Business > CASE STUDY > Performance Assessment Task 5 second submission.docx D168 Performance Assessment Task 5: (All)
Performance Assessment Task 5 second submission.docx D168 Performance Assessment Task 5: D168 Western Governors University Schools as Communities of Care-D168 A. The hypothetical scenario ... I choose is a tornado hitting a town. The entire population of the town was involved and effected in some way. Damage such as destroyed buildings, power outages, roads destroyed, physical injuries, and even death occurred. The situation effects the students by frightening them for their own safety. The stress they feel may impact their learning by causing short focus. Also, if the power goes out at the school the students will not be able to attend in person until it is restored. If the power goes out at their home, they do not have access to electricity to see at night for their studies, or access to Wi-Fi to access their homework online. B. I believe having a school-wide discussion on the natural disaster that just occurred and feelings that the students may be feeling is an effective strategy I would use in helping students cope with the aftermath. I believe going room to room to deliver an age-appropriate talk to each grade level would work best to tailor to the students individual emotional needs and how to best address them. They will have the ability to build peer support networks amongst each other during the discussion by hearing each others questions and stories they each share. It is a way for each student to really process and understanding everything that has happened. Discussing with their peers will encourage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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