, & Bradshaw, 2015).

For instance, a student could not make a pass in football to their teammate and kept giving away possession to the opponents, this student was seen to be unhappy and demonstrate low self-esteem, but when eventually a pass was made to a teammate they were told verbally well done on that pass. Floress and Jenkins (2015) would identify this as behaviour specific praise’, which they define as “any specific verbalisation or gesture that expresses a favourable judgement on an activity or attribute of the student”. It was observed that the student benefited from the immediate praise (Floress et al., 2017) because their confidence increased and, in turn, they were demonstrating more determination to get involved, and working harder (Herbert, 2015).

Teaching Experience

Teaching is a profession where the first-year teacher is expected to be capable of the same job as someone who already has some experience (Hall, Quinn, & Gollnick, 2018). When going into a new class it is important to establish a formal authority for you as a teacher before any personal authority can be built (Petty, 2004). Classroom management is a major challenge for beginning teachers (Baker, Gentry, & Larmer, 2016), so whether it is the first day in a teacherís role, or if the teacher has been at the school for 10 years, the placement experience demonstrated that the lack of experience does not essentially mean it can be recognised as a weakness. From the outset building a relationship with the students was a great foundation, they recognised the author was there to aid and nurture them. Personal skills and knowledge were demonstrated in the various sports, this showed the pupils enthusiasm for the activity they were doing, this also helped with their motivation.

Entering the placement with confidence assisted with the behaviour and control of the pupils. With little teaching experience or a nearly qualified teacher the pupils could try and establish their control and disrupt the lesson planned, and students could have seen this as a weakness. The author found using his personal experience gained in coaching and maturity the lack of teaching experience did not prove a weakness as anticipated. Trainee teachers must assert a formal authority towards the students, an authority for the position as a teacher (Petty, 2004). In the authors placement they maintained a strong body posture, always standing tall, facing the students and communicated with the students in a confident and assertive manner. By teaching this way the students showed respect and were not judging the trainee teacher’s authority. It also improved the confidence in the trainee teachers authority. Students and teachers influence each other (Varga, 2017). Being assertive helps to ‘improve or retain our self-respect and self-esteem (Reece & Walker, 2016).


On placement it was noticed that PE teachers play an important role in the pleasure that students experience in PE (Lentillon-Kaestner, & Patelli, 2016), and is one of the school subjects that students most appreciate (Dudley, Okely, Pearson, Caputi, & Cotton, 2013). It is also a fantastic profession that many people aspire to join (Green, 2018). Even though stress is a common complaint in the workplace with negative personal and professional consequences, stress impacts teacher job satisfaction negatively (Prilleltensky, Neff, & Bessell, 2016). Its not surprising that 30% to 50% of teachers leave within the first 5 years of entering the profession (Prilleltensky et al., 2016), and most leave before the retirement age (Skaalvik, & Skaalvik, 2017).  What is more alarming is that 1 in 5 teachers will leave the profession in their first year (Farber, 2015). Attributing to the reasons for people leaving, is because the job description of the teacher is not straightforward with detailed responsibilities or duties, and because of this additional responsibility is often added without consideration that the teacher can accomplish (Shirom, Oliver, & Stein, 2010). These additional duties result in teachers working all hours (Green, 2018).

The placement experience demonstrated that teaching isnít boring, and it is a demanding profession (Hall et al., 2018). It has shown a comprehensive insight to how hard PE teachers work, and how dedicated they are to the students learning environment. Being 46 it is has been identified that teaching has evolved and is very demanding, but without appreciation or respect, it is a disincentive for anyone to want to become a teacher.


Bailey, R. (2013). Teaching physical education: A handbook for primary and secondary school teachers. Routledge.

Baker, C., Gentry, J., & Larmer, W. (2016). A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers. Administrative Issues Journal: Education, Practice, and Research, 6(1), 22-37.

Biggs, J. and Moore, P. 1993. The process of learning, 3rd ed., New York: Prentice Hall.

Capel, S. (2000). Are critical pedagogies the future for physical education?

Charles, C. M., and Senter, G. W. (2005). Building classroom discipline. New York: Longman.

Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., & Renshaw, T. (2018). Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy. Journal of Positive Behavior Interventions, 20(3), 149-159.

Dudley, D. A., Okely, A. D., Pearson, P., Caputi, P., & Cotton, W. G. (2013). Decline in enjoyment of physical education among culturally and linguistically diverse youth. International Journal of Quantitative Research in Education, 1(4), 408-425.

Gentry, M., Steenbergen-Hu, S., & Choi, B. Y. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55(2), 111-125.

Farber, K. (2015). Why great teachers quit and how we might stop the exodus. Simon and Schuster.

Floress, M. T., Beschta, S. L., Meyer, K. L., & Reinke, W. M. (2017). Praise research trends and future directions: Characteristics and teacher training. Behavioral Disorders, 43(1), 227-243.

Floress, M. T., & Jenkins, L. N. (2015). A preliminary investigation of kindergarten teachersí use of praise in general education classrooms. Preventing School Failure: Alternative Education for Children and Youth, 59(4), 253-262.

Green, M. (2018). What are the issues surrounding teacher workload?. Primary Teaching: Learning and teaching in primary schools today, 445.

Groundwater-Smith, S., Le Cornu, R. J., & Ewing, R. A. (2011). Teaching: Challenges and dilemmas. South Melbourne: Cengage Learning.

Hall, G. E., Quinn, L. F., & Gollnick, D. M. (2018). Introduction to teaching: Making a difference in student learning. Sage Publications.

Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachersí behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions, 13(2), 97-108.

Hayes, D. (2006). Primary education: the key concepts. Routledge.

Haynes, J., Fletcher, T., & Miller, J. (2008). Does Grouping By Perceived Ability Sustain Student Attitudes Towards Physical Education. Research Quarterly, 14(3), 4-16.

Heikonen, L., Toom, A., Pyh‰ltˆ, K., Pietarinen, J., & Soini, T. (2017). Student-teachersí strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 43(5), 534-549.

Herbert, C. (2015). Using Effective Teaching Strategies and Personality Type to Enhance the Mathematics Classroom: A Handbook for Intermediate Math Teachers.

Johnston-Wilder, S., & Lee, C. (2019). How can we address mathematics anxiety more effectively as a community?.

Kendall-Seatter, S. (2005). Reflective reader: primary professional studies. Learning matters.

Kyriacou, C. (1997). Effective teaching in schools: Theory and practice. Nelson Thornes.

Lentillon-Kaestner, V., & Patelli, G. (2016). Effects of grouping forms, student gender and ability level on the pleasure experienced in physical education. Journal of Teaching in Physical Education, 35(3), 251-262.

Lin, Y., Durbin, J. M., & Rancer, A. S. (2017). Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety. Communication Education, 66(3), 330-349.

Little, S. G., & Akin-Little, A. (2008). Psychology contributions to classroom management. Psychology in the Schools, 45, 227-234.

Marshall, S. L., Parker, P. D., Ciarrochi, J., Sahdra, B., Jackson, C. J., & Heaven, P. C. (2015). Self-compassion protects against the negative effects of low self-esteem: A longitudinal study in a large adolescent sample. Personality and Individual Differences, 74, 116-121.

Mosston, M., & Ashworth, S. (1986). Teaching physical education. Columbus. OH: Merrill.

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in School and Clinic, 54(3), 131-140.

Naveed, M., Aftab, F., Hashmi, M. A., Ali, S., & Junaid, M. (2019). Characteristics and Methods of Effective Teachers: A Qualitative Study of Studentsí Perspective. International Journal of Innovation in Teaching and Learning (IJITL), 1(2).

Park, S., Chiu, W., & Won, D. (2017). Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach. PLoS one, 12(4), e0174674.

Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology, 53(2), 137-148.

Petty, G. (2004). Teaching today: A practical guide. Nelson Thornes.

Phillips, D. A., Carlisle, C. S., Hautala, R., & Larson, R. (1985). Personality traits and teacherñstudent behaviors in physical education. Journal of Educational Psychology, 77(4), 408.

Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it’s important, how it can be alleviated. Theory Into Practice, 55(2), 104-111.

Proctor, A., Entwistle, M., Judge, B., & McKenzie-Murdoch, S. (2005). Learning to teach in the primary classroom. Routledge.

Reece, I., & Walker, S. (2016). Teaching, training and learning: A practical guide. Business Education Publishers Ltd.

Rink, J. E. (1993). Teaching physical education for learning. Missouri: Mosby-Year Book.

Rogers, B. (2015). Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. Sage.

Shirom, A., Oliver, A., & Stein, E. (2010). ” Teachersí stressors and strains: A longitudinal study of their relationships”: Correction.

Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160.

Spilt, J. L., Leflot, G., Onghena, P., & Colpin, H. (2016). Use of praise and reprimands as critical ingredients of teacher behavior management: Effects on childrenís development in the context of a teacher-mediated classroom intervention. Prevention Science, 17(6), 732-742.

Sickel, J. (2018). Relationships: Their Power & Importance. The Choral Journal, 58(10), 67-73.

Varga, M. (2017). The Effects of Teacher-Student Relationships on the Academic Engagement of Students.

Waring, M. (1999) Plan and prepare to be an effective teacher. Learning to teach chapter 5, Kogan Page.

Zafarghandi, A. M., Salehi, S., & Sabet, M. K. (2016). The Effect of EFL Teachers’ Extrovert and Introvert Personality on Their Instructional Immediacy. International Journal of Applied Linguistics and English Literature, 5(1), 57-64.

Zhao, Y. (2019). Achievement Emotions as Mediators of Teacher Communication Behavior and Student Participation A Model Construction. In 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Atlantis Press.

Dawson (2008) stated that positive praise is an effective behaviour management tool. This study was a meta analysis meaning it is evidence drawn from a range of research making it reliable in a range of different settings. This is also highlight in practice by Mitchell (2010) who ran an intervention with 20 poorly behaved students and found that positive re-enforcement improved whole school behaviour.

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Discussion Questions and Reflection Paper

Discussion Questions and Reflection Paper 3 You are required to select one chapter from the course textbook and prepare an essay. You cannot write this essay on chapter 1.

Discussion Questions and Reflection Paper
Discussion Questions and Reflection Paper

The essay should include the following: (1) Summary of the reading (no more than 1 paragraph; (2) a critical analysis of the reading (which may include quotes with proper citations in APA format); (3) at least one discussion question and (4) a reflection of how the question and the overall analysis fit into the context of the class, and society. Reflection Papers should be typed in 12- point Times New Roman font, double-spaced with 1” margins. They should be a minimum of 2 pages and a maximum of 3 pages in length (about 750 words). All outside sources need to be cited in-text and in an additional reference section, in APA format. The reference section/page will not be counted in the length requirements of the paper.