constitutes privilege
Please answer the following questions based on Reading the case in the attachment
1. What constitutes privilege? How was Anthony privileged? Not privileged? And what are his perceptions of that? How might his perception of his own privilege impact his learning opportunities and relationships in the field placement/ experience?
2. How has Anthony’s performance changed during the field placement? How does Phillip’s recognition of his increasing work effort indicate problems on the part of the student? And how might the increasing work effort on the part of the field instructor reinforce poor performance in Anthony?
3. Richard served as Anthony’s task supervisor and Phillip served as his off-site field instructor. What were the pros and cons of off-site field instruction in this situation? Explain how supervision is in/appropriate and/or in/adequate to supporting this field placement and the student (student FI, FI to FL)? How does field instructor/ liaison identification with their field student help or hinder the relationship?
Guidelines for Discussion Board1(Read Down Below)
Good discussion posts: Are timely. The best messages in the world won’t do any good if they’re posted after the bulk of the discussion is over! Are well written. Take time to revise your post. If your post is too long or poorly constructed, it will most likely not be read or will cause your peers frustration while trying to read it. Are “on message.” Think through your messages in advance. Carefully read and consider the assignment, the discussion prompt, and your peers’ postings before you post a response. Are generous and respectful. Suggest resources or ideas that may help others in their learning. When disagreements arise, allow others the benefit of the doubt—value deeper insight and communication over trying to prove you are right. Stimulate thinking. Pose provocative questions, raise alternative viewpoints or explanations, and provide creative, breakthrough ideas. Are grounded in evidence. Make explicit connections between course concepts and readings, your firsthand experience, and the experiences of others in your cohort. Encourage others to provide evidence. Good follow-up messages ask peers to explain “why,” helping them clarify their thoughts, uncover inconsistencies or misconceptions, and take their understanding to a new level. Move the understanding of the class forward. Raise questions and encourage your peers to raise questions. Help your colleagues address questions. Good messages also create connections between course concepts and the thoughts and ideas of others in
