D169 task 3.docx D169 Performance Assessment Task 1: D169 Western Governors University Essential Practices for Supporting Diverse Learners-D169 A1. One strategy I would use according to Title III is working w
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D169 task 3.docx D169 Performance Assessment Task 1: D169 Western Governors University Essential Practices for Supporting Diverse Learners-D169 A1. One strategy I would use according to Title III is working with a translator resource that is available through Title III funding. I would begin by scheduling a meeting with the translator and discuss the issues Ive experienced trying to communicate with the English Learner students parents. I would inform my boss that I plan on improving the relationship between the parents and myself by bettering our communication through use of the translator. Then, I would set up the meeting where myself, the translator, the student, and the parents would be present. In this meeting we can discuss solutions to better our communication both ways in order to help the child succeed in school. A2. One strategy I would use to build a positive collaborative relationship with this co-teacher is suggesting weekly meetings to enhance our relationship personally and also boost students success. I would also discuss each of our roles in the classroom and focus on working together to ensure a positive classroom atmosphere. I would push in this discussion how having clear definitions of our roles and duties we each have in the classroom will allow us to assist our students most effectively. Once the host teacher gives me their thoughts on what they believe my role should be and what is expected of me, I will tell her my same opinion. I will take note of what s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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