Theory That I find Most Appealing Essay Example for Free

Theory That I find Most Appealing Essay Theories are constructed to help in explaining, predicting and mastering phenomena. They are made to be as general as they could be in order for a certain phenomena to fit in. But mostly, there is a great effort in depicting what is there in reality. Like how chemists uses theories to understand chemical reactions, how there is an effort to identify which theory is closest to explaining how the universe took place, there is also theories that are used by those studying humans. Humans are the most unpredictable of all creatures. They could deviate from the norms and mores and traditions etc. that is why it is also essential that we understand them and explain why they act such things by using theories. The personality theory I find most appealing falls under the humanistic approach draws attention to the idea that an individual has immense freedom to know which way to take, whether it may be regarding personal growth, worth identified as one’s own or simply self-fulfillment. With this, I further limited my choice of personality theory to Snygg and Combs’ Theory of Motivation. Theory of Motivation explains that there is a basic need in each and every one of us to preserve and enhance our phenomenal self. Phenomenal self is defined as the person’s own view of himself or herself. This view explains a certain behavior by the way it was acquired by a person as s/he goes through his/her life. The experiences s/he gains and his/her conscious mind works on having a certain behavior. This theory does not take into consideration the subconscious mind like Freud does. This theory also explains that a person maintains or pushes for a better personality as s/he goes through life. Thus this makes one fully conscious of what processes one underwent and the effects it did to his/her personality. A person’s view is said to be developed over and over as s/he continuously journey through life but is limited by her/his way of seeing things by her/his previous experiences and the kind of socialization s/he was given upon growing up. Basically, this theory has the decency of realizing that a person isnot dictated by simply wants or needs or emotions or his/her subconscious mind that s/he cannot control what s/he should do. This theory recognizes the fact that a person could choose what to do with his/her life. But this theory fails to acknowledge that a person could be affected by his/her surroundings in making a sound choice or decision. Say, one is definitely against abortion, but growing up poor and seeing your parents crawling on fours just for you to have a descent life, just so you could finish college would give you a dilemma. To think twice whether you should abort that child given your circumstances or push for it despite the laid down consequences. But what is nice about this theory is that it sees a potential in human that just by having the ability to asses ourselves and the previous experiences we garnered we could be able to further upgrade ourselves. Just like a robot that is reprogrammed in a way that suits the present situations and having a wider scope of abilities. I guess, this theory backs up the clichà © that â€Å"experience is the best teacher†. And it gives a little efficiency by saying that we also learn by how we are brought up. Our lifetime is not enough to experience and learn from all the mistakes we could and should commit just to learn something new. That is why we should also learn from the mistakes of others. Weighing what is right and wrong, a perfect blend of emotion and rationality will definitely bring us to the right direction. theory. (2007). Wikipedia. Retrieved June 05, 2007, from Wikipedia The Free Encyclopedia: http://en.wikipedia.org/wiki/Theory snygg and combs. (2007). Brainmeta. Retrieved June 05, 2007, from Brainmeta: http://brainmeta.com/personality/snyggcombs.php humanistic approach. (2007). The Psi Cafà ©. Retrieved June 05, 2007, from The Psi Cafà © A Psychology Resource Site: http://www.psy.pdx.edu/PsiCafe/KeyTheorists/HumApp.htm snygg and combs. (2007). Social-Psychology. Retrieved June 05, 2007, from Social-Psychology: http://www.social-psychology.de/do/pt_snyggcombs.pdf

Teaching Education Students Disabilities

Teaching Education Students Disabilities Education Students Disabilities 2.1 The role played by teacher’s attitudes towards education of students with disabilities in the development of inclusive education. It is a well known fact that attitude of teachers affect the atmosphere of learning and influence whether students with limited abilities receive equal educational chances. This can be shown by looking at situations in different parts of the world. In Ghana for instance, the idea of education that is inclusive is aligned with the policy of increasing access, participation and retention of all students of school going age in education. Challenges exist in areas of access, quality education and retention especially for students with disabilities. This is attributed to lack of professional activities of development for teachers, limited resources and ineffective monitoring system provided to schools. Negative attitude and prejudice is the most critical of all barriers to free universal education especially for disabled students. Interestingly, some teachers still name the curses from gods as the cause of disabilities. (Agbenyega 2005) Beliefs about ethnicity, disability, concerns, ethnicity and attitude of teachers influence practice of all inclusive education, educational materials’ quality and instructions received by students. Many regular education teachers feel unprepared and scared to work with disabled learners and display anger, frustration and negative attitude towards education. They also believe it lowers academic standards. (Education Act, 1996) Teachers’ beliefs about inclusion suggest that they do not like teaching disabled students especially those who have sensory impairments as in regular classes. They prefer them being educated in special schools. Their defense is that with usual students too much time is not wasted in support and guidance. They are yet come to terms with the belief that mute and deaf students can receive education in regular schools. Teachers also believe that including disabled results in incompletion of syllabuses as they limit the amount of work that can be done in a term. They further believe that including disabled in regular classes affects the performance of their fellow students without disabilities. On this they claim that there must be consideration on placement of students with disabilities into regular schools as their placement disturbs academic performance and emotions and of other students who are not disabled. (Smith and Luckasson 1995) Teachers overwhelmingly believe that inclusive education is impossible unless their needs for specialist resources are addressed. Overall belief is that without sufficient support and resources, inclusive education is not possible and is doomed. The beliefs, negative attitude and concerns expressed by teachers may be explained due to lack of professional preparedness, available resources, sufficient orientation and specialist assistance. Initial professional knowledge and further training, human and material resources enhance teachers’ attitudes positively and affect their willingness make inclusion work (UNESCO 1994) 2.2 Teachers’ attitudes towards education of students with disabilities. A historical review. Estimates of global populations indicate that more children with disabilities live in developing third world countries than in industrialized countries. It has been suggested that integration in developing countries can be facilitated much more easily and successfully than in North America and Western European countries because there disabled students are already in the mainstream unlike in countries with a dual system of regular and special education. Recognizing that schools in developing countries have untrained teachers, large class sizes, transportation problems, lack of resources and facilities, the policy makers should consider the regular classroom as the mainstream model in facilitating inclusive education in poor countries.(UNESCO 1997, 1999) Educational researchers have historically taken varied positions which are varied regarding integration or inclusion. Those who support the programmatic model point to the academic and social gains of the students with disability as well as acceptance of diversity among fellow students and community members as benefits of inclusion. Opponents note concerns about lack of training, personnel and administrative support and the uncertainty of academic and social gains through adopting such models (Gartner, 1995; Whitaker, 2004). Research that has been carried out in most regions of the world on teachers mirrors the political agenda of these countries in focusing attention on the exclusion of children from educational opportunities (UNESCO 1994). Some countries have enacted legislation pertaining to integration of disabled students while some are just beginning the process of implementing these programs and policies. In overall, research seems to support the notion of a general culture of teaching in that teachers’ attitudes towards students with disabilities are consistent and similar irrespective of the different national cultures in which teaching takes place. A cross cultural study conducted on teachers’ attitudes in Haiti and the USA revealed that teachers had similar attitudes towards inclusion. (Thematic Group 9, 1996). Special Education in the United States has a long history that reflects many changes in attitudes towards disabled people. Special education was a established in the United States in the 1800’s with students who had demonstrated disabilities such as deafness, blindness, crippling conditions as well as idiotic and feeble-mindedness being taught in institutions. Many diverse groups have attributed this change to including parents, psychologists, educators, physicians, clergy, researchers and the disabled. (Smith and Luckkason, 1995) 2.2.1. Shaping the development curve: mainstreaming-integration and inclusion The right of students with disabilities to receive a free and appropriate education in the least restrictive environment is solidly rooted in the provisions of the United States constitution. Particularly, the guarantee of equal protection under the law granted to all citizens P.L.94-142 clearly required states to ensure that children with disabilities be educated with children who were not disabled and that other educational placements be considered only when the nature of the disability was such that education in regular classes with the use of supplementary aids and services could not be achieved satisfactorily. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students are being included at every level of the education system as a result of efforts by all of those concerned about them, parents, advocates, teachers and administrators. The effect of inclusive education is being increasingly being evaluated by including children with disabilities in assessments of school performance. (Barlett and McLeod 1998) Much has been learned about the strategies that make inclusion work from the experience of others. School staff that focus on changes in the school as a whole-curricular, instructional strategies, instructional strategies and use of resources have been successful when given time for training, collaborative planning and opportunities to celebrate their achievements. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students require extra supports facilitated through personal assistance, class assistive technologies and related services in order to receive an appropriate education. Planning for studies should include the scheduling of supports at appropriate times in order for supports to be able to complement activities in classroom. Students who need assistance later in life benefit greatly from learning management support services early in life. (Marches 1998) The fact that students with disabilities are included in some schools is all the more remarkable given the vast numbers of barriers that exist from the federal government going down. In addition to the barriers faced by most students with disabilities minority students with disabilities face even greater barriers to inclusion. Of all the barriers to inclusion, the single greatest factor seems to be the system of financing special education. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) The basic concept of inclusion and integration states that principles of equity, discrimination, social justice and human rights make it compulsory that students with special needs and disabilities should enjoy the same privileges as all other students in a regular school environment and to a broad, balanced and relevant curriculum (Knight 1999). It is believed that integration in the mainstream enables students with disabilities to benefit from the stimulation of mixing with relatively more able students and having the opportunity to observe higher models of social and academic behavior (Elkins 1998). The move towards integration began tentatively in a few countries as long ago as the late 1960s and early 1970s, but the trend became much more vigorous on an international scale in the 1980s and throughout the 1990s. A major factor influencing the rapid worldwide movement towards inclusion was the promulgation of the Salamanca statement and Framework for Action on Special Needs Education. This statement recommends among others, that all students with special needs should have full access to regular schools and be taught in schools using predominantly adaptable and child centered pedagogy. (UNESCO, 1994) For integration and inclusion to be successful, one clear condition is that teaching methods and curricula will need to change in order to accommodate the diversity of students to be included in the average classroom. The reforms proposed by most education commissions certainly suggest that all students would benefit from more student centered approaches in teaching and much greater flexibility in curriculum planning. This will certainly make it more feasible for students with special needs to receive an education geared to their abilities. (Ainscow, 1997) 2.2.2. Attitudes of regular school teachers’ vis-Ã  -vis of special school teachers. Inclusion of students with disabilities in the regular classroom has been met with a lot of resistance from regular education teachers who would be responsible for educating special needs students. This is because they lack in-service training to increase their skills. In-service presentations are most effective in improving attitudes. Regular classroom teachers are usually stereotypic and negative. (Befring, 1997) Regular school teachers believe that students with disabilities require special needs which cannot be provided in inclusive based regular classroom. They also believe that their professional knowledge and skills are inadequate to effectively teach students with disabilities in regular schools. (Sharma, 1999) Special school teachers usually have a positive attitude towards students with disabilities. This is because they are usually trained before service on how to handle students with disabilities. Their positive attitude about including and teaching students with disabilities in general education classroom is related to the levels of special education training and experience in working with students with disabilities. (Forlin and Hattie, 1996) 2.3 Teachers’ attitudes towards inclusive education of students with disabilities at different school levels. 2.3.1. Pre school teachers’ attitudes and primary teachers’ attitude. Pre School teachers’ have negative attitudes towards children with disabilities. A lot of children who are emotionally disturbed possess deficient long-standing patterns of disruptive and deficient behavior. These children are particularly upsetting to teachers because they challenge the teachers’ role and threaten the order and composure of the classroom. Some of these children exhibit the feelings needed to get what they want that is manipulate others. These children are often able to identify weaknesses in the teacher and exploit them. (Carey, 1997) Majority of primary school teachers both female and male have negative attitudes towards the inclusion of students with abilities in regular classes. Children taught by teachers who show highly positive attitudes have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Primary school teachers are usually worried about the well being of students with special needs in the general education. It is usually hard for them to ensure that special children do not lose out in both academics and related skills as compared to other children in the class. (Carey, 1997) 2.3.2 Education administrators Demographic factors, training and experience does not have a statistically significant effect on administration attitudes towards inclusion. Administration programs that are good prepare administrators with stronger, more positive attitudes toward including students with disabilities. School counselors can take the lead in assessing school climate in relation to students with disabilities initiating interventions or advocating for change when appropriate. (Wilczenski, 1992) Some school administrators might possess slightly negative attitudes toward students with disabilities. The attitudes of school counselors are similar to if not more positive than those of other school personnel. Principals who have completed more training both (pre-service and in service) related to inclusion and special education have positive attitudes towards students with disabilities. It is claimed that the understanding of administrators on the Americans with Disabilities Act (ADA) is very limited and they have not taken any measure to ensure compliance to it. Negative attitudes have been indicated to be of the more significant barriers to successful integration of students with disabilities. (Wilczenski, 1992) 2.3.3. Secondary schools teachers’ attitudes These teachers have more positive attitudes compared to primary school teachers. Teachers’ expectations and beliefs are easier to change than their behaviors and emotions. High school teachers also have positive attitudes towards the use of the software because the software has the potential to improve student learning, increase student engagement, provide important study skills and improve student motivation through the novelty of using computers is social studies instruction. High school teachers cooperate more with each other when it comes to provision of assistance regarding disabled students. (Schumacher et al, 1997) Some people argue that in primary school inclusion develops well only for serious problems to emerge at the secondary level. These problems could be from the increase in subject specialization which makes it hard for inclusion to sail smoothly. This problem is made worse by the fact that the gap between special students and the rest increase with age. Secondary schools usually use the streaming model where students are grouped depending on their level of grasping knowledge. It is also difficult to make curriculum adaptations for heterogeneous students because secondary education is characterized by an excessively academic curriculum for a homogenous group of students. (Smith, D. Luckasson, R. 1995). 2.4 Influential factors of teachers attitudes 2.4.1 Student related factors One of the most important factors affecting teachers’ attitudes towards integration or inclusion is the type and severity of disabilities. Research revealed that irrespective of teaching experience, severity of disability shows an inverse relationship with positive attitudes such that as the perception of severity increase, teachers positive attitude decrease. (Forlin, et al 1996). A study done in fourteen nations discovered that teachers favor disabilities of certain types to be included in the regular school setting. Teachers are more disposed to accept students with mild disabilities than students with more severe disabilities particularly students with social maladjustments and emotional disturbance, due to a lack of training and support and large class sizes. (Leyser and Tapperndirf, 2001). 2.4.2 Teacher-related factors With regards to gender, reports showed that male teachers’ attitudes towards integration are more negative than female teachers. Other studies that examined teachers experience noted that teachers’ acceptance of integration is related to previous experience with children with disabilities. (Giangreco, 1997) Overall teaches’ contact and interactions with people with disabilities promote positive attitudes towards integration. Teachers’ with a higher education level are also more negative towards integration. The opposite is true in some cases. Teachers’ attitudes also appear to vary based on integration in-service training. The study reported positive teacher attitudes after in service training, while other studies found that staff development failed to improve teachers’ attitudes. (Stoler 1992) 2.4.3 Education environment-related factors a) Administrative and policy factors Factors related to administrative support have been linked to teachers’ commitment to integration. Teachers’ consider the presence of organizational support and resources as critical in forming positive attitudes towards integration. An additional component of positive attitude is related to class size. General educators report that reducing class size to 20 students would facilitate their integration effort (Pollard and Rojewski, 1993) b) Support factors Top-down educational initiatives can be rendered ineffective if the program is interrupted at the principle level or the teacher level. The attitude of special educators is determined by general educators. Furthermore most principals are critical of policy changes and their support of inclusion is viewed by teachers as being motivated by cost savings opportunities. (Whitaker 2004) If a country or state has policy friendly to students with disabilities then teachers are likely to have a positive attitude towards inclusive education. For example, the Zimbabwe education Act 1996, the Disabled Person Act 1996 and various Ministry of Education circulars (Education, Secretary’s Policy Circular No P36, 1990) require that all students, regardless of race, religion, gender, creed and disability, have access to basic or primary education. (Education Act, 1996). c) Other related factors Factors external to the school that affect the working conditions of teachers such as financial rewards, status in society and professional expectations have also been found to influence the teachers’ motivation and dedication. The grade level taught is such an external factor found that high school teachers displayed more positive attitudes towards integration than elementary school. Their results also showed there were more positive attitudes towards integration in high school teachers than in primary school. (Leyser et al 1994) Financial rewards; given that teachers spend up to fifty percent of their time providing instruction to individual students, it is imperative that they receive adequate and appropriate financial and professional development to ensure they are able to work effectively with students with special needs. Reference Agbenyega, J. S., Deppeler, J., Harvey, D. (2005).Attitudes Towards Inclusive Education in Africa Scale (ATIAS): An Instrument to measure teachers attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education, 5, pp. 1-15. http://www.coe.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/articles/3-1%20Agbenyega.doc. Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24, 3-6. Bartlett, L., McLeod, S. (1998). Inclusion and the regular class teacher under the IDEA. Wests Education Law Reporter, 128(1), 1-14. Befring, E. (1997). The enrichment perspective: A special educational approach to and inclusive school. Remedial and Special Education, 18, 182-187. Boudah, D.J., Schumacher, J.B., Deshler, D.D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disabilities Quarterly, 20, 293-316. Carey, L. (1997). Inclusive training for pre-service teachers-from theory to best classroom practice. B.C. Journal of Special Education, 21, 52-58. Corbett, J. (2001). Teaching approaches, which support inclusive education: a connective pedagogy. British Journal of Special Education, 28(2), 55-59. Education Act. (1996). Harare, Zimbabwe: Government Printers. Education. Secretarys Policy Circular Number 36. (1990). Harare, Zimbabwe: Author. Elkins, J. (1998). The school context. In A. Ashman J. Elkins (Eds.), Educating children with special needs (3rd ed., pp. 67 – 101). Sydney: Prentice Hall. Forlin, C., Douglas, G., Hattie, J. (1996). Inclusive practices: Are the teachers accepting? International Journal of Disability, Development and Education, 43(2), 19-33. Giangreco, M.F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44, 193-206. Kling, B. (1997). Empowering teachers to use successful strategies. Teaching Exceptional Children, 30(2), 20-24. Knight, B. A. (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for Learning, 14 (1), 3 – 7. Leyser, Y., Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121(4), 751-761. Leyser, Y. Kapperman, G, and Keller, R. (1994). Teacher attitudes toward mainstreaming: A cross-cultural study in six nations. European Journal of Special Needs Education. 9, 1-15. Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30, 3-12. Lipsky, D. K., Gartner, A. (1996). Inclusion, school restructuring, and the remaking of the American society. Harvard Review, 66, 762-796. Marchesi, A. (1998). International perspectives on special education reform. European Journal of Special Needs Education. 13, 116-122. National Council on Disability. 1994. Inclusionary Education for Students with Disabilities: Keeping the Promise. Washington D.C. 20004-1107.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm OECD (Organization for Economic Co-operation and Development) (1999). Inclusive education at work: students with disabilities in mainstream schools. Paris: OECD Centre for Educational Research and Innovation. Pollard, R., Rojewski, J. (1993). An examination of problems associated with grading students with special needs. Journal of Instructional Psychology, 20(2), 154-162. Sharma, U. (1999) Integrated education in India: A historical perspective. Paper published in India- Australia Training and Capacity Building Project: Integrated Education for Children with Special Needs- A Training Manual, The University of Melbourne. Smith, D.D. Luckasson, R. (1995). Special education: Teaching in an age of challenge. Needham, MA: Allyn and Bacon. Stoler, R. D. (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. The Clearing House, 66(1), 60-62. Thematic Group 9. (1996). Fostering cooperation between mainstreaming and special Education. Funen, Denmark: Modersmalets Trykkeri. UNESCO (1994). World conference on special needs education: Access and quality. (Final Report). Salamanca: Author UNESCO (1996). Inclusive schooling and community support programs. Paris: Author UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO. Wilczenski, F. L. (1992). Measuring attitude towards inclusive education. Psychology in the Schools, 29, 306-310. Whitaker, P. (2004). Fostering shared play and communication between mainstream peers and children with autism: approaches, outcomes and experiences. British Journal of Special Education, 31(4), 215-223.

The Influences On Youth Today English Language Essay

The Influences On Youth Today English Language Essay Based on this chart is talk about my survey report on the people of the modern era to the age of the cinema. We can know that from this chart of survey report, that show the most of the female at 13 to 18 years old are more likely to watching movies at cinema. And the female above 19 to 25 years old are less to watch movies at cinema, that is because most people between this age are having a job and they are busy in their working so that why are few of the female in this age to watch movies at cinema. The male in between 13 to 18 years old is less than half of the males like to watch movies at cinema because they more likely to go to cyber cafà © sit down and play the computer games with friends. The age of the males between 19 to 25 years old normally is like to watch movies at cinemas but they only go at when they are free or off day of the job. Compare the age and the number of the female and male in my survey, the most in age 13 to 18 years old is more likely to watch movies at cinema and they most are agree that cinemas play an important part in the lives of the youths of the world now, especially the female they are strongly agree that. And they had learn more good things when they watch movies at the cinema, because have some movies are show the social problem in nowadays, and they can learn a lot of communication when they watching movies. And most the age in 19 to 25 years old, the people between in this age is normally willing to watch movies in cinema, because have some people say that cinema is so expensive for them, and cinema had spend their time. They more likely to spend their time at working and stay at home for rest when they are free or day off of their job. 1.1.1 Report of Survey conducted to research the influences on youth today III Based on this chart, I had done a research on movies goers about how cinema influences youth today. Over 60% people are agree the cinemas are playing an important part in the lives of youth of the world, and 17% people are going to be neutral and disagree. I had asking a questions about the youths spending more time watching movies, have over 50% people agree this question we ask, and 27% of people neutral, only 17% of people are disagree the youths are spending their time in cinemas. 60% people agree watching movies in the cinema is expensive but only 10% of the people arent agree watching movies in cinemas is expensive. Have above 40% of people are thought watching movies in the cinema is better than buying pirated discs, because buy an original pirated disc is expensive than watching at cinemas. Only few percent of people more likely buy the pirated discs watching at home. Have 33% of the people are agree cinemas should encourage more educational movies, because nowadays the youth s are like to watching movies at cinemas, so that cinemas can take this opportunity to transmit some education of social to the youth. And 30% of people have learn more good things when they watching movies, because some the movies is encourage a good situation and culture. And 40% of the people agree the cinemas help a lot in reducing study stress among youth that is because watching movies at cinema is an entertainment to the youth for spending their time. Have 50% of the people are agree movies played at the cinema create fantasies for youth. 1.2 Conclusion In my conclusion, movie is a mass media and a lot of people interested in watching movies to spend their time, it is the pass time activity for most of the youth. At cinema they can learn a lot of good things as well as bad things by watching movies. As they are all know it is a time pass event, so they were not get more impact with it but sadly got some people are getting the addicted with the movies and heroes and following their activity in their real life. However, cinema is playing an important part in the live of youth of the world now and cinema can be an entertainment activity for the youth. Answer 2.0 Question 2 Law KahMun 23, Jalan Medan, Taman Gemilang, 32110, Ipoh. Perak. Dato Sri MohdNajib Bin Tun Haji Abdul Razak 55, Jalan Sultan, Taman Seri, 33350, Ipoh, Perak. 22 October 2012 Dear Sir, The teaching of Science and Mathematicsin English. English makes up the main teaching language in schools for mathematics and science subjects. However, English is usual language around of the world, so that important to everyone. In Malaysia, our English education is being weak and lacking, students have to improve their English communicate and the knowledge. English must be in form better teaching; we should be having more classes or more subjects in English to improve their language knowledge. Another hand, English language is using everyday life in classroom and use at anywhere or maybe uses English to make a conversation with other people from others countries. Thus, English language should be implemented to all the students and teacher before they could learn and teach science and mathematics effectively. Implement English language in subject science and mathematics it is convenient to giving students a good basically english language knowledge and students can easily to adapt this two subject because almost company are using E nglish to operation the work and the name of science and mathematics is all in English. 2. English is inspecting an important language for immediate acquisition of knowledge in the subject of science and mathematics. In addition, is only Malaysia willing to use Malay language to teaching science and mathematics this two subject , because in this two subject is most to use English education for the teaching.Here have news about the teaching of science and mathematics in English, Malaysia has taught science and mathematics in English since 2003, when former Prime Minister Mahathir bin Mohamad implicate English language in the two subjects of science and mathematics, he was to improved their English and employability.The students in rural district who are mainly in Malay, they are most suffered to learn this two subject of science and mathematics because theirEnglish proficiency was low.The Associated Press quoted Education Minister MuhyiddinYassin as saying. He said the government would to recruit more teachers and increase English classes in an effort to improve English levels in schools. A professor head of the school of arts and social sciences at Monash University in Malaysia call James Chin, he had said the resolution also became a political issue. And he said they decided to buckle under the pressure from the Malay nationalists who argue that by teaching students in English you are neglecting the position of the national language, so that think what it shows is that the Malay nationalists feel that U.M.N.O. is very weak so that they can force U.M.N.O. to do a lot of thing. 3. In this case, Im proposal using English to teaching these subjects of science and mathematics. Nowadays, English has set up itself as the most important language for trade as well as to learn it. So that is why how importance in learning Englishevery day. Hence now already taught English in science and mathematics, students are to be used the English in science and mathematics, so its shouldnt to change the language because most of the reference books are written in English.For example, a company is also use the term of mathematics in English, because that is easy expand to the outside world, this is importance in the business district where the business to develop a business or produces their data of the business, so it is important if the person wants to stay competitive in job fields. Thus, it is a very good way to learn science and mathematics in English as all the students can manage with their future studies.On top of that, government should be continue teaching science and mathematics in English and wont make it difficult for the students or it can comply with any jobs for further about these two subjects and students can adapt more easily to any university especially the overseas university. 4. As our standard of English language dropped significantly, government should to treat this as opportunities for the students to brush up their knowledge of the language instead of protesting about it. Moreoverthey may not be geniuses, but at least they can improve their language to be well by studying both subjects in English.Consequently, canmake their English better and obtain an advantage of using the same term in higher learning and references or the students have a chance to learn more about the international language of English. However, many parents and employers are also required to use English teaching both of these subjects, if the government taught Malay language in the subjects it is difficult to survive in the private sector for future.Further, many parents and employers strongly agree government to use english in both of these subject it is because Malayessentially only in the kampongs. Thence, fluent command of English is extremely essential to keep the nation compe titive. If teachingin English will make Malaysia stay competitive in the international arena and seeing students have a great opportunity for future expansion, try to venture at others country mot only in Malaysia. 5. English language can be enhancing the skills of science and mathematics and to enable science teachers to teach effectively using English as the medium of instruction.News aboutthe past 15 years, 90 per cent of our students cannot get into UAE universities without foundation years to improve their English, which is eating into 30 per cent of the budget of higher education institutions, so that talk about the students weak in English language is hard to study in a good university and difficult to adapt because they were weak in English but the university is most taught English language in written and references books forasmuch the students cannot keep up their scores. Hope Imost honorable Prime Minister willing to caution considersour proposal. Thank you Your Faithfully, __________________ (LAW KAH MUN) 2.1 Conclusion In my opinion, Im proposing the government provide taught English language in teaching science and mathematics. That is because in Malaysia most students are having a weak standard in English. Teachers and school should be improve their English knowledge and balance the standard with language level. In now a day, Malaysia pupils are going to venture into others country or leave their hometown to go to others university for study and do a successful business, but if their basic is lower they are hard to adapt the university that is there is using higher English level and hard to understand the documents when they should write a report. As a result of, government should give students a good basic in English from primary school, so that students can extension their life of future.On top of that, the English language is generally considered as an international language in the lingua franca of the global community.However, this study can to improve the further by including all schools in Malaysia and promote the national level of education and culture.

The Red Channels Essay -- Politics Communism Communist

â€Å" I am a man of a thousand faces, all of them blacklisted.† -Zero Mostel, comedian â€Å"featured† in Red Channels The Red Channels: The Illegitimacy of America’s Own Little Black Book A mindless observer flipping through Red Channels would not find anything shocking, significant, or suspicious throughout its 213 pages. This small book, published in 1950 by the American Business Consultants, initially looks like an attractive collection of rà ©sumà ©s, complete with a person’s name, occupation, and a comprehensive listing of various activities in which the person was involved. These â€Å"rà ©sumà ©s,† however, were not made to make a person look appealing to an employer. In fact, if one’s name were found in this book, they would most certainly not be employed, or if they were employed, would be fired. Developed by three ex-FBI agents, Red Channels was America’s Holy Book of the 1950’s. It was referred to and analyzed, being the basis of every major decision in politics, media, and music. During this era, the majority of American citizens thought that this special book was a tool of protection for America, weedin g out influential Communists who were dangerous to their government and way of life. Yet this potent book was in reality harmful to society and illegitimate for a number of reasons. First, the book’s overt discrimination caused people to lose their jobs or their reputation, ultimately violating certain constitutional rights: the right to privacy, the right to property, and freedom of speech and association. Second, the book was the American Business Consultants’ corrupt means to extract profit, undermining the alleged â€Å"goal† of this publication to protect America’s interest. Third, the booklet added to the public ho... ...New York: Thunder's Mouth Press/Nation Books, 248, 254-255, 702. Capaldi, Jim. (2002, February 20). Pete Seeger Appreciation Page [Web site]. Retrieved May 17, 2002, from the World Wide Web: http://home.earthlink.net/~jimcapaldi/redchannels.htm Caute, D. (1978). The Great Fear: the anti-Communist purge under Truman and Eisenhower. New York: Simon and Schuster, pp. 509, 521-532, 617-618. Fleming, D.F. (1954). Are we Moving Toward Fascism? The Journal of Politics, (16)1, 39- 56, 58-75. Fried, R. (1990). Nightmare In Red: the McCarthy era in perspective. New York: Oxford University Press, 156-157. Malin, P. M. (1951). The Status of Civil Rights in the United States in 1950. Journal of Negro Education, (20)3, 279-289. Stowe, D.W. (1998). The Politics of Cafe Society. The Journal of American History, (84)4, 1384-1406.

Journeys End by RC Sheriff Essay -- English Literature

Journey's End R.C Sherriff uses the characters in his play Journey's End to create tension and drama. In the opening scene Sherriff uses Osborne, an elderly man who is second in command of the company that's coming on duty, and Hardy, the captain of the company that is coming off duty, to set the scene. Hardy starts to do this when pointing out features on a map of the front line, "Here we are, we hold two hundred yards of front line. We have a lewis gun here and one in this little sap here and sentry posts where the crosses are". Sherriff also uses Hardy and Osborne to give an insight into the character, Stanhope's, personality and to describe the living conditions in the front line. He first does this by using the stage directions at the beginning of the play ' CAPTAIN HARDY, a red-faced, cheerful looking man is sitting on a box by the table, instantly drying a sock over a candle-flame, this gives a first impression of the trenches and dugouts being cold and wet. Sherriff then takes this description further when Hardy says "Excuse my sock, won't you... Guaranteed to keep the feet dry, trouble is it keeps getting wet doing it." The living conditions are then further described as poor. When Hardy offer Osborne a drink of whisky but warns him " Don't have too much water it's rather strong today", this gives the indication that the water is unsafe and has to be disinfected. Another indication that conditions were poor, was when Osborne was examining the beds and Hardy blurts out "Oh no that's mine. The one's in the other dugout have no bottoms. You keep yourself in by hanging your arms and legs over the sides. Mustn't hang your legs to low, or the rats gnaw on the boots". Hardy and Osborne provide an in... ...ys in the following way: Stanhope stayed at Raleigh's house in the holidays and was supposedly his friend and he cared about Raleigh and his sister, but doesn't want him in the company in case he becomes injured or even killed. Stanhope doesn't think highly of the Colonel because he only cares about getting a result and pleasing the brigadier and doesn't realise that Osborne is dead until Stanhope says to him in a sarcastic tone "How awfully nice - if the brigadier's pleased." The death of Osborne really shows on Stanhope because he shouts at Raleigh and tells Raleigh to eat his food and have a drink of whisky, basically forcing Raleigh to do stuff. When Raleigh is dying Stanhope completely changes his tune, he tries to comfort Raleigh and says that he will send him home, and after Raleigh passes away he sits there until he is called for and the play ends.

Two Halves of the Same Song

Two Halves of the Same Song â€Å"My mother believed you could be anything you wanted to be in America† (526). This is the first sentence in â€Å"Two Kinds† by Amy Tan spoken by the narrator’s point of view, Jing-mei, the daughter. The story was a direct reflection of love vs. rebellion with the mother and the daughter, presented in a humorous almost sounding sarcastic tone to show the two kinds of people in the story; the one the mother thought the daughter should be and the one the daughter thought she should be, and in the end they realized that that was the same person. The story begins by giving humor to some of the mothers beliefs as if they were silly; such as in America a person is unlimited to what they could be even if that is to be famous or simply a homeowner, To understand what the mother meant you would have to know a little about her background and where she came from. She was from China where women didn’t have very many options on what their role in life could be, so for her daughter she felt that there were endless possibilities. Her mother in my eyes was more of what we like to call â€Å"stage moms†. She hoped for her daughter to be the best at something, anything instead of nothing at all, so she came across pushy verses loving. One would think that these were the mothers dreams trying to be fulfilled through the daughter. Jing-mei started to feel like she had to be someone she wasn’t in order to make her mother proud. She said â€Å"I was filled with a sense that I would soon be perfect. My mother and father would adore me† (527). Apparently she felt like if she wasn’t great at something they wouldn’t love her. The narrator makes it seem like it was the mother all along who wanted the daughter to be something she wasn’t, but at one point the daughter wanted to succeed just as much as much as her mother did, but the fear of failure and rejection stopped her. Next came the piano lessons. The idea of Jing-mei playing the piano was odd, because her mother was watching an American TV show and saw a young Chinese girl playing. â€Å"Ni-Kan† her mother would say which meant, you watch, and then made her practice the piano day after day to become better than the Chinese girl on TV. After this point the daughter rebels against the mother trying to fail to prove that this is who she was, â€Å"ordinary†. If she didn’t try at anything she couldn’t fail. The daughter didn’t realize how proud her mother was of her just for trying. In the earlier days when you were born you were born into a certain class, and that class defined who you could become in life whether it be a king, farmer, merchant, or a blacksmith. In this story the situation seems very similar. Why would Jing-mei want to be famous or talented when her mother was merely a house cleaner? Maybe she was content with the life she was born into and didn’t feel as if she needed to be talented to be happy. Her mother put her in a recital bragging to her friends how Jing-mei loved to play the piano. This was her opportunity to show her mother who she was and it wasn’t the person she wanted her to be, so Jing-mei went up and played horribly. However, through all of the disobedience trying to stay true to who she was, which seemed to be a slacker, the mother still pushed her to try and not give up. Years later the mother dies and Jing-mei realizes that her mother truly did love her and was proud of her. She only pushed her because she wanted her to be the best at who she wanted to be and let her know that just because you are born into a certain lifestyle that doesn’t define who you are, you define who you are. The tone of the story begins to sound happy verses the angry, sarcastic, and once comical tone making fun of the mother. Jing-mei actually starts to get the point her mother tried so hard to install in her. One of the last sentences of the story caught my eye. It seemed to sum up everything in the story and why the conflicts of interests occurred. â€Å"And after I played them both a few times, I realized they were two halves of the same song†(534). Two halves of the same song could have been the title for Any Tan’s short story. The mother and the daughter both wanted the same things: for the daughter to be happy, and be the best at what made her happy but looking at it from only one way you would not have figured that out. In this story it was told solely from the daughters point of view. If the mother were to narrate this story it would have been completely different. Maybe she would have not seemed as so unhappy with her life that she had to live it through her daughters, but the daughter would have seemed as someone who didn’t care for there mothers affection and just wanted to be disobedient. There is always two sides to a story but in this case they seemed to be arguing the same story. â€Å" Two halves of the same song†(534).

Prepare to teach in the lifelong learning sector Essay

The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning Each group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or â€Å"statements of competence†. Group: Group A, Group B1, Group B2 and Group D Sub-headings: (Example) (1.Understand own role and responsibilities in lifelong learning) Questions or â€Å"Statements of competence†: (Example) (1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities). Writing Essays and Referencing: Students must provide responses in essay form to each of these questions or â€Å"statements of competence (always starting with 1.1). The recommended word count for each essay is 200 words. Students do not need to worry if they exceed this word count or if they go under it by a few words on a few questions. It is important that a student does not â€Å"fixate† on word counts, but, rather that he or she focuses on the quality of their responses.  Realistically, essays should not fall under the recommended word count too often or by too much when students conduct thorough research and provide satisfactory evidence of competence. Research of topics must be demonstrated with both in-text references (short form) within individual essays (1.1, 1.3, 2.2, etc.) and bibliographies (long form) at the end of each group. In-text references can be placed at the beginning, middle or end of essays. The bibliography provides a more comprehensive list of all book or internet references that the student used to research the questions or â€Å"statements of competence†. Ultimately, the student has to decide how much research he or she thinks is sufficient to gain a better understanding of teaching and learning concepts. Realistically, some form of in-text referencing would probably be required in, at least, one out of two essays on average to show sufficient evidence of research. GROUP – A: Roles and responsibilities and relationships in lifelong learning 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role as a Lifelong learning professional is to ensure legislative requirements are met. Some of these legislations are generic and affect all who teach, whereas some are subject (or environment) specific. (Gravells 2012:19-22) These legislations include but not limited to the following: Awarding organisation guidelines for delivering and assessing my subject Criminal Records Bureau(CRB) Clearance Data Protection Act 2003 Equality Act 2010 Health and Safety 1974 Institute for Learning(IfL) Code of professional practice 2008 Organisational guidelines such as dress code and punctuality My key responsibility is to ensure my workplace have a current copy of my CRB as this clearly gives me the right to come in contact with children, young and  vulnerable adults. It’s beneficial to become a registered member of the IfL and abide by its codes and conduct as well as my or company’s organisational procedures. This Code was developed by the profession for the profession and it outlines the behaviours expected of members for the benefit of learners, employers, the profession and the wider community. The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation, is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity. Under the Health and Safety at Work etc Act (1974), negligence by an individual can lead to their personal prosecution, not just the organisation they work for. HSE at work requires me to take reasonable care of my health and safety and that of others who may be affected by what I do at work, cooperate with my employers on HSE matters and take necessary trainings especially training relating to me field which is Science. Also inform my employers of any concern I have relating to health and safety. As Gravells says: â€Å"Learners are entitled to learn in a safe and healthy Environment† (Gravells 2012:29). The Copyright Designs and Patents Act (1988) are relevant in a teaching environment. The materials I use to teach learners must either be produced by me, or I must ensure that I and or my organisation have permission to use such materials. Another important piece of legislation to consider is the Data Protection Act (2003). This is important because I will have access to students’ personal data which I shouldn’t share with anyone or external organisation without authorisation from my employer and permission from my student in question. 1.2 Analyse own responsibilities of promoting equality and valuing diversity Equality is about rights of students to have access to, attend, and participate in their chosen learning experience. This should be regardless of ability and/or circumstances. Diversity is about valuing and respecting the differences in students, regardless of ability and/or circumstances, or any other individual characteristics they may have.(Gravells 2012:17) As a teacher, I will work in ways that embrace diversity and celebrate equality according to Equality Act of 2010. I will treat all students fairly, seek to create and promote an inclusive culture for all students. I will ensure equal access to opportunities to enable students to fully participate in learning process. You must not allow any form of discrimination in your classroom or learning situation. Not only is it morally wrong, it is likely to be illegal (Reece and Walker, 2007:295). I will ensure learning materials or resources that I intend to use in lessons do not discriminate against any individual or groups. I will also ensure there is no discrimination or any form of bullying in my classroom; this may include teasing, name calling etc â€Å"Equality, whilst driven by legislation, should develop the culture and ethic of wanting to meet the needs of all learners.† (Wilson, 2008, p.27) .I will ensure that all my learners have the opportunity to contribute to the learning process using different learning methods and preferences, different assessment styles while taking learners abilities and disabilities into cognizance. 1.3 Evaluate own role and responsibilities in lifelong learning Primarily my role as a teacher is to help my students achieve their chosen programme. With the understanding that learners have varying learning needs; I will use the eelements of Teaching and Learning Cycle (identifying needs, planning learning, enabling learning, assessing learning and quality assurance and evaluation) to cater for their preferred learning styles. Carrying out initial assessment will help me to identify my students’ needs, as well as my needs and my organisation needs. This will help me identify and avoid triggers that might cause barriers and challenges to learning. My findings during the initial assessment will also guide me while preparing my scheme of work (SOW) and lesson plan and I will do all this within the specifications and guidelines given by the awarding body. The scheme of work  and lesson plan is to promote equality, recognize diversity, encourage inclusive learning and take into consideration the importance of health and safety of the learners. In order stay current and up to date with my specialist subject and continuously improve my teaching practice, I will attend trainings regularly both internally (INSET) and external trainings organised by Awarding bodies and other government agencies, I will also join an online discussion forum relating to my subject. I will also maintain proper records in terms of attendance and assessment data showing students level and progression. 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Based on Maslow’s Hierarchy of Needs theory (1962) as stated in Reece and Walker (2007:77): The physical (comfort requirements) can be met by providing adequate breaks, ensuring comfort, arranging seats according to needs and being alert to heating and ventilation requirements; It’s important for me as a teacher to identify the needs of my learners with the intention to meeting these needs. Learners’ needs can be social, physical, intellectual, cultural or emotional. Examples of these needs include dyslexia, language barrier, financial, health or personal problems. To identify my learners’ needs, I will carry out an initial assessment to identify individual strengths and weaknesses, background, achievement level in relation to the programme, level of literacy, numeracy and information technology with any special learning support. This process is also known as the diagnostic assessment. Also I administer the visual, auditory, read and write and kinaesthetic questionnaires to diagnose learners preferred learning styles. Outcome of VARK questionnaires will guide me in lesson planning, resources, activities and assessment method. I will use different teaching methods to accommodate all learners. As a science teacher, I will use video clips because it gives students the chance to see how science applies to everyday living. Carrying out practical and projects also allows my students to demonstrate their understanding of what they have learnt. I will encourage buddy system and peer high and low ability students together in groups so they can challenge and motivate one another. I will support an English as Additional Language (EAL) student by providing dictionaries, propose extra literacy lessons to help student improve their ability to speak, read and write English confidently. If learners’ needs are not met, it will have huge and negative impact on my students’ ability to benefit from my lessons and so I will make reasonable adjustments in order to accommodate all identified needs and where necessary refer students to get specialist help. I will also seek to work with the SEN department. 2. Understand the relationships between teachers and other professionals in lifelong learning 2.1 Analyse the boundaries between the teaching role and other professional roles The boundaries would be: Maintaining professional relationships Taking care with communication methods (and increasingly social media use) Deadlines and targets Demands from managers Lack of own specialist knowledge and skills Lack of resources Personal issues and professional concern Professionalism requires us to maintain appropriate standards and fulfill our responsibilities to learners, institution and colleagues (Francis and Gould, 2009:10) In other to maintain professional relationships with students, I will ensure  that I adhere by codes and conducts of IfL and my organisation policy. If I have concerns regarding a student, it’s best not to get involved personally but to share my concern with appropriate department or personnel. . For example I have a student in a financial difficulty; I will refer such students to seek specialist help and will not seek to get personally involved in solving any problem that this is not directly related to my course. Also in giving support, I will ensure I adhere to equality and diversity legislation and not show favoritism. I will also abstain from engaging in social networking with my student and will keep all form of communication formal. Demands from managers, attending meetings, meeting deadline and targets can be time consuming and have the tendency to eat into time I need to prepare for my lessons. I will seek to have flexibility in demands on my time in this regard so I can attend meetings and do other duties outside the classroom. I can also seek for Admin support in order to address some of the boundaries highlighted. Lack of resources lack can be sorted by getting Admin support in making orders and ensuring resources are bought and delivered in time for lessons. 2.2 Review points of referral to meet the needs of learners Learners will have varying needs depending on their backgrounds and their current circumstances. This might be long or short time based. These needs could be insufficient literacy skills, fear of Information Technology, lack of confidence, language barriers, and transport problems. In a case where I have a student who comes late or has a poor attendance record, I will seek to understand why his attendance is poor. If it’s a case of unmotivated student, I will try and give him one-to-one by creating an Individual lesson plan to support and motivate him more so that he’s eager to come for lessons. However if this student is having financial problem, I will refer him to get specialist help or student welfare services. I will recommend approved centres to learners who need to boost their confidence level and improve their IT skills. In a case where I have a student with language barrier and who lacks confidence, I will seek for ways to promote inclusion by assuring such a student that he/she has the right to participate and learn just like others regardless of background. I will also recommend trusted agencies that help people to improve their English speaking abilities. 2.3 Evaluate own responsibilities in relation to other professionals For any organisation to run successfully and smoothly, all workers will need to fulfil their roles and responsibilities. As a teacher my responsibility can be broken down into individual, team and organisational. I am aware that the way and manner by which I carry out my responsibilities directly impacts on my colleagues and how they fulfil their responsibilities as well. My individual responsibility is to make sure I leave the classroom clean and tide so my next colleague will find it ready for lessons. I understand also that I might need to meet with parents/carers of my students and give them support and assurance regarding the child’s progress in lessons. My team responsibility is to share ideas and resources with me colleagues and this can be achieved by having shared folders for resources and ideas. Being able to work as part of a team is a natural and important aspect of the teaching role, I will be willing to support colleagues by agreeing to do last minute cover for someone who is indisposed. I carry out my organisation duties for example by ensuring I mark registers promptly as this enables attendance team to have accurate records and do their duties as well. It’s important to communicate needs and requirements on time to others. For example as a I’m training to be a science teacher I will need to let the technicians know what I will need to run my lessons and time and quantity needed. I will also need to work with reprographics in other to have printed materials ready for lesson. 3. Understand own responsibility for maintaining  a safe and supportive learning environment 3.1 Explain how to establish and maintain a safe and supportive learning environment Learners need to feel safe and valued before they can fulfil their potential for leaning (Wallace 2011:96). As a teacher it’s important that I create a safe and supportive learning environment in order to optimise my students learning potential. As a science teacher, Health and safety is high priority for me and my students. In order to create a safe environment, I will ensure that my classroom is neatly arranged and all equipment are safely stored away. I will give clear instructions to technicians regards what resources are needed for my lessons and when this will be. Also I will ensure proper checks; testing and maintenance are carried out periodically on all equipments and dates record kept. I will not allow or ask students to carry or move hazardous materials without proper protective clothing e.g. wearing goggles, gloves and lab coats where necessary. Under no circumstance will I move or ask students to move heavy equipments. I’ll create a supportive environment by agreeing ground rules with students, stating behavioural expectation at start of lesson and I will organise an inclusive classroom sessions to accommodate all learning needs including a seating plan that address needs. I will encourage active involvement from all and give regular feedback. I will encourage peer support as this allows students to keep in touch outside sessions. 3.2 Explain how to promote appropriate behaviour and respect for others A good first impression will help establish a positive working relationship with your students. The way you dress, act, respond to questions, offer support etc, will also influence your students (Gravells 2012:10). The teacher can themselves provide a model of appropriate behaviour (Wallace, 2007:79). I will seek to promote appropriate behaviour and respect for my students by agreeing and establishing specific ground rules. These will include: Arriving early on my part to ensure environment is appropriate and my students arriving punctually for lessons Returning marked work within agreed time scales Remaining impartial in any disputes Using a variety of inclusive teaching and learning approaches With my colleagues and organisation I will: Adhere by dress code and appear for lessons formally and appropriately dressed Preparing adequately for my sessions Liaising and working with others in a professional manner I will model appropriate behaviour and respect others by sticking to ground rules and IfL’s Code of Professional Practice (2008). For example I will not bring my mobile phone into lesson and will ensure students turn off their phones or put in silent mode when in my class. I will prepare adequately for my lessons and include all learning needs. I will seek to be polite with my colleagues and settle any grievances professionally Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Cowley,S 2010 Teaching Skills for Dummies (Kindle Edition) UK Edition Reece, I and Walker , S (2207) Teaching , Training and Learning: A Practical Guide 6th ed. Tyne & Wear: Buisness Education Publishers Websites: Health and Safety Act at Work (1974): http:// www,hse.gov.uk/legislation/hswa.htm Institure for Learning: http://www.ifl.ac.uk/ Theories of Learning: www.learningand teachcing.info/learning Data Protection Act (2003) http://regulatorylaw.co.uk/Data_Protection_Act_2003.html Copyright Designs and Patent Act (1988) http://www.opsi.gov.uk/acts/acts1998/TKpga_19880048_en_1.htm www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] GROUP B1 Understanding inclusive learning and teaching in lifelong learning 1.1 Analyse learning and teaching strategies used in own specialism As a science teacher it’s important that I bring alive my topics and make it real, informative, relevant and fun. I will use several teaching strategies to achieve this. These strategies are: Demonstration, Discussions, Online learning, Group work, Individual work, Project work, Presentations, Research, Simulations, Use of ICT. These strategies have their strengths and limitation so usually a combination is used when teaching a lesson. My teaching strategy will depend on the topic I’m teaching. It is possible to use a combination of strategies while teaching a topic. In order to teach my class a topic on ‘Electricity’, I will start by asking my students to tell me how many electrical appliances (TV, Game consoles, Freeview box etc) they have in their homes and how often they use them. This discussion will be an ice breaker because everyone loves their gadget and love to talk about them. This will then lead to talk about how power is transferred and how to measure power usage. I will ask them to carry out further research and find out the power of several electrical appliances in the home and estimate the cost of using these appliances in a typical week. Use of ICT is embedded in most topics because students are usually required to carry our further research and submit documents using word processor or PowerPoint. Some topics will also require dividing the class into a group so they can work together and build team work skills. 1.2 Evaluate the effectiveness of approaches to learning and teaching in own Specialist area in meeting needs of learning I will use a combination of teaching approaches in order to meet learning needs. I will use a blended approach of teaching in a classroom with support and activity via Virtual Learning Environment (VLE). Using demonstration for practical tasks incorporate all learning styles. Students can watch me carry out a science experiment (visual),listen to an explanation(aural),read instructions on a handout and make note(read and write) and then practise the task(kinaesthetic).This multi-modal learning styles is effective in meeting needs of individual. I will use interactive white board and projectors in all my lessons. And this enables me to include all learning needs and cater for all learning abilities. . I will set differentiating tasks for my students according to their abilities. Higher level students will be stretched and challenged while lower ability students will be motivated and enable to catch up. At the end of a topic, I will either give a quiz and puzzle, assignments or group project as a form of summative assessment. This will help me determine if the objective of the lesson has been achieved, identify gaps and eras to improve on or repeat. 1.3 Evaluate aspects of inclusive learning Inclusive learning is about involving all my students during session, treating them equally and fairly and not directly or indirectly excluding anyone for any reason.( Gravells, 2012 :49) Inclusive learning involves taking into account any individual learning needs and offering appropriate support. Inclusion in an educational context has been defined differently by different people. Wilson (2008:96) states that inclusion simply means available to all while (Tummons 2010 :93) states inclusive practise can be defined as an approach to teaching and learning that endeavours to encourage the fullest participation of learners. This is action supported by Bandura’s Social Cognitive Theory (1977 – 1986, Cited http://www.education.com/reference/article/social-cognitive-theory/). This theory states that learning occurs in a social context as much of what is learned is done so through observation of others. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning? I will endeavour to take into account that my learners have different abilities and needs and use different teaching strategies to meet the individual needs of your students (preferred learning styles, attention spans, maturity, experience, ability levels. I will also be flexible and ready to make a change if and where necessary. 2. Understand how to create inclusive learning and teaching in lifelong learning 2.1 Analyse inclusive approaches to learning and teaching Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13). One approach to inclusive learning is having additional support for the learners with Special educational needs (SEN). This can be in the form of a teaching assistant or in some more severe cases a carer. Also some students with behavioral challenges also need support and this might be teaching them in a smaller group or having reduced timetable. Additional support can be used to do several things. The support a teaching assistant provides is to enable the learner to either do the same work the rest of the class is doing but with extra support with ideas, writing or just a general confidence boost. Teaching assistants can also be used to take the pupils with SEN as a separate group and do work that has been  differentiated by the teacher. This is a way of enabling the learner to feel they have achieved and not worry about what the rest of the class thinks. The use of the teaching assistant is vital for many learners. It enables the learner to achieve the academic levels they need and often exceed what they thought they could achieve. However, it could be argued that if a child is given too much individual support then they will learn to expect it and be reluctant to work without support. The other main area to focus on is differentiation. If a teacher is able to correctly identify the different levels and needs of their class members and then differentiate accordingly then this is going to be one of the most effective ways of creating inclusive learning. 2.2 Analyse how to select resources to meet the needs of learners Resources can help aid learning. Having identified learners’ needs; it is crucial to select resources that meet these needs. Resources can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners and also depending on desired lesson outcome, resources must be select to aid lesson delivery. Examples of these resources are: Interactive white boards Overhead projectors Physical resources, models and apparatus Textbooks Worksheet, puzzles and crossword Audio/visual/digital equipment Computerised presentations Flip charts paper and pen Handout I will make sure printed resources like handouts are written in 12 point text and also use easy to read font, such as Arial, this will help learners with  the reading of text. Also you can make sure that the text used on PowerPoint presentations is large enough to read from where learners will be sitting. Learners with visual impairment can have print versions made specific to meet their need like having prints in A3 and big font like size 48 or providing Braille where needed. By making documents available in larger fonts or in Braille you are ensuring that your session is inclusive. Continuous assessment of students also helps to determine how effective the resources are and if there is need for a change. 2.3 Explain how to create assessment opportunities that meet the needs of learners Assessment opportunities can arise at any time during teaching sessions. It can be at the beginning (initial), during (formative) or at the end (summative) of lesson. Assessment methods include ice-breakers, multiple-choice test, assignment essays, group discussions, question and answer session, presentation, role-play and demonstration. The teaching method ,aims and objectives of the programme will determine the assessment method to employ but all learners will be given the opportunity to be assessed in a way to determine where their strengths and weaknesses lie; and to create ways for improvement while preparing them for formal examination conditions. Initial assessment at the start of a lesson could be in form of an ice breaker question or discussion; this gets everyone involved and makes it possible for me to gauge their levels and understanding of topic to be discussed. In science lessons, students have opportunity to have a practical session which helps learner to display their theoretical understanding of a topic. This allows me to observe them and also explain better if anyone is struggling. Question and answer session after a topic for instance, will create assessment opportunity where the needs of the learners can be determined. In this session, students’ knowledge of the subject will be tested and the answers given by learners will determine whether learning is taking place or there is need for improvement. Also by delivering mock or practice tests, I will prepare my students for formal assessments which lead to an accredited qualification. 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. There are different avenues available to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. Literacy: reading and writing Language: Listening, speaking Numeracy-approximation, estimations, calculations and measurements ICT- use of emails, web-based research, word processing or assignments and reports, using spreadsheet, database s and presentation I can give my students opportunity to practise their literacy skills in science lessons by asking them to read from text book and make notes; languages skills can be practised by encouraging group discussions and talking about their understanding of lesson taught. Numeracy can be practised by giving students mathematical exercise which involves calculations. Use of ICT is practised by encouraging web-based research, use of emails, word processing or assignments and reports, using spreadsheet, database s and presentation. I will create opportunities to practise all these skills as it relates to my lessons. While teaching a topic on ‘the Laws of Motion’ for example, I will encourage my students to read from the display on the board, I will encourage discussion of how these laws can be related to in real life. I  will test numeracy skills by giving problem solving tasks which involves calculations and opportunity for ICT skills can be by giving web address relating to topic taught and asking students to do web based research. 3. Understand how to create a motivating learning environment 3.1 Explain how to engage and motivate learners in an inclusive learning environment Learners should be motivated to have an exciting learning experience; they should also be engaged to make the subject involving, this can be achieved by using varied teaching and learning approaches. Active approaches rather than passive should be used for example group work, discussions, practical task and peered activities. If we are to be effective in our teaching, all learners should feel part of and engaged in the particular session (Francis and Gould,2009:73). My initial approach in engaging my student will be to have an open discussion and value everyone’s contribution, giving praise to all contributors. I will also give practical tasks and peered activities Science is an interesting topic but some students find it daunting. I’ll seek to bring the fun part out at the start of lesson. This will include showing video clips relating to topic to be taught and having a discussing thereafter. In order to teach a topic on Speed and Motion, I will show clips of Formula 1 car race, this I believe will get everyone interested in the lesson. Learners have different skills and abilities and so they feel valued and motivated when teachers employ methods that suit their abilities. Also recognising student’s involvement and achievement in lessons and giving praise and encouragement helps motivation. 3.2 Explain how to establish ground rules with learners to promote respect for others Ground rules are boundaries, rules and conditions within which students can safely work and learn .If they are followed they should promote respect for others and ensure the session run smoothly (Gravells 2012: 64). These grounds rules can be: Arriving on time and returning from break on time Following health and safety regulations Not eating or drinking during session Respecting other peoples opinion Switching off mobile phones and other electronic devices In establishing ground rules, I will work together with my students by a process of negotiation to agree on the rules. This process will give a sense of ownership and responsibility to the students and enable them recognise what is acceptable and what is not. I will also make them aware of school policy regards appropriate and acceptable conduct in lesson. I will also advice them not to make personal, racist or sexist comments. The ground rules must displayed clearly throughout the teaching area and can be revised or updated to suit the purpose of a peaceful learning environment Enabling your students to discuss and agree the ground rules allows for negotiation and understanding of the boundaries, rules and conditions in which to effectively work and learn. It also enables them to begin working together as a group and encourages aspect such as listening, compromise and respect for each other. 3.3 Review ways to give constructive feedback to motivates learners Feedback is an essential element for everyone. Feedback is a useful tool for indicating when things are going in the right direction. Giving feedback is an exercise you perform again and again as a teacher. Feedbacks should be constructive and not demoralise students. My objective when giving feedback is to provide guidance by supplying information in a  useful manner, either to support effective behaviour, or to guide someone back on track toward successful performance. Feedback can be given informally during a session and or formally after marking an assignment. Feedbacks can be verbal, written or electronically. One of the theories of constructive feedback is the ‘Praise sandwich’ feedback. This involves delivering feedback by praising, offering specific constructive criticism and then closing off with more praise. In other words, it is ways of sandwiching constructive criticism between two praises. After giving a formal feedback, I will offer support and guidance to my student. This will be by pointing out how to achieve their target grade or how to improve in terms of behaviours and also recommend specialist help if needed. And if needed also meet with parents/carer so support can come from home as well. Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Wilson, L., 2008. Practical Teaching: A Guide to PTLLS & CTLLS. Hampshire: Cengage Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK Edition Websites: www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] GROUP B2: Using inclusive learning and teaching approaches in lifelong learners *Do not answer questions 1.1 to 2.5 (Evidence of competence shown in Micro-teach. 1. Be able to plan inclusive learning and teaching sessions 1.1 Plan a session for learning and teaching that meets the needs of learners 1.2 Justify the selection of approaches to meet the needs of learners 2. Be able to deliver inclusive learning and teaching sessions 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners 3. Be able to evaluate own practice in delivering inclusive learning and teaching 3.1 Review own approaches to delivering inclusive learning and teaching I started my presentation by introducing myself. Pronunciation of my name can be tricky, so I used it as an ice breaker by getting everyone to have a go at pronouncing my name; this created a friendly and receptive atmosphere after which the students also introduced themselves. By the end of this, the class was ready for my presentation. I started off by agreeing ground rules with my class. I then introduced a topic in Physics: ‘Laws of Motion’ which my presentation was going to be based on. In order to give an inclusive learning experience, I assessed the students’ literacy skills by asking them to read from the PowerPoint presentation. In essence I used the VARK technique through the presentation. I also demonstrated the 1st law of motion by using a cup on the table to illustrate this law. I gave out handouts which enabled the students to see  and follow the progression of the session. I allowed students to ask me questions during the presentation and I also assessed the students understanding of the topic by giving them few questions to answer at the end of the session. I gave them specific time to complete the question individually after which we all answered the questions together. At this time there were opportunities for students to give their answers. In conclusion, I would say spending time to prepare for the session was key and on the day I gave a clear introduction of the topic and the aim of the session. I also used variety of resources during the session i.e. PowerPoint, flip chart, handouts. My limitation was that I gave out the handouts a bit late and I did not ask enough open questions during the session. 3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners. In order to improve my presentation next time, I will firstly carry out initial assessment by asking if anyone has prior knowledge of the topic at the start of my lesson. This will make me aware of my students’ level, skills and ability. I would seek to include students from the start of my lesson. I will achieve this by asking open questions. I will also use more visual resources such as showing a video clip to support my teaching and to give my students a robust learning experience. I will cater for all learning needs and ability by breaking my class into smaller groups. I will also set activities that would enable peer assessment. In order to meet all learners’ needs, I will set differentiated tasks so that high ability students are challenged and stretched and lower ability students are motivated to catch up. While giving my presentation I was distracted a bit as I didn’t want to go over the time, but I realised my students need my full attention all through lessons. Finally I should also give assignments to students so they can carry out further research on topic taught. Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Websites: www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] GROUP D: Principle of assessment in lifelong learning 1.1 Analyse how types of assessment are used in lifelong learning. There are 3 types of assessment used in lifelong learning. They are: initial, formative and summative assessments. These assessments can either be formal or informal depending on the course or programme. Initial assessments are used before or at the beginning of a course or programme. An example of initial assessment could be to ascertain prior knowledge of a topic. This type of assessment is referred to as ‘skills check’ because it provides teachers or administrative staff the opportunity to identify the type of skills a learner has or does not have in order to determine student suitability for the specific course or programme of study. Where necessary, some learners might have to be referred to other courses which would cater to specific needs relating to dyslexia, ICT or language. Initial assessments can help the teacher diagnose preferred learning styles and help inform Individual Learning Plans (Gravells 2012:98) Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (Crooks,2001).In other words, formative assessment is an ongoing process to determine progress level of learners in relation to achieving the desired understanding of the study with the ultimate aim of developing students’ ability to self assess so that they develop the skills of self-evaluation necessary for lifelong learning.(Asghar,2008). Summative Assessment is usually carried out at the  end of a course or programme to confirm skills, knowledge or understanding. This could be in a form of test, assignment or an exam. Assessment task or activity will be either internal (produced by me or my organisation) or external (produced by the awarding organisation). The assessment criteria should always be designed to meet certain standards as it may lead to formal qualification, hence, the need to ensure that it conforms to (VACSR).It must be valid, authentic, current, sufficient and reliable. 1.2 Analyse how assessment methods are used in lifelong learning. Assessment types are different from assessment methods. A method is how the assessment type will be used and can be formal or informal. Formal methods count towards achievement of a qualification whereas informal method checks ongoing progress (Gravells, 2012:31). Assessment methods used in lifelong learning are assignments, observation, oral questions, puzzles and quizzes, essays, multiple choice tests, presentation etc. Assignment- This is used to assess knowledge and understanding Observation- This is used to see student perform a task or skill, putting theory into practice Oral question- A key technique for assessing understanding and stimulating thinking. This can be formal or informal. Puzzles and quizzes- A fun way of assessing learning in an informal way These methods give learners opportunities to demonstrate their subject knowledge, skills and attitudes. All assessment whether produced by me or others should be valid and reliable. Validity will ensure I am assessing what is meant to be assessed and reliability will ensure if the assessment was used again with a similar group of students, I will receive similar results. Quality assurance is usually carried out on most assessment whether internal or external to ensure fairness and consistency as well as validity and reliability. In order to ensure that the learner meet the expected national standard, I will administer formal assessments (practice tests) to help my students prepare for end of course assessments and to help them acclimatise to formal examination conditions. 1.3 Evaluate strengths and limitations of assessment methods to meet individual learning needs. There are large varieties of assessment methods available for assessing learners’ achievements. These include assignment, observation, oral questions, essays, multiple choice tests, presentation, puzzles and quizzes. Choosing the most  appropriate assessment methods is vitally important, in order to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible. In selecting methods of assessment the main aim is to choose methods that most effectively assess the objectives of the immediate area of study, whilst considering the broader aims of the programme. For example, the choice of assessment methods may include supporting the development of vocational competencies (such as team skills). There should be a carefully planned assessment strategy across any programme. It is not possible to use only a single assessment method to assess effectively. Assignment Strength Limitation Consolidates learning Several aspects of a qualification can be assesses (holistic assessment) Some assignments are set by the awarding Organization who will give clear marking criteria Everything must have been taught before hand Question can be misinterpreted if written by someone Can be time consuming Must be individually assessed and written feedback given Assessor might be biased when marking Observation Enables skills to be seen in action Students can make mistake(if it is safe) enabling them to realize their errors Can assess several aspects of qualification at the same time (holistic assessment) Timing must be arranged to suit each student No permanent record unless visually recorded Questions must be asked to confirm understanding Assessor might t not be objective with decision 2.1 Evaluate how to involve the learner in the assessment process. Involving learners in assessment is a conscious, organized decision which represents a paradigm shift in assessing practices and in ways that a curriculum is delivered to create optimal learning opportunities for learners. (Hazel-Yildrim & Lavender,2009) It could be that you have a learner who has achieved as aspect of a qualification or programme elsewhere depending upon the evidence they can produce in support of it, they might not have to respect some or all of the requirements (Gravells,2012a:62) Learners can be involved at the commencement of a session by asking them if they have any prior knowledge or skills of the topic to be covered. In this way I can draw and build upon their experience through the session. During the session, peer and group activities methods can be used. This will require peer and self assessment and actively involve my students; however I will need to ensure everyone was aware of the criteria to consider when carrying out the assessment and how to give feedback effectively. At the end of the session I could informally assess the knowledge gained by using a quiz. This would involve the students and end the session on a fun note. 2.2 Analyse the role of peer and self-assessment in the assessment process. Peer assessment involves a student assessing another student’s progress while self assessment involves students assessing their own progress which can lead to setting their own goals and targets. Both methods encourage students to make decisions about what had been learnt so far, and to reflect on aspect of further development. However both students and their peers might undervalue or overvalue their achievement. It’s important that students fully understand the assessment criteria, and how to be fair and objective with their judgement. Throughout the process of peer and self-assessment students can develop skills such as listening, observing and questioning. A simple introduction to the concept of peer feedback is to invite students to exchange lecture notes in the final segment of a class and to discuss perceived gaps and differences in understanding. This can be done on a regular basis and has many potential benefits. It gets students used to discussing their work with their peers, it can help to build a collaborative environment and it helps students to improve and enhance their understanding. Students are invited to complete a simple self assessment sheet according to agreed criteria and submit it with a completed  assessment. To extend the benefits of the exercise, students can be asked to explain why they evaluate themselves in particular ways. Students can be awarded a percentage for completing the assessment or graded for the quality of their rationale for their self-assessment. Studies that evaluated the use of a simple self-assessment component like this report a number of benefits. One of the most interesting is the feedback from students that the self-assessment requirement made them return regularly to the criteria as they were working on the assignment and keep checking their own performance against them (Andrade & Du, 2007, p.166). This heightened engagement with the implications of criteria can help deepen students‟ understanding of what constitutes quality learning. 3.1 Explain the need to keep records of assessment of learning. As a teacher, it is important for me to keep an up to date record of students’ assessment as this enables both me and my students to keep track of their achievement. It can also be used for internal and external audit during inspection or appraisal exercise and for question and answers purposes. Having these records also enables student to re-assess their learning and note progress made over time. Records indicate clearly what has been taught, the progress of the course, and helps identify the learners who need more help. Records tell us the complete history of the student through their course cycle, thereby facilitating proper guidance and support wherever necessary. It also provides information needed on ex-students by higher institutions or employers. It facilitates the supply of information to parents, effective monitoring of progress of learners, data needed for planning and decision making by service providers. It also enables the service provider to collate information for decision making by law courts, security agencies and other government agencies, when needed The different types of records maintained are: action plans, assessment plans, assessment feedback, assessment tracking, assessment decisions and grades, diagnostics test results, individual learning plans, risk assessment, scheme of work and syllabus or qualification handbook. 3.2 Summarise the requirements for keeping records of assessment in an organisation. Keeping records of assessment in an organisation is important as it always serves as a reference resource in times of dispute. Records can be electronic or manual and should be kept for a minimum of three years. Some records such as personal details are kept by the Admin team while assessment records are  kept me the teacher, or kept centrally by the department in a secure place and also stored electronically. Internal assessment materials are stored within the organisation but externally assessed materials are usually in the custody of awarding bodies. This can be made available on request to the school or student. There are many other organisations and individuals (employers, awarding bodies, admission tutors) who need to know about the achievement of our learners for a variety of reasons (Tummons, 2011:74). Data Protection Act of 1998 which was amended in 2003 to include electronic data offers c lear guidelines on how to handle information relation to individuals, including the obtaining, holding, use or disclosure of such information. Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Tummons, J (2011) Assessing Learning in Lifelong Learning Sector 3rd ed Exeter: Learning Matters Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK Edition Websites: www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] Data Protection Act (2003) http://regulatorylaw.co.uk/Data_Protection_Act_2003.html