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Guided Response: Review your classmates’ posts and choose two posts to respond to.

If you choose a peer that selected the same student as you, address the following prompts:

· Discuss how your plans are similar and how they differ.

· Do you think you and your chosen peer have similar or different teaching styles? Explain.

· Do you think you and your chosen peer could team teach? Explain.

If you choose a peer that selected a different student than you, address the following prompts:

· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.

· Do you think you and your chosen peer have similar or different teaching styles? Explain.

· Do you think you and your chosen peer could team teach? Explain.


I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.

           A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The kids should learn it. I should teach it; they should learn it. Case closed.” (Pierson, n.d.). Pierson was correct in saying that children will not learn from someone that they don’t like. The best way to teach children is to forge a connection on a real, human level.


Kaiser, B., & Sklar Rasminsky, J. (2017). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Retrieved from (Links to an external site.)

Pierson, R. (n.d.) Every kid needs a champion Retrieved from: (Links to an external site.)


One strategy I would use to build a bond with Olivia is to find out what are the student interest. This strategy will show the student that you care about them. Another strategy is to offer choices. Offering choices makes children believe they are in control. Olivia will feel like you trust her to make choices.The third strategy is to provide structure. Providing structure will helps make students feel safe. From the information given about Olivia’s family, Olivia mom had her when she herself was a teenager. It appears that Olivia has little structure in her life. Structure would be a great asset to Olivia.  The student will notice that you follow through with the things you ask of them and boundaries you set. Most important strategy that will help Olivia is modeling positive behavior. I would also give he praise ans incentives for positive  behavior. Olivia has problems with saying negative things to her peers, social aggression, disrupts class, and attention seeking. When everyone around her is being positive she will eventually do the same. I would suggest to Olivia’s mother that she gives Olivia choices at home and let her be more independent. Let her help out around the house. Another suggestion would be to build a bond with the parent so that Olivia sees that positive interaction and that will influence her behavior toward the teacher.

Rita talked about a colleague that stated “They don’t pay me to like the kids. They pay me to teach a lesson. I should teach it, they should learn it, Case closed” (Pierson, n.d.).This teacher is clearly not here for the students because a great teacher will go beyond their title to ensure the students receive what is being taught. Another example that stood out to me was when Rita stated that her would keep peanut butter crackers, soap and wash cloth, combs and bushes in her drawer for student that needed those items(Pierson, n.d). This kind gesture reduced bullying and teasing. The children were able o focus on learning and not the negative things. Being able to offer things like this to students helped build trust and showed them that you are here to help.


Pierson, R. (2013, May). Rita Pierson at TED Talks Education: Every kid needs a champion [Video file]. Retrieved from (Links to an external site.)


Developing a relationship with Olivia is important to promote learning. Some of the strategies that would be helpful in developing a connection with Olivia include listening to this student, showing interest in her life outside of school, and having a positive attitude (Kaiser & Sklar Rasminsky, 2017). Listening to Olivia would enable the teacher to establish things that cause her to be disruptive and address the concerns. Listening to her may build trust, and this goes along with building a connecting with Olivia. Another strategy is showing an interest in Olivia’s life outside school. Talking to Olivia about her interests and taking an interest in her interest would term helpful in building a connection (Kaiser & Sklar Rasminsky, 2017). Olivia is an attention seeker, and thus, taking an interest in her interests would be helpful. Having a positive attitude is important in building a connection with Olivia. As a negative student, keeping a positive attitude will encourage her to be positive as well. This would enable the teacher to build a positive connection. Parents would help further build this bond by encouraging Olivia’s mother to treat Olivia with respect and pay attention to her. Treating her with respect would teach Olivia empathy and respect for others, an important element in building positive relationships. It is essential to develop a connection with a young child to promote learning. As Pierson (2013) says, “Kids don’t learn from people they don’t like.” Thus, developing a connecting with a child supports active, engaging learning opportunities. 


Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 5: Relationship, Relationship, Relationship. In Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Pearson Education.

Pierson, R. (2013, May). Rita Pierson at TED Talks Education: Every kid needs a champion [Video file]. Retrieved from (Links to an external site.)

Guided Response: Review your classmates’ posts and choose two peers to respond to. In your response, discuss what you like about their approach to addressing the behavior differently, provide at least one additional idea to support the student, and recommend at least one more strategy that can be used in the classroom or at home.


For this discussion I chose to follow Olivia since I have chosen her for the last two discussions. I agree that it is very important for a teacher to understand their students’ culture and background, especially if it is requested by the student’s parents. As it states in the textbook, “Our culture is an integral part of our identity, whether we know it or not” (Kaiser & Sklar Rasminsky, 2017). Although Olivia seems to be raised mainly American, her Asian culture has been “dubbed the “model minority” because of their extraordinary educational and financial success in North America” (Kaiser & Sklar Rasminsky, 2017). After learning about Olivia’s cultural background, I will handle Olivia’s behavior of her addressing her peers negatively by simply talking to her mother.

I will first be careful of my wording of words when telling Olivia’s mother that she is saying negative things to her classmates because as I have recently learned, an individual’s behavior reflects on the honors of their family and ancestors. It is also important because per Asian culture they should be careful in modeling appropriate behavior while also having empathy and concern for others. We need to be careful how this is told to Olivia’s mother as to not make her feel shame or embarrassment. Instead, we would have questions and suggestions on how to correct this behavior. We would then give her a little time to think and/or modify our lists of questions and suggestions to what she thinks may work best for Olivia. I also believe that the best way to better support Olivia in the classroom and her parents at home is to have an open-door policy. An open-door policy is where a parent get ahold of you at any time and you can get ahold of them whether that be via text, phone call, or e-mail. The open-door policy is also how I would help Olivia be successful in the classroom and at home because being able to contact her parents or them contacting me at any time is the best way to ensure open communication for Olivia’s success in behavior alteration.

Kaiser, B., & Sklar Rasminsky, J. (2017). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Retrieved from (Links to an external site.)


For my discussion I choose Jose.  I will approach the situation differently now that I learned a little bit more about his cultural background by maybe taking some Spanish lessons.  Maybe if I could help him to communicate in English he would not be hitting other children.  We would both gain knowledge in learning different languages.  To better support Jose in the classroom and the child’s parents at home I could maybe get him  a interpreter for the classroom and for meeting with his parents.  This would help out a lot  to communicate any concerns or problems the parent is having with Jose.  Now that I know more about Jose, another strategy that can be used in the classroom is have show and tell.  If the other students saw  somethings from his culture , it may help for everyone to have a greater understanding and know who he is as a person.  


Olivia is Chinese, a high-context culture, speaks English, and is low income. Addressing Olivia’s behaviors of impulsivity and addressing her peers negatively would necessitate talking her cultural background into account. According to Kaiser and Sklar Rasminsky (2017), culture influences our behaviors and how we interpret the world around us and meanings. Olivia is from a high-context culture, and thus, the communication approach is different in an effort to address her behaviors. As a student from a high-context culture, Olivia communicates in an implicit manner, with greater emphasis on nonverbal communication. Thus, as a teacher, Olivia’s situation is approached based on her cultural background. To support Olivia in the classroom, a teacher needs to establish classroom norms and expectations. Communicating desired behaviors and reinforcing these behaviors through both positive and negative consequences would help discourage Olivia’s impulsivity and addressing her peers negatively (Evertson & Poole, n.d.). Since Olivia’s interactions with their parents serve as an archetype of how to interact with and behave around others, encouraging her parents to connect and get involved in her activities would be helpful to Olivia. Some of the strategies to help Olivia be successful in class and at home include taking into account Olivia’s culture in learning activities, building a positive connection with her, and keeping her parents involved in Olivia’s learning. 


Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 6: Opening the Culture Door. In Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Pearson Education.

Evertson, C., & Poole, I. (n.d.). Establishing classroom norms & expectations [Case study unit]. Retrieved from

In your responses to no fewer than two of your classmates, compare and contrast your respective choices of theoretical insights and life practices and offer constructive criticism of their theoretical discussions. Additionally, identify any insights you have gained as a result of reading the responses of others.


Vocational Development and Work/ Life Balance

As we enter Adulthood we tend to bring a focus on family, work, and life. We have so many demands as Adults that we need to find a balance between working, living a healthy life style. According to Mossler et al. (2016), Working not only takes up a large amount of a person’s life, but it influences how people live, dress, and socially intact. Going back to early chapters we develop socially and emotionally during child development. We learn from our parents and our environment on how to manage our emotions and how to interact socially. These skills are what help us develop our personality traits. If we look at the Big five theory it helps us understand that each individual is unique, and because of this uniqueness, individuals go into different career path, make different choices and overall life their life as they choose. Mossler et al. (2016), states that the Big five theory is used to predict occupational interest, enhancing communication, and assessing learning styles. When thinking of vocational development, I feel that culture and interest play a big role. Stoll et al. (2017), conducted a study on how vocational interest are important aspects of personality that reflect individual differences in motives, goals, and personal strivings.

John Holland theory of vocational development uses personality type to optimize career satisfaction (Mossler et al., 2016). Holland theory is described as the interaction of individual traits and the working environment, focusing on interest, intelligence, skills, and values. Holland identified six basic vocational types known as RIASEC (realistic, investigative, artistic, social, enterprising, conventional) types (Mossler et al., 2016). Another theorist that utilize the big five was Super. Super’s stage theory of vocational development suggest that self-concept is integrated with occupational experience. He theorized that people pas through five stages of career development: growth, exploration, establishment, maintenance, and declaration (Mossler et al., 2016). These three theories’ play a major role in not only vocational development but work and life balance, because if you are not satisfied with your job it can be stressful and depressing.

One best practice in my life with respect to work/life balance according to Holland is vocational interest. Having interest in my job provides me with motivation and job satisfaction. I gain pleasure in helping others and it gives me a sense of “feeling good” which Mossler et al. (2016) would identify as intrinsic factors that govern motivation. Being able to feel good about your job helps feel motivated. According to Mossler et al. (2016), job satisfaction is correlated with overall health and well-being, whereas low job satisfaction is associated with depression.  Holland theory of six basic vocational type supported my current role as a social worker. He identified that individuals in the social personality type have characteristics of enjoys working with people, solving social problems, and interacting with others in a cooperative manner. In addition, Traits of being sociable, cooperative, empathic and friendly do correlate with me.


Mossler, R. A., & Ziegler, M. (2016). Understanding Development: A Lifespan Perspective. San Diego, CA: Bridgepoint Education, Inc

Stoll, G., Rieger, S., Lüdtke, O., Nagengast, B., Trautwein, U., & Roberts, B. W. (2017). Vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above IQ and Big Five personality traits. Journal of Personality and Social Psychology, 113(1), 167–184.


Vocational Development and Work/Life Balance

Super’s model and Holland’s codes are especially important in a work/life balance. Happiness or a sense of contentment is critical to health. When a person enjoys what they have chosen as a job or career, stress is reduced in other aspects of life. The intrinsic factors of ‘feeling good’ allow a gain of pleasure in workforces (Mossler & Zeigler, 2016).

Additionally, the extrinsic factors of wages and benefits can influence how a person feels in their work/life balance. Higher pay and vacation, for instance, can be motivating for many employees. Incentives such as bonuses can also excite teams to strive more and perform better. The recognition that results from these gestures from employers allows employees to feel appreciated.

A social convoy also heightens a sense of gratitude in life. When strong support of family and friends encourages and cheers their family and friends, a self-fulfilling prophecy is more apt in being confident and a commitment to achieve more as he or she knows it allows other the same feeling of pride in their progress (Mossler & Zeigler, 2016).

The stages of Super’s model also impact these work/life balances. Exploration can be both tedious and exciting. For a person uncertain of their interests or one with several areas, he or she may not know where to begin. Family and friends offer great insight here as they see our strongest and weakest points. Once we enter into settling and decelerating into the path we choose, we can decipher if the fit is good (Mossler & Zeigler, 2016). Involving family and friends is essential for this reason because the people who know us guide us. Often, where we may lack vision, a relative or companion may align with a trainer or mentor, which will reassure us of thoughts and feelings we have as we enter and maintain, or transition in careers.

My work/life balance

Unfortunately, I do not have a significant work/life balance. I drive to work, work, drive home, then study. I did request breaks in my schedule to see to my home and children. The enrollment advisor did not get the memo to the academic advisor, or the academic advisor failed to do so. For this reason, I delegate most of my obligations to our LLC to our accountant. I did recently resign from my part-time position to allow a day off each week in between my full-time position.  Doing so has been beneficial for my sleep as I appreciate the five hours over three hours each day. I still need to work on this a lot as most people agree.

In the time I do not have studies, I can call family or run errands. The support they are used to from me is well received still and even more appreciated. I have a small but highly valued convoy. Although my time with them is minimal, it is cherished even more. I think in my case, quality over quantity is the key.


Mossler, R. A., & Ziegler, M. (2016). Understanding Development: A Lifespan Perspective. Bridgepoint Education, Inc

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