Allen Barham
DrB! is a true dynamo. He is an academic, philosopher, and egalitarian. Filled with passion, purpose, and destiny, DrB! invites you to journey with him through the adventures towards an amazing life. As a Ministry leader, business owner, school Principal, mentor, author, and visionary, DrB! devotes himself to his purpose of helping others experience a life of AMAZING! Please visit my YouTube channels, "DrB! The DayMaster"
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The primary step in meeting the diverse needs of students is to create an environment that is hopeful and secure (DeWitt, 2018; Haney, 2015). If students do not feel like they are in a safe environment where they are valued, they will not easily engage in the inquiry process. Managing the classroom is more than keeping students quiet or in their seats. It is making sure the environment is conducive for both social-emotional and academic interplay (Jones & Jones, 2016; Yang, Bear, & May 2018). To effectively help students succeed in academics, the 21st-century teacher must engage in helping students progress in their social-emotional development.
The chosen Action research topic is, “How can differentiating an ELA lesson help students understand the moral identification of “Right” and “Wrong” behaviors within two weeks?” The interest here is in working with students who experience academic challenges resulting from their inadequate social-emotional development. Students with social-emotional challenges struggle with English and Language Arts (ELA) academic abilities (Yang et al., 2018). Finding ways of helping this student demographic increase their reading level by understanding social-emotional issues of morality could benefit both the classroom environment and the students’ external, familial relationships (DeWitt, 2018).
The primary step in meeting the diverse needs of students is to create an environment that is hopeful and secure (DeWitt, 2018; Haney, 2015). If students do not feel like they are in a safe environment where they are valued, they will not easily engage in the inquiry process. Managing the classroom is more than keeping students quiet or in their seats. It is making sure the environment is conducive for both social-emotional and academic interplay (Jones & Jones, 2016; Yang, Bear, & May 2018). To effectively help students succeed in academics, the 21st-century teacher must engage in helping students progress in their social-emotional development.
The chosen Action research topic is, “How can differentiating an ELA lesson help students understand the moral identification of “Right” and “Wrong” behaviors within two weeks?” The interest here is in working with students who experience academic challenges resulting from their inadequate social-emotional development. Students with social-emotional challenges struggle with English and Language Arts (ELA) academic abilities (Yang et al., 2018). Finding ways of helping this student demographic increase their reading level by understanding social-emotional issues of morality could benefit both the classroom environment and the students’ external, familial relationships (DeWitt, 2018).