ECS 560 Full Course Discussions GCU
ECS 560 Full Course Discussions GCU
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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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