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- Conflict Resolution and Nonviolent Crisis Prevention 4 PAGES Students will reflect on their work experience and identify a child/teen who was challenging. They will provide insight into what made the student challenging and reflect on course curriculum on Nonviolent Crisis Intervention. Students will also be asked to reflect on the required reading of Crucial Conversations (book: Crucial Conversations, Tools for Talking When Stakes are High, 2nd ed) and reflect on what tools and strategies could have helped in their overall communication and relationship development with the child. Students are encouraged to reflect on their life experiences and background. How do those experiences different from the child in their classroom? And how can educators bridge connections to better understand their students? I work as a Sub. teacher so I have dealt with many children but only on a short-term basis. I work with inner-city children that have a lot going on in their home lives. So if you can picture mini adults not wanting to be told what to do and their skills are very low. I can relate to the children because I grew up only a few blocks from some of them. My grandmother raised me. Mother was a drug addict and father was gone for 15 years of my life. This is the life of most of the children. Difference today is respect. Even though I hardly ever saw either of my parents until high school I never acted out in class. No throwing chairs, no calling my peers or the teachers bad words.
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- Regardless of the career path that you choose, the ability to define and formulate problems, find solutions and communicate your results is critical. You will have one project in Intermediate Algebra that will allow you to demonstrate your skills and help your teachers assess the General Education Outcomes (listed below) as stated by Barton County Community College. General Education Outcomes Fundamental outcomes: The student shall develop: F-1. An ability and willingness to think critically about any subject area and to generate logical questions. F-2. Problem-solving skills that can be used to seek answers to questions that arise within any subject area. F-3. A set of values, attitudes, and beliefs within the context of any subject area. F-4. An understanding of the historical perspective of a given subject area and how the history of a human endeavor has interacted with development of the subject area. F-5. A knowledge of information storage, access, and retrieval and how information technologies relate to a given subject area. F-6. An appreciation of the multicultural aspects of human endeavor and how this relates to the development of a given subject within different cultures. F-7. An understanding of relevance of a given subject to the individual students life and how the student can develop habits that encourage life-long, independent learning.
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