Good afternoon, I’m taking an Intense writing class Free PLAGIARISM. This is the summary section. Here you create a detailed summary of the paper by writing the essence of the reading capturing what y

Good afternoon, I’m taking an Intense writing class Free PLAGIARISM. This is the summary section. Here you create a detailed summary of the paper by writing the essence of the reading capturing what y
8 SUMQ Student Name Institution Instructors Name Due Date SUMQ Summary The passages that are provided concentrate on the significance of encouraging positive behavior patterns and creating a classroom environment that is supportive. The creator stresses that educating is definitely not a “delicate choice” and that educators deal with colossal issues, incorporating managing kids who have unfortunate confidence and may carry on forcefully to acquire regard and status from their companion bunch. To resolve this issue, the creator proposes making a warm and strong environment in the study hall, where kids have a solid sense of reassurance and upheld. Activities like the “cuddle corner,” where children can go to feel safe and be comforted when they are upset, can help achieve this. In addition, the author teaches children about positive and negative behavior patterns by making use of analogies like butterflies and wasps. Wasps, on the other hand, represent negative behavior patterns like bullying and aggression, while butterflies represent positive behavior patterns like strength, resilience, and perseverance. The author discourages negative behavior patterns and encourages positive ones in children by utilizing these analogies. Compassion and empathy are examples of positive behavior patterns. In addition, the author identifies a number of characters from the classroom, including the class clown and the sneaky rat, who possess the power to destabilize the classroom environment and cultivate a climate of suspicion. The author suggests addressing these issues by recognizing and rewarding positive behavior patterns, ignoring negative ones, and recognizing and recognizing the character’s behavior patterns. Quote 1: “The aggressive children usually have the highest profiles. In our attempts to deal with them, we often overlook the quiet, overly adapted child who has the ‘faint soul’ look in their eyes.” Pg 135 This statement emphasizes the significance of addressing negative behavior patterns and supporting students who may be struggling with other issues that may not be as readily apparent. It is essential to create an environment in the classroom that is uplifting and reassuring, as well as one that encourages empathy and understanding among all students, regardless of their behavior patterns (Halbert, 2002). By cultivating a culture of support and positive reinforcement, educators can assist students in developing coping strategies that will serve them well as adults. The creator’s methodology of utilizing cheerful and miserable countenances to upgrade comprehension of conduct features the significance of advancing positive ways of behaving and deterring negative ones, and establishing a positive and steady homeroom climate that empowers compassion and understanding among understudies. Quote 2: “You cannot change behavior if you do not know the choices.” Pg 139 This statement emphasizes the significance of comprehending the options available and their effects on others. The author empowers students to make positive choices and avoid negative ones by defining positive and negative behavior patterns (Halbert, 2002). The author’s method of comparing positive and negative behavior patterns with teddy bears and thorns helped students comprehend the impact of their actions on others and encouraged empathy and comprehension. The creator’s methodology likewise underscores the meaning of establishing a positive and steady homeroom climate that encourages a culture of uplifting feedback and backing and cultivates understudies’ compassion and understanding. By encouraging positive behavior and deterring negative behavior, teachers can help students develop healthy behavior patterns that will benefit them as adults. Quote 3: “It is our responsibility, as educators, to foster this kind of behavior.” Pg 145 This statement emphasizes the significance of developing positive behavior patterns and creating a positive, supportive, and conducive environment for students’ empathy and comprehension in the classroom. The creator’s methodology of utilizing the similarity of butterflies and wasps to show kids positive ways of behaving underlines the significance of advancing positive ways of behaving and beating negative ones down (Halbert, 2002). By showing youngsters the qualities of butterflies, for example, being delicate, pretty, and energizing, and the difficulties they face in their change, the creator urges kids to foster positive ways of behaving, like strength, versatility, and tirelessness. The author’s approach emphasizes the significance of cultivating a classroom culture of positive reinforcement and support as well as fostering empathy and comprehension among students. Teachers can assist students in developing healthy behavior patterns and coping strategies that will benefit them in adulthood by encouraging and discouraging negative behavior patterns. Action I could designate a quiet, cozy area in the classroom with pillows or stuffed animals where students can feel safe and be comforted when they are upset in order to implement a “cuddle corner” or a similar safe space (Halbert, 2002). I can explain to their students the idea of a “cuddle corner” and encourage them to use it when they need to relax or take a break. I can also demonstrate to their students that self-care is acceptable by using the “cuddle corner” myself. To utilize similarities like butterflies and wasps to show understudies positive and negative ways of behaving, educators could utilize visual guides like pictures or recordings to represent the idea and energize class conversations about certain and negative ways of behaving. I can also encourage their students to come up with and present to the class analogies for both positive and negative behaviors. I can observe the behaviors of their students and identify ways of disruptive behavior in order to identify classroom characters that could be disruptive and develop strategies to address their behavior patterns. After that, they will be able to create custom plans to address the behavior patterns of each student, such as using positive reinforcement for good behavior and ignoring bad behavior. Teachers can try to get to know their students personally and show an interest in their lives and interests to create a warm and supportive atmosphere in the classroom. I can also praise their students frequently and use positive language to create a supportive and optimistic atmosphere. Educators can utilize procedures, for example, verbal recognition, positive notes home to guardians, or a class reward framework to compensate positive ways of behaving and overlook negative ones. I can likewise disregard negative ways of behaving by diverting understudies to positive ones and limiting thoughtfulness regarding negative ones.   References Halbert, E. (2002). Positive behaviour: strategies for infant and junior schools. Bullying-A practical guide to coping for schools, 135-153.
Good afternoon, I’m taking an Intense writing class Free PLAGIARISM. This is the summary section. Here you create a detailed summary of the paper by writing the essence of the reading capturing what y
SUMQ (Do not add anything to this template – no name, course, date, horoscope sign, favorite fruit, favorite song, nada, nothing) This is the summary section. Here you create a detailed summary of the paper by writing the essence of the reading capturing what you believe are the key ideas. A detailed summary is created by going paragraph by paragraph, one paragraph at a time and capturing the key idea(s) or information in the paragraph with a supporting/clarifying sentence or two. This information is then used to create the detailed summary. It is not ok to comment on the ideas, what should be here is the key information presented in the reading. It should be somewhat “dry” and have just the important ideas listed. It should be complete enough to stand as a reference, as if you were to read this as a reference and it clearly contained everything needed to teach the material. This means not just a list of the points but also a sentence, as necessary, to explain the relevance and meaning of the points you mention. Since this is a writing intensive course, grammar, spelling, and punctuation are also required. Quote #1 “In this area you place the quote you have selected to respond to.” (p. Put the page number here so the reader could reference it if necessary.) This is where you get to respond to the material, develop your thoughts, and express yourself. As such, single sentence answers are insufficient. Questioning an aspect of the quote is acceptable as long as you present information to answer the question and explore the meaning or possibilities. You get to include your thoughts and perceptions on the material here. If you are not sure what to write, you can use the question prompts provided in the SumQ homework page and reproduced below. Answering each of the questions will help produce an acceptable response. What does this statement mean to you? Have you seen instances of this in your experiences (world around you)? Does this idea/information change the way you perceive the world? If so, how? If not, why not? Quote #2 “In this area you place the quote you have selected to respond to.” (p. Put the page number here so the reader could reference it if necessary.) This is where you get to respond to the material, develop your thoughts, and express yourself. As such, single sentence answers are insufficient. Questioning an aspect of the quote is acceptable as long as you present information to answer the question and explore the meaning or possibilities. You get to include your thoughts and perceptions on the material here. If you are not sure what to write, you can use the question prompts provided in the SumQ homework page and reproduced below. Answering each of the questions will help produce an acceptable response. What does this statement mean to you? Have you seen instances of this in your experiences (world around you)? Does this idea/information change the way you perceive the world? If so, how? If not, why not? Quote #3 “In this area you place the quote you have selected to respond to.” (p. Put the page number here so the reader could reference it if necessary.) This is where you get to respond to the material, develop your thoughts, and express yourself. As such, single sentence answers are insufficient. Questioning an aspect of the quote is acceptable as long as you present information to answer the question and explore the meaning or possibilities. You get to include your thoughts and perceptions on the material here. If you are not sure what to write, you can use the question prompts provided in the SumQ homework page and reproduced below. Answering each of the questions will help produce an acceptable response. What does this statement mean to you? Have you seen instances of this in your experiences (world around you)? Does this idea/information change the way you perceive the world? If so, how? If not, why not? Action Section Here is where you indicate what specific action(s) you will take with the information you have gleamed from the readings. The action needs to be an action/behavior – it needs to be something that will occur, not an intention or direction. Losing weight is an intention. Reducing food portions is an action. The action section must have a day/date/time so that the action could be scheduled on a calendar. An action needs to be behaviorally specific enough that the instructions could be given to 5 different people and they would know exactly what to do and it would look the same. You only need to provide a few sentences to indicate what actions or behaviors you will engage in to incorporate the knowledge into your life.