Four SARA model components Assignment Example | Topics and Well Written Essays - 750 words

Four SARA model components - Assignment Example 1.A. The least important of the four components would be the assessment, at least when looking at the complete picture within a timeframe aspect. Assessment is a more leisurely review of the whole aspect and seeing what the problems were and how the development for a solution was made, based on specific criteria, and then how the response was conducted. The assessment is a research study of the whole process of SARA conducted on a problem, or set of problems and is done after the fact. While each section of SARA is important, in terms of level of importance, assessment is the last level of action and importance, in comparison to the other three levels (SARA 2013). 2. Two community problems in New York are hate crimes, particularly in regards to Lesbian-Gay issues, and Juvenile crime which includes vandalism and also drug-related issues. Issues of LGBT have arisen in light of some of the recent new rulings in the judicial system regarding the rights being given to gay couples in marri age and in adopting children as well. A man was recently stalked on the streets of Greenwich Village in Lower Manhattan and then shot by a man who was shouting anti-gay slurs. The victim was taken to the hospital where he was pronounced dead while the shooter was arrested and charged with second-degree murder (Margolin 2013). The pivotal changes in a social context have created a number of emotional responses between different groups, with the murder being one of the more visibly violent ones. These problems in hate crimes have not been reported or tracked as often right now, mainly because they are not reported very often. Yet, hate crimes are also reflective of a growing issue which is also nationwide. This includes hate crimes against Muslims as well. For juvenile crimes, which also lead into early adulthood ranges, issues of robbery and drug crimes have plagued some neighborhoods, causing the police to begin aggressive measures of monitoring known juveniles on a regular basis in order to keep juveniles from committing crimes in the first place. This also gives those who could potentially commit crimes, more visible, and as a consequence, make them less attractive to their peers who do not want to be part of the monitoring system (Ruderman 2013). 3. Both crimes of hate and also juvenile crimes, while definite problems in New York City and its boroughs, is also indicative of many other cities across the nation. They are of issue in New York City however, because of the close proximity of the population to each other. New York City has a large population in relationship to its geographical size and also has one of the largest police departments in the United States (Ruderman 2013; Margolin 2013; Cordner & Scarborough 2010). 3.A. Those who perpetuate the hate crimes have no particular face other than that they hate those who conduct same sex partnerships and see those people as unmoral or deviants. In cases where there is a hate crime against Muslims, the issu e is about the threats of terrorism which people see as a problem with all Muslims. They also see Islam as a violent religion (AP News 2013). Juveniles are the cause of most petty theft crimes, home robberies and also drug-related crimes, mainly because they may have less opportunities socially and do not have jobs to keep them off the streets, particularly in times where getting a job is pretty difficult (Shelden

Assessments for the English Language Learner Research Paper - 1

Assessments for the English Language Learner - Research Paper Example This will facilitate his or her understanding and acceptance of other cultures. The teacher should be able to understand the students’ culture and assist them in learning and accepting other cultures (Brantley, 2007). This will make their learning environments be more conducive and acceptable. The students should be able to understand and accept the other students’ culture, as this will enable them to learn more from them. The students should be able to cooperate with one another in solving problems and learn from their interactions with their environments. The students should also have competence in their grammatical, sociolinguistic, discoursing and strategizing abilities (Lenski & Verbruggen, 2010). The types of initial assessments that I will use as a teacher to determine my students strengths and weaknesses will include assessment tests for testing their achievements, aptitude tests, affective and performance assessments along with cultural fair assessment tests (B rantley, 2007). The purpose of administering achievement tests will be to determine what each of the student has learnt to do. The aptitude tests will be vital in deriving the students’ ability of performing specific tasks that they have learnt in the future. On the other hand, affective tests will be used to determine a student’s motivation, values, beliefs and his notions concerning the learning process (Colombo & Colombo, 2011). Finally, the use of performance assessment tests will be important in assessing if students can relate what they have studied class to real life situations. Examples of performance assessments could be the act of performing recited plays and musical pieces to a set of adjudicators. In order for the teacher to meet his or her initial instructional needs, they will need to employ various types of instructional strategies. They will use approaches such as the direct experience, language experience, the use of multimedia lessons and cooperation in-group activities (Brantley, 2007). The teachers will also be required to employ several teaching strategies that range from reciprocal, choral, shared along with assisted reading methodologies (Colombo & Colombo, 2011). These types of teaching methods will greatly assist the teacher in ascertaining the strengths and weaknesses of his or her students. The application of different but applicable strategies will be vital for a teacher who wishes to see his students succeed. The teacher can apply the instructional strategies of using a dialogue journal, predictions, circles of literature and workshops to increase the aspects of constructive reading among his or her students (Brantley, 2007). For the purpose of augmenting the students ability to think while reading, the teacher will adopt strategies that range from, question and answer sessions, directing the reading and thinking activities. They will also offer guidance to students who are reading when they are at the instructions le vel. He or she should also adopt the strategies of thinking while listening and the activity of retelling oral instructions to the students (Lenski & Verbruggen, 2010). In order to shape my instructions, the types of ongoing assessments that I will adopt will include achievement, aptitude, performance and affective assessments. These tests will be vital in ensuring that the teacher monitors the understanding of various concepts he has taught on a