Performance Task SSA1 .docx Educational Theory Synthesis and Evaluation Annotated Bibli

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Performance Task SSA1 .docx Educational Theory Synthesis and Evaluation Annotated Bibliography SSA1 Bailey, R. A. (2015). Conscious discipline: building resilient classrooms. Oviedo, FL: Lovin... g Guidance. This sources intended audience is educators and parents. Throughout the book Dr. Becky Bailey discusses the importance of how to build a classroom of connection and safety. By adding her recommendations to an anti-bullying program, students will learn to self-regulate their emotions and are less likely to become a bully or victim. The section of this book that I will use for my SCA 1 paper is about school and classroom rituals. I will discuss the importance of relationship building rituals to prevent bullying in schools. Students that feel connected with their peers and adults in the school building are more likely to partner with the teacher and accept guidance for problem solving. This book relates to education and diversity because it is about creating a school family that loves and accepts one another for who they are and all their differences. Bully Prevention Blog. (2012, December 12). Retrieved from https://bullypreventionblog.wordpress.com/2012/12/06/history-of-bullying/ This source discusses the issue of bullying and the impact it has on our youth, which is a topic of concern in the field of education and one that is gaining international attention. This source has facts, personal stories, experts opinions and advice. This source also includes a timeline of bullying, which informs the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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