Essay on How I Changed in High School - 785 Words

Everyone has heard or been told, â€Å"high school is what you make of it.† High school is in fact what you make of it, but it is also the time of great change in everybody. Entering grade nine you still feel like a kid, your post-secondary and career choices are far from top priority. However, by grade twelve we become more mature and grow into young adults. Personally looking back to my grade nine self and comparing her to my grade twelve self of today, I am able to see changes in my character, my athletics and my goals. There are many aspects within my personal character in which have changed since entering grade nine. One of these aspects is my time management skills. When I first started out in grade nine, I used to rush home and rush†¦show more content†¦Over four years, I have made, as well as, lost friends. We all need to grow and mature and sometimes others just do not want to follow that path with you and you end up growing apart. Further changes can be seen in my athletics. Although this may seem a mute point to mention, my sports are part of my life and today are part of my career choice. Therefore, my sports have obviously impacted me. In grade nine, I was curling seven days a week on multiple teams and different leagues. I joined the school team and ended the season winning Female MVP. In grade nine I was aiming towards going to Provincials for curling while in grade twelve I now aim towards placing higher than bronze in the 2010 Summer Games for archery. I do not have much time for school sports with my archery outside of school taking off and I rarely get time to go shoot some rocks. Archery is my main focus in sports right now. Along with my goals in sports changing, my goals in post-secondary matters as well as career choices have changed. Today I am looking at applying to either Canadore College or Brock University, where four years ago all I knew was that I wanted to attend college and move out. Now I realize staying home wou ld save me a lot of money. As well, I am more open to looking at both university and college courses, like Brock, as their program I wish to take is said to be excellent. In grade nine I was jobless and did not trulyShow MoreRelatedHow I Changed My High School Environment1209 Words   |  5 PagesI was not very excited to take the UNV 100 class when I had to register for classes last Fall semester, and I thought it is a waste of credits. However, since the first day of class and overtime I changed my mind completely. I changed my mind due to several reasons I will be discussing in this paper. The main reason is that I found the environment of this class very similar to my high school environment, which was a STEM high school. In other words, I have always been challenged in this class toRead MoreGrowing Up Is A Hard Thing For Me1554 Words   |  7 Pageswrong, what I mean by that is not that it was hard for me to grow or develop literally, but that it was very hard to grow up mentally. When I was in high school an event happen to me that completely changed my life from being a typical average high school kid who didn’t care about school, to a hard working dedicated student. Life can change in an instant, and change everything in an instant too. it happened to me once, and I am truly happy that it did because now I now that everything I have is a blessingRead MoreMy First Year As A College Student846 Words   |  4 Pagesthemselves on how to live on their own efficiently. College also develops a student’s way of life that they will carry on throughout their adult life’s. I am currently a sophomore and in the two years that I have attended here I have lived with a roommate as well as by myself. Living in these two different environments has affected my territoriality in many different ways. For me personally, college has changed my view on personal space, living space, personal property, privacy, hygiene and how to talkRead MoreSocial Relationships in Childhood1360 Words   |  6 Pageswere your friendships like while growing? Did this change from elementary school to middle and then to high school? If so, how? I am in high school now (9th grade) and a lot has changed over the years. I had friends that I was forced to hang out with and some that just grew with me and now we are in same school or classes. 2. Tell about a time when your friends’ opinions were different than your parents’ and how you felt about it. There have been a lot of times where my friends made funRead MoreDesigning A Multimodal Composition About My Writing Essay1471 Words   |  6 Pageswriting process. Throughout the poster, I talked about how my writing has changed as well as how it has stayed the same since I began English 101. I also spoke on the struggles I went through with writing in high school. Through my poster, I was able to convey how a deeper understanding of the writing process in high school can help mediate these struggles and better prepare one for their intro Writing class in college. Many of my writing traits have changed since I have been in English 101. While beingRead MoreI Am Studying For New Degree856 Words   |  4 PagesTen years passed, now I m studying for new degree in U.S. While I m living in another city with my family, but I have never forgotten my high school. This summer, I went back to my country to visit my grandparent and travel. I promised with myself go back to visit my high school, that I could find on my childhood that my childhood associated with high school, where I considered my second home. In the afternoon, I rode on the bike around these streets, and my city changed a lots. The coffee shopRead MoreEducation Is Suffering From Narration Sickness1638 Words   |  7 Pages changed and this particular journal also helped emphasis this change. I’ve learned through my own personal experiences that some students don’t learn the same way. Many of the teachers that I have had, have always presented the information through powerpoint or just lecturing, kind of like college, but not all students learn the best through this way. One of Freire s quotes from the article is, â€Å"Education is suffering from narration sickness.† This is an important quote to me from this articleRead MoreThe Transition Through Middle School And High School890 Words   |  4 Pagesresponsibilities. I realized how things change so often happens as quickly and as unexpectedly as it does. The transition through middle school and high school has changed me thoroughly. I’ve learned that high school has made me smarter for who to trust and judge people more than I usually do. High school gave me more options, viewpoints, and ideas. I mature in almost every way , and learn more about myself for what I’m good at. There will be hard times but eventually get through them. It started when I was aRead MoreGraduation Speech : Senior Year767 Words   |  4 Pagesyear was amazing. I could go on and on with all kinds of new adventures, friends, and experiences I made, but let s just take you back to the start of things. It was a new year, a fresh start back to school. We were in our final year. At first I didn’t know how to feel, I just felt was happy to be back at school because that meant seeing all of my friends I hadn’t seen over the summer. The year started off good. I loved all my new classes, football season was coming up, and I met the most wonderfulRead MoreBecoming A Writer By Russell Baker Essay1024 Words   |  5 Pagespast that later changed his perception of writing. After reading his piece, I reviewed the response questions listed below the essay to further my understanding of the piece. Almost like looking through a list of prompts as Russell did. The idea of a change in perception had me reflecting on memories from my childhood. I thought of the times spent with my family together and it wasn’t long before I realized just how much my perception of a nuclear family and marriage had changed based on the revelation

The Double Life in the Importa - 1372 Words

The Double Life in The Importance of Being Earnest The Importance of Being Earnest appears to be a conventional 19th century farce. False identities, prohibited engagements, domineering mothers, lost children are typical of almost every farce. However, this is only on the surface in Wilde#8217;s play. His parody works at two levels- on the one hand he ridicules the manners of the high society and on the other he satirises the human condition in general. The characters in The Importance of Being Earnest assume false identities in order to achieve their goals but do not interfere with the others#8217; lives. The double life led by Algernon, Jack, and Cecily (through her diary) is simply another means by which they†¦show more content†¦Yet at the end of the play, Gwendolen#8217;s conviction that she will marry an Earnest and her faith in the name are justified- we understand that Jack#8217;s true name is Earnest. The effect which Oscar Wilde achieves is to satirise faith in ide als with the help of absurdity. The relationship between Algernon and Cecily undergoes an irony too. At the first meeting between them Algernon begs her not to think him wicked, and she replies: If you are not, then you have certainly been deceiving us all in a very inexcusable manner. I hope you have not be leading a double life, pretending to be wicked and being really good all the time. That would be hypocrisy.(31) This speech upsets even Algernon. It epitomises the central irony of the play because Algernon in his ambition to escape the hypocrisy of convention becomes a hypocrite himself by pretending to be somebody he is not in fact. In Wilde#8217;s world truth itself is of little importance. When Jack is charged with being named John, he declares:I could deny it if I liked. I could deny anything if I liked.(49) And heShow MoreRelatedInternship Report on Unilever14872 Words   |  60 Pageshave concentrated my best effort to achieve the objectives of the report and hope that my endeavor will serve the purpose. The practical knowledge and experience gathered during my report preparation will immeasurably help in my future professional life. I would really be grateful you enlighten me with your thoughts and views regarding the report. Also, if you wish to enquire about an aspect of my report, I would gladly answer your queries. Thank you again for your support and patience. Yours SincerelyRead MoreMedicare Policy Analysis447966 Words   |  1792 Pagesoffering entity — 4 (1) shall provide for the dissemination of infor- 5 mation related to end-of-life planning to individuals 6 seeking enrollment in Exchange-participating health 7 benefits plans offered through the Exchange; 8 (2) shall present such individuals with— 9 (A) the option to establish advanced direc- 10 tives and physician’s orders for life sustaining 11 treatment according to the laws of the State in 12 which the individual resides;

Gambling, alcoholism, and racial discrimination free essay sample

Gambling, alcoholism, and racial discrimination in our urban community dates back to before the Great Depression. A major part of the United States of Americas history, gambling and alcohol abuse took on a major role during the Great Depression. When African-Americans moved north, they struggled with the need to make money because the formal economy was weak and unwelcoming for those looking to get their first real job. There was a major allure to the informal economic sector of gambling for migrants who were looking for success and a better life in the North then they had in the southern states. Even for those who were barely scraping through the Depression, â€Å"numbers gambling [was] part of a burgeoning urban economy that helped many African-American entrepreneurs survive the ravages of the Great Depression† (Wolcott, 1997, p. 49). However, promoting a promise of a better life in the northern cities, already established black community leaders in the north had other hopeful plans for the newly arrived migrants. Many city and church leaders tried to teach those migrating from the south how to find respectable jobs and work hard for their money. Nevertheless the appeal of being given â€Å"the opportunity to gamble small amounts of money for a relatively high rate of return† (Wolcott, 1997, p. 47) was a constant temptation for new arrivals. At the height of its popularity in Detroit, â€Å"bank[s] employed between three hundred and five hundred writers or runners who solicited bets on street comers, barbershops, pool rooms, and even door to door† (Wolcott, 1997, 53). It has been shown in previous studies of African American studies that â€Å"the family structure, criminal behavior, and welfare dependency of urban African Americans†(Wolcott, 1997, p. 48) are sought out to be the causes of urban disparity rather than looking at the economic bigger picture. Wolcott (1997) makes reference to how African-American community leaders hoped to change their role in the urban workforce: â€Å"The informal economy is often an imagined category, a legalistic distinction not always made in the reality of everyday life. This is perhaps most true during the inter-war period in urban America when Prohibition led to the spectacular rise of organized crime, and most Americans broke the law on a regular basis by taking an occasional drink (p. 49). Many African-American community leaders, however, saw the distinction as an important one as they sought to guide the behavior of new migrants in the 1910s and 1920s. Alcohol has long been a part of culture in the United States and abroad, as it has been used in medicine, socially, as illegal substance during the Prohibition and has been overly abused. â€Å"Drinking has been identified as an important component of the night-time economy, club cultures, youth cultures, pub life, postindustrial identities and lifestyles. † (Jayne, Holloway, Valentine, 2006, p. 452) Workers often came home from long days in factories, hitting the pub for a few drinks on their way. Some could not handle the pressures of urban living and when factories needed to increase production the â€Å"long-held practices such as the infamous ‘Saint Monday’, an unofficial holiday where no work was done for the first two days of the week due to excessive drinking, were hard to eradicate† (p. 453). There was a lot to be said for the rough changes throughout urban life that occurred between the Industrial period and through the Great Depression. There is a hypothesis by Valdez, Kaplan, Curtis (2007) that theorizes â€Å"that alcohol and drug use will be significantly related to aggressive crime, but that specific individual-level social characteristics and community level concentrated poverty variables will mediate this relationship† (p. 596). In Valdezs study of alcohol and drug use in urban communities he found that â€Å"a positive response on alcohol use increased the likelihood of being charged with an aggressive crime† (p. 600). They were able to show that in urban communities there is a strong correlation between those who abuse alcohol and aggressive crime. Between the eighteenth and early nineteenth centuries there was much change going on in the United States. Major cities within the U. S. â€Å" [were] central to bourgeois attempts to corral working-class people into particular residential and industrial areas, and in particular to banish working-class consumption cultures from central urban spaces and places. † (p. 453). Urban cities were supposed to be a promised land. However they were crowded, creating poor living conditions, unsanitary, unstructured living spaces, and an empty promise for those who migrated north during the Great Migration. According to Wolcott, city leaders tried to encourage migrates to engage â€Å"in the formal economy as responsible workers and citizens, they argued, southern migrants could convince white city leaders and employers that the African-American community was worthy of expanded services and job opportunities. † (p. 51). Many people who started off in the â€Å"formal economy† often found that working for low wages was not as productive. For example: Millie â€Å"made the decision to leave domestic service to become a prostitute because she found it difficult to live on the low wages offered by her white employers. † (p. 51). For many southern migrants it was easier to get into the numbers bank- mostly as runner or clerks; â€Å"many African-American residents credited the numbers game with helping Detroit blacks survive the ravages of the Depression† (p. 55). We can see how many of the themes of black culture in the early nineteenth century have carried over to the modern era. It seems though that in todays economy and urban community, we are seeing African American adolescents picking up the habits of their surroundings. For example, â€Å"perceiving parent gambling and friend models for problem behavior were positively correlated with gambling problems. † (Wickwire, Whelan, Meyers, Murray, 2007, p. 179) They are more likely to start experimenting with drugs, alcohol, and gambling when they have some type of exposure to it. Along with the risk due to exposure, adolecentsadolescents who partake in one type of illegal activity are more prone to partake in others. According to a study by Wickwire (2007) â€Å"adolescents who gamble problematically appear at least twice as likely to use alcohol, or marijuana and other illicit substances as are their â€Å"no problem gambling† classmates† (p. 180). They, much like their ancestors, want an easy way to make money but are either not able to get a job or their parents cannot or will not provide them with an allowance. There are high risks for these adolescents they â€Å"risk financial difficulties, and as gambling is illegal for minors, they also risk legal trouble. † (p. 180). This information is only a foreshadow of what our future generation is bringing to the table for the urban community. Although many adolescents acknowledge their problem openly, they know little about how to get help or do not perceive it to be a problem because they are young. Those who are likely to have a gambling problem are exposed to it early, and it does not seem to matter if they are male or female. We can see a high correlation of this in Wickwires (2007) study: â€Å"Within a sample of urban, predominantly African- American youth, rates of problematic gambling were found to be high for both genders, and perceived environment variables accounted for significant variance in gambling problems and gambling frequency† (p. 186) Those who are grow up in the environment of obsessive gambling often see it as normal or that it does not affect them, their family, or the people around them. The â€Å"adolescents who reported that at least one parent gambles were more likely to self-identify as having gambling problems compared to adolescents who reported no parent gambling† (p. 188). Wickwire and his team â€Å"found notably high rates of regular, at-risk, and problem gambling, and these findings indicate that gambling behavior in this population demands further research attention† (p. 188). Casinos and the environment that they are formed in can have an important role in an urban community’s economy. It seems to show that when a casino first opens in an urban environment, it has a positive effect on the community and the people who live within it. It seems that â€Å"regardless of the casino’s theme, the swashbuckler economy of Las Vegas perennially played on codes of opportunity, adventure, hospitality and liberal morality associated with the frontier myth† (Jones, 2010, 106). Vegas is a success story for those who lived on the western frontier, however in Tunica, Mississippi (another casino town) there is a much different story- many of the black residents of the county are still in poverty. Derrick Crawford â€Å"points out that one kind of employer cannot possibly suit every potential employee and that for religious reasons alone many of Tunicas blacks would rather be unemployed than work in a casino† (Schwarz Schwarz, 1996, p. 74). Tunica is a city whos â€Å"promoters are pushing for the kind of development that will make the county what they call a destination. †(† (p. 74). If a region is creating change that is unwanted by its current residents it may still fail, especially if the statistics of the region do not improve or worsen. Tunica is far from becoming a mainstream tourist attraction, with the heart of all of the regions problems being race. â€Å"Race relations influence Tunicas response to its new wealth, and in this way the countys plans for its future are the inevitable flowering of its history† (p. 76). While white residents want to improve the economy of the southern county, â€Å"the black population, for its part, seems pretty well convinced that its fortunes in Tunica will never change† (p. 80). According to Schwarz the black population believes that: â€Å"historically such efforts have been designed to retain and increase the minority white population rather than to create employment for blacks. Many of Tunicas whites, it seems, see casino gambling as a means to transform Tunica into a white middle-class exurb of Memphis† (p. 80). For the black community, it seems they fear that their county will become more about industry and gambling and that their presence will diminish and their misfortunes will only continue. â€Å"Tunica can disassociate itself from the countys problems by equating them with the black population-much the way whites in Los Angeles, say, view their citys impoverished minorities as a foreign presence imposed on the place, depressing the economy and culture†(p. 82). The only way it economy can and will become closer to an urban environment is if race ceases to be a major issue in the county. In the modernized urban era there is no longer a major separation of blacks and white residents, there is no strict line through the city or in schools. Since the mid- nineteenth century the â€Å"percentage who would continue to feel comfortable if the neighbourhood became majority black rose from 28 to 35 percent†(Ihlanfeldt Scafidi, 2004, 326). There is a clear change between the generations as shown by the Gallup Poll Social Audit: â€Å"44 per cent of white respondents interviewed in 1958 said they would move if a black household moved next door, but only 1 per cent of the white respondents interviewed in 1997 said they would move† (p. 326). This is significant to urban life because it shows tolerance and decreased hostility towards other human beings. Rather than feeling objectified or on the defense, urban community can become more comfortable and productive without discrimination. While the census has improved for preferences of neighbors and thought on segregation in the community, there is still the looming presence of black people preferring to live in black neighborhoods and white people preferring to live in predominantly white neighborhoods. Ihlanfeldt suggests in his research that its not the people but rather that â€Å"black neighbourhoods are seen as having poor schools and high crime, resulting in lower property values† (p. 327). This fear of having low property values and the decline of urban communities stems from the past; when â€Å"there were too few middle income blacks to sustain property values. Obviously, this is much less likely to be true today, given the tremendous growth that has occurred in the black middle class† (p. 334). However it has been shown that interaction between blacks and whites may increase and educate one another on the similarities and interests that they each might share. This can create a better relationship and encourage interracial neighborhoods. Farley and Frey (1993) present evidence as to why different regions have â€Å"greater contact between blacks and whites. † They say that the reason interracial communities â€Å"may be expected in the South and West is because these regions have long been less segregated than the Midwest and Northeast.. † Ihlanfeldt (2004) determined through his study that â€Å"whites who have more neighbourhood and workplace contact with blacks reveal a greater willingness for living with blacks. †(p. 348) Therefore contact and population of blacks are a major factor that can influence whether or not a white person would consider living in predominant black neighborhoods. There is a need for this interaction and interracial mix to help improve the economy and the overall look of the community. It shows community effort to improve and break down barriers that have been longstanding in the south and in the little population of black people in the West. With the hope of a better life nearly a decade following the end of the Civil War, African Americans migrated north to urbanized cities in hope for a better life. However they would find cities that were ready to swallow them up in the dangers of the Great Depression, the Prohibition, and citizens who were not ready to move forward from racial segregation. Urban cities in America have long been known for the dangers of crime, alcohol and gambling. As time has gone on, we have seen the poor effects that they can have on a city. Gambling and casinos can be great for an economy that needs it, but if it falls into the wrong hands it can make the economy worse and threaten its citizens. The government, as of late, has begun to fund programs to help failing economies and help those who are struggling in it improve their lives. These programs can help community members find jobs, recover from their substance abuse and become part of the economy recovery.

Behavioral Disorders Case Study Analysis and Synthesis

Question: Describe about the Case Study of Behavioral Disorders? Answers: Introduction: The report throws light upon a case study that has been developed in context to educational abilities and related behavioral approaches. The case study revolves around a young boy named Steve Cruise, who has been suffering from some kind of educational and behavioral inabilities. The case scenario highlights on some important aspects like learning styles, family background, peers and friends, academic interests, and others issues. It also states the method of data collection about Steve and those were used in assessing, addressing, and solving his problems. Case Study: Analysis and Synthesis To develop the required case study, the student I have chosen here is one from second grade at an elementary institution. His name is Steve Cruise. Steve is usually a Hispanic student, having two other siblings, a younger sister and a newborn brother. Here, I have chosen Steve after thoroughly observing him during the class hours and also having a talk with his teachers of first and second grade (Fiske, n.d.). Amidst all other students in the second grade, Steve is the only child who sucks his thumb as well as faces problem in communicating with others. He often behaves in an argumentative manner and exhibits short-temperedness towards other students. When I spoke with his teacher who taught him during first grade, she spoke about the hard time she faced with Steve. On several mornings, Steve screamed as well as cried in class. He hardly could complete his class works or home-works (Floyd and Bodur, 2006). His parents were often called upon for conferencing but of no result of improv ed performances. The present second grade teacher of Steve is of the opinion that he does not cry or scream anymore now; rather he is least bothered about completing his work. Even if he completed his work, it was too sloppy (Bitler et al., 2014). Miss Jones, his second grade teacher, is of opinion that Steve has the potential to do much better as he understands the regular lessons while giving oral responses, but fails to deliver written work. I gathered all relevant information about Steve by going through his personal and academic folders. There was a paper for a Student Intervention Team (SIT). It is said to involve the counselor of school, teachers, and parents of those students who suffer due to various causes in school. The main aim of this team is to permit a counselor as well as a teacher to develop innovative approaches to support a child. This was conducted on Steve during February 2015. Miss Jones expressed during SIT that the key issue with Steve is that of his classroom behavior. To be specific, some of his behaviors are not to stay at own seat, no responsibility of completing task, and lack of organizational skills (Depukat, 2012). The second aspect of concern is his ability to interact with other students and that of his temper. Steve remains at a constant negative mood right from the early morning. According to Steves mother, she is utterly concerned with his behavior and pursuits. She adds that Steve hardl y brings his books and copies at home and this makes it difficult for his mother to go through all the work undertaken at school. For addressing the issue, it was a suggestion from the counselor to keep the length of the assignments quite short to keep Steve motivated in his work, and also getting Steve engaged in an agency who conducts such counseling with students every week to pursue anger management. The counselor would interact with Steve on a weekly basis (Gerdes, 2010). As per the report card of Steve, it was observed that he has been receiving poor grades in reading as well as language on a continuous basis. The grades in math are worst. He has been earning grades below average. For Steve, after-schooling tutoring was recommended by his teachers. Method to Collect Data: Questionnaires In order to gather information and data, Steve was interviewed and so were his parents and teachers of both first and second grade. I had prepared a questionnaire for Steve that would allow him to answer some basic questions about himself. These are: I finish as well as turn in my home-work; I try with my best effort when teachers give me work; I listen carefully to my teachers; I always keep by things like pencils, books, crayons ready during the class; As soon I finish my work I like to read it; My class work and home work are always neat; For each of the question, Steve had to put an emoticon of different faces The questionnaire prepared for Steves parents is: How often Steve interacts with his parents or siblings? What all reasons make Steve angry most of the time? What does he prefers doing when he stays at home? How often he speaks about his class mates at his school? When does he usually exhibit improper behavior? What makes Steve happy the most? The above questions when answered by Steves parents would provide me with ample information about the way Steve feels when he is at home. This could make my task easier to manage Steve. Two of the teachers of Steve who taught him in first and second grade were also interviewed in order to get more information about Steve and his behavior in school. The questions for the teachers are: How regular is Steve to school? How regular is Steve with his class work and home work? How frequent does he interacts with teachers? How frequent does Steve interact with his peers? How does he react when scolded? How is Steves normal attitude in classroom? When Steves teachers answer these questions, a lot of information can be collected about behavioral aspects of Steve. This would enable me to formulate strategies and identify the most effective ways to manage his conditions and sentiments. There are several emoticons to describe the answers to each question. The happy face is to mean the response always; neutral face means response for sometimes; sad face meant never; and the last question is a self-explanatory question which Steve needs to complete on his own (Mari , Pavlin and Ferjan, 2010). While administering the test upon Steve, I had to explain what each question meant as he cried often in the midst of the test. Often I had to pacify him not to get worried about it and it was meant for complete fun. After much consolation, he understood the purpose of the pre-test and stopped crying. It is clearly reflected that Steve is well aware of his deficiency areas like inactive listening, not putting his best, and sloppy work every time. He thinks that he sometimes turns in home work and gets his things ready for class (Roland, 2006). However, I do not think he is quite aware of his strengths but at the last question he writes about himself as to be good and effective listener. Diagnosis: Steve is believed on a consistent basis to be someone who possesses greater potential to succeed academically. The only issue with him is his behavioral problem specifically self-discipline. Also, it is observed that instead of writing at the pre-test, Steve is often busy sucking his thumb or trying to copy from others sheet. At a situation when he should have been attentive to his teacher, he was busy flicking sheet off his desk. Another thing is that he even faced difficulty at the playground. Other students complaint that Steve often called them by names that do not sound good. He was given two referrals by two teachers. Miss Jones mentioned about his behavior at the classroom and another teacher mentioned about his behavior at the playground(Rutherford, Quinn and Mathur, 2004). I am really concerned about his negative attitude that persists throughout the day. I am keen to know about his family background and how is condition at his home that leads to such an attitude. It is because family environment plays the key role in developing attitudes and behaviors of an individual. If his parents yell at him on a regular basis, then it may affect him negatively. Learning styles: The learning style of Steve may be regarded as faulty as he could hardly concentrate at classroom. He hardly listened to what his teachers or follows their instructions. So his learning style has never developed. Moreover, his parents had always ignored him due to various reasons. This even led to no development of learning styles. Family Background: When enquired about his family conditions, it has been observed that initially Steves parents were not much concerned or bothered about Steve. Since he is the second child and a middle one too, he was often being neglected as confessed by his parents. However, when Steves parents started realizing the fact that Steve was undergoing some kinds of behavioral issues within himself, and that his teachers complaint about him almost on a regular basis (Steinberg, 2011). His father hardly had any time to spare for Steve, and his mother has always been busy managing household and young kids. It was not really possible to keep an eye on every act of a child where the entire responsibility of all the family members was on her shoulder. Peers and friends: Steve had no friends in his school or at his neighbors. He could hardly be friend to anyone. He often ended up arguing and fighting with his peers and other associates. Although he had his own brother and sister at home, yet he was not even in good terms with them. My personal interventions surrounded three areas Social skills, academic performances, and home work. For a student of second grade, a set of five questions would be appropriate. Homework Initially, I contacted Steves mother to seek her permission and that Steve would be bringing her a slip of permission making her well aware of my personal interventions to get Steve encouraged to accomplish his tasks and turn in home work. I collected paperwork for a plan for home work as well as contract (Taylor and Henry, 2000). If Steve could be made aware that someone was checking upon his daily work and progress, he would be more interested in turning it in. On a particular day every week if Steve finishes all work then he would be allowed to select a gift for himself from the institutions treasure box. On a particular day in a week, I make it a point to discuss the plan for home work with Steve and the reason of completing those assignments. I read the entire assignment requirements along with Steve to ensure that he clearly understands each of it and what is expected of him. Together we planned about how to get all the work done. It was decided that Steve would return home eve ry day, take some snacks, and then dedicate some time to home work. Once those are completed, his mother would sign the papers and the next day Steve must come to me with all his doubts and difficulties. Academic Performances My personal objective about Steves academic performance is to support him feel capable and confident because referring to his family background I feel these are not received by him at home front. My personal approach is to determine Steves capabilities and also provide him thorough encouragement and affirmations regarding his abilities (Bakken, Obiakor and Rotatori, 2012). Since the intervention period was too less, we could meet only restricted number of times. I conducted an activity like Toilet Paper Brainstorm. Here, Steve unrolled some of it from a roll. He tore off individual sections of paper from the roll. Every time he did this, Steve told about his abilities. I helped him in realizing how these capabilities of Steve may help him accomplish every task of him and be successful. Besides, I showed Steve how a student behaves when he is eager to listen to a teacher. Even we role played the strategies. Social skills Steve needed support and help in dealing with his mood and behavior and how to get along with his peers and associates. I aimed at making Steve realize the times when he got angry and brainstorm manners to express his anger (Vanness, 2009). I conducted an activity called Bears Turtles where whenever he got angry he either behaved like a bear or a turtle. Evaluation: Steve made greatest improvements in his home work and deliverances. Previously he used to miss often major assignments in the class but now it has reduced to a great level. It has been reported from his teachers recently that Steve has been completing his work more often than he actually used to. The procedure of selecting gift whenever Steve finished his home work often led to his excitement. His academic performances also improved. Some of his abilities were discovered by joint effort and I also imparted him education about expected behaviors in the classroom. For instance, Steve realized that he is a good reader(Becker, 2014). I even advised him to show this talent of his to his teachers as well. As per Miss Jones, Steve is concentrating more on his work and completes 70% of his task regularly. However, Steve still needs to dedicate more efforts on working upon his anger and interaction with others. Every time he results in a fight, I make him remember and realize about the strate gies to follow before such instigations. On an overall basis, it can be said that I laid my greatest possible effort to achieve desired goals of Steve and to make his life a better thing for him. Steve could work upon his anger only with the help and support of his parents which is still lacking at the side of his family front (Widener, 2014). Conclusion: Thus, the case scenario is reflective about a key aspect of educational inability of Steve. There are multiple causes behind such abnormalities like family background, social environment, learning styles, etc. The case study has been represented and analyzed to identify various crucial aspects of such an inability. Steve needed support and help in dealing with his mood and behavior and how to get along with his peers and associates. I aimed at making Steve realize the times when he got angry and brainstorm manners to express his anger. References: Bakken, J., Obiakor, F. and Rotatori, A. (2012).Behavioral disorders. Bingley: Emerald. Becker, R. (2014). Reversal of gender differences in educational attainment: an historical analysis of the West German case.Educational Research, 56(2), pp.184-201. 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