What are some common responses to stress and grief teachers of young children may see in the classroom?
What will be an ideal response?
There is not a typical response to loss, as there is no typical loss. Children do not respond to grief in the same way as adults, and they may have difficulty in understanding that death is permanent, irreversible, and final.
They may not be able to express their emotions or ask for what they need, and they may exhibit unacceptable classroom behaviors.
They may regress in behaviors, such as bed-wetting, or display aggressive, acting out behaviors or irrational fears.
They may feel that their behavior in some way contributed to the death of their parent.
They may withdraw into themselves, have difficulty concentrating on schoolwork, and avoid it out of frustration.
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In the Socratic Seminar model, "talking tokens" refer to:
a. tokens awarded to students each time they speak, with the most tokens given to those who speak the most. b. tokens awarded to students who speak the least during a Socratic Seminar, with the most tokens given to those who speak the least. c. tokens taken from students each time they violate a guideline for the Socratic Seminar. d. tokens given to students at the start of the seminar, and taken from students each time they speak to ensure equitable participation.
In a parallel circuit, the wires are arranged to:
a. Bypass a burned-out or missing bulb b. Shut off completely if any bulb goes out c. Cool themselves d. Reduce the voltage for safety reasons
Infants are able to produce many of the phonemes of their native language at what age?
at birth 3 months 9 months 15 months
______ assessments are used to determine whether or not young children are eligible for early intervention or early childhood special education services.
A. Eligibility B. Screening C. Criterion-based D. Curriculum-based