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ECS 560 Full Course Discussions GCU

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ECS 560 Full Course Discussions GCU

ECS 560 Topic 1 DQ 1

What does family engagement mean to you? List a barrier to family engagement discovered from this topic’s readings and one approach you might take towards overcoming that barrier.

ECS 560 Topic 1 DQ 2

There are many Bible verses calling Christians to show respect to others. For example, Philippians 2:3-4 says, “Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others.”  How might a teacher ethically and respectfully respond to families who do not value education?

ECS 560 Topic 2 DQ 1

In your opinion, what challenges are presented with a class full of children from diverse backgrounds? What are the benefits of having a diverse group of students? How can you promote diversity and be sensitive to differences, while still maintaining a cohesive classroom environment?

ECS 560 Topic 2 DQ 2

How might you respond to a parent who alerts you that their religious practices prohibit their child from participating in activities that you regularly engage in? (For example, the child whose family does not celebrate any holidays or salute the flag or the child whose religion prohibits girls from interacting with boys)? How could you ethically and respectfully include the child in the class while still continuing your daily activities?

ECS 560 Topic 3 DQ 1

Families in transition are often dealing with difficult (and unexpected) circumstances. Consider your childhood or some of your friends’ early childhood histories. Are there any transitions that stand out as particularly stressful for you (or your friends)? Briefly describe the transition and what you think an educator could have done to help.

ECS 560 Topic 3 DQ 2

Read the scenario to inform the questions that follow:

Neveya, a second grader, regularly does not bring school supplies needed to school due to financial hardships in the family that include the caretaking of an elderly family member. Frustrated, her teacher, Mrs. Williams, has stressed to her administra   tor that she feels Neveya’s parents do not care about her education.  Upon hearing Mrs. Williams’ strong opinion, the administrator quickly explained that the family was going through turmoil. Mrs. Williams was immediately regretful of her comments as she had no idea of the family’s situation.

How would you ensure you have an open line of communication and know the circumstances of your families? How would you deal with a child not bringing the proper supplies to school? What would you do to support the child’s family during this crisis?

ECS 560 Topic 4 DQ 1

Consider that some students may come from conflict-ridden or violent families. How might an educator need to modify his or her de-escalation strategies and conflict resolution techniques to account for these considerations?

ECS 560 Topic 4 DQ 2

Child development experts understand that children develop at different rates and interact with their peers differently based on this development. Why might early childhood educators need to consider these developmental differences before resolving conflicts between the peers? Would the considerations be different for students with developmental delays? Why or why not?

ECS 560 Topic 5 DQ 1

Often, students enter school with delays of which parents were not aware. What resources would you offer a family when they are first discovering their child may have a disability? How can you support them, and help their child get the appropriate referrals, services and supports?

ECS 560 Topic 5 DQ 2

Parents may not know the expectations of them or their child when he or she first enters school, particularly if the child is a first child or the family is new to the school. How can you ease the fears and anxieties these families have and set up clear expectations? Name three ways you might accomplish and reinforce these expectations.

ECS 560 Topic 6 DQ 1

Research indicates that people perform better and are more engaged at work when they enjoy coming to work and have good relationships there; spiritual leadership is one such way to encourage work satisfaction and efficacy. Fry (2003) defines spiritual leadership as “the values, attitudes and behaviors that are necessary to intrinsically motivate one’s self and others so that they have a sense of spiritual survival through calling and membership.” How will you be a spiritual leader in your classroom? What values will you bring to the classroom? How do you know this is your calling?

ECS 560 Topic 6 DQ 2

The old adage that people learn more from what you do than what you say holds true for many relationships. How will this affect your leadership of paraprofessionals, volunteers, and service providers in the classroom? What behaviors will you exemplify in order to be an effective leader by actions? What behaviors might you need to keep in check?

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