Discussion on the importance of classroom management

Discussion on the importance of classroom management The main question that goes through every teacher after each of his or her lesson would certainly be, Have I done my job effectively? Normally, I can tell whether a lesson has gone well or the opposite. As much as I love sharing knowledge with my students, my experience of merely two years of college teaching has taught myself that it must go hand-in-hand with good management of my classroom. Good classroom management translates into effective teaching which promotes healthy teaching and learning environment. This, in turn, will facilitate both students and teacher in achieving the main principle of learning. Although classroom management would generally be imperative to teachers, a research by Fowler Ã…Å ¾araplÄÂ ± (2010) found that it is also important to students. Therefore it is a significant skill that teachers should acquire (Stoughton, 2007). Classroom management is important primarily in achieving optimal learning. Current teaching practices are more student-oriented where in due course the students will get the most out of the teaching and learning process. This is accomplished by creating a positive learning environment for the students. Students learn best when they are comfortable with their surroundings especially through the building of strong student-teacher relationship. In an article by Marzano Marzano (2003), they highlighted the finding of their study which indicates that the teachers who had a good relationship with their students had 31 percent fewer discipline problems, rule violations and related problems over a years time compared to those who didnt. This provides evidence that strong student-teacher bonding helps the teacher in dealing with problems and misbehaviour among students. By building a strong relationship with students, the positive learning environment has taken place and so the teachers can expect active participation in class. The last thing a teacher would want is when he or she is hoping for a response from the students, but didnt receive any. I found it very useful to remember the names of each of my students and I would try my best to identify each of them by the end of first month class meeting. I discovered that it is an excellent way in obtaining students involvement in class. In a way, I wanted to show that they are of significant individuals to me and also there is no favouritism in my class where the teacher will only remember two or three names of selected few. The students will usually be more proactive to give their thoughts and feedbacks during and after lessons. Subsequently, I will know how effective my teaching has been and how effective the learning has taken place. Students and teacher can be thought of as a team where teamwork and cooperation plays a vital role in achieving team goals. This cooperation can be obtained with the teachers good management skills in the classroom. The teacher will need the support from his or her students in order to deliver lesson on his or her best effort. Therefore, students cooperation in avoiding any misconduct during lessons is much needed by the teacher. Of course the teacher should be firm in handling these kinds of behaviour, but prevention is better than cure. I would try as much as possible to avoid using anger as a counter measure because it will end up straining the relationship built with the students. Ultimately to steer clear of the situation, I know that it is best to tell the students first hand of what I deem is acceptable and what is not. In addition to helping the teacher doing his or her job effectively, students cooperation developed through classroom management can also mould students into young citizens. Metzger (2000) suggests that in a democratic society, the teacher can use classroom management strategies to define the students as good citizens in the near future. This can be done by bringing up the concept of power sharing. The students will be given responsibilities on their own behaviour and making their own decisions, not just following orders. This will also benefit the teachers in a sense that they will feel less pressured because of the constant need of monitoring the students. In fact, they can have the opportunity to really work together with their students. Adequate preparations and properly lay out plans of conducting lessons is also a form of classroom management that is important in designing a positive classroom climate. A positive classroom climate is another key benefit of true classroom management. Checking the overall condition of the classroom before meeting the students is very important to make sure that the facilities provided can be used as effective teaching aids. The teacher can also anticipate potential problems that may occur during lessons due to uncomfortable settings in the classroom. Instead of just cancelling class and replacing them, the teacher can plan ahead what could be done or has a backup plan in case something didnt go as initially planned. This will greatly improve the teachers teaching in the future and gaining experience in managing future classes. Finally, classroom management is also a good way to get off to a right start with students. First day of class is the best time to communicate rules and procedures, explaining the syllabus and expectations. Some teachers will also begin the first day of class with ice-breakers or fun activities so that the students feel excited and will look forward to attending future meetings. It also creates opportunity for the teacher and students to get to know each other better which will help in building quality student-teacher relationship. Last semester I did an activity which benefited my students and myself, which is identifying what type of learning styles we have. It helped me to tailor fit my teaching approach to suit particular group of students and also helped the students to focus more on their strong points. Conclusively, classroom management is important because it is one of the aspects of effective teaching. Effective teaching will take place when a positive learning environment has been created. Of course this relies on a good bond between the students and the teacher which can be built with a proper management of the first day of class. By clearly stating the rules and teachers expectations of the students, the teacher will find no problem in obtaining students engagement in class. Proper classroom management is of great importance to the students, as it is for the teachers. At the end of the day, hopefully after successfully implementing classroom management strategies, the teacher can safely say, Yes, I have done my job effectively.

State Sovereignty Being Transformed By Globalisation Politics Essay

State Sovereignty Being Transformed By Globalisation Politics Essay The notion of state sovereignty in todays world cannot hold its ability as a result of globalisation. The Sovereign states in the previous years known, globalisation has successfully eroded that idea. The main impact of globalisation can be seen in the changing approaches of sovereign states when dealing with global changes. There are many factors that are made by globalisation which are known to be breaking up the sovereign state some factors such as the push for protection of human rights and also the influences of non-government organisations. The global push to bring out the universal agreement to human rights that was conducted after the world war two had seen the creation of the United Nations carter and the establishment of non-government organisations, which in the end signified the erosion of state sovereignty. Haass (2006) looks at sovereignty and globalisation and he argues that the United Carter is based on a contradiction, which tries to encourage the rights and movement towards self determination and individuals and groups and at the same time supports state sovereignty and territory. In effect the movement towards human rights and equality weakens the influence of sovereign states in order to allow individual rights throughout every state. Haass (2006) also claims that the making of Non-government organisations that was created to promote human rights for example Amnesty International has influence on limiting that actions of the state in various ways. By having the support of Non-government organisations this allows the United State to interpret Human Rights Charter in result to support individuals rather than upholding the state sovereignty. Through this we are able to see that the globalisation of Human Rights that is fuelled by the influence of NGOs has significant effect on the concept state sovereignty. Agnew (2009) has a look at globalisation and sovereignty and he suggest that globalisation does not provide protections for the state but it increases the ease of movement across nations. The ease of goods, diseases, cultures, drugs, and weapons that travel across borders show that the end of sovereign states is necessary to deal with the consequence of globalisation. The influence of the World Trade Organisation also suggests the transformation of state sovereignty as a result of globalisation. Governments must meet with the regulations that are set out by the WTO in order to maintain alliance and benefits on an international trading spectrum. Sassen (1996) looks at how the state is losing control and sovereignty in an age of globalisation. He says that in order for states to maintain defence and protection for themselves the sovereignty must be weakened. States are also reasserting power due to the effects of GFC by globalisation. The global economy is in rapid decline with GFC. It is shown that globalisation in the contemporary world has had great impact on the foundations of state sovereignty. State are not able to deal with international issues anymore without considering diverse factors which have appeared through the current globalised world. References: Agnew.A.J, 2009, Globalization and Sovereignty, Rowman Littlefield Publishers Inc, America. Haass.N.R, 2006, Sovereignty and Globalisation, the council on foreign relations, America. Sassen.S, 1996, losing control? Sovereignty in an age of globalization, Columbia University Press, America. Question Nine: How is global politics affected by culture and Nationalism? Culture and nationalism allows nations and individuals that are alike to stand together under similar ideologies, beliefs, customs and social norms. Nationalism also allows particular nation states to succeed for self-determination based on their history. On the other hand culture and nationalism are also significant in global conflict due to the overall rations between nations. Throughout history the effect of culture and nationalism on global politics can be traced. An important example of the effects of strong cultural identity and nationalistic pride is shown through the occurrence of World War One. Calhoun (2006) looks at Nationalism in the new world and points out that nationalism is an upcoming problem in global politics. The attempt to keep cultural ideals, nationalism is seen as the reason why there is growing conflicts in the contemporary world. Calhoun also points out that certainly ethnic conflicts and war are worsened by the mentioned ideologies. Nationalism and culture have shown to play a significant role in producing domestic policies such as tax, illegal immigrants, power and also relations between nations. The development of the state power has been strongly shown to be motivated by nationalistic and cultural beliefs on both domestic and international fields. Smith (2003) looks at the relationship between kinship and ethnicity and also nationalism as a key notion in modern day politics and decision making. The concept that Smith puts forward is further supported by Calhoun (2006), in the idea that national boundaries and identities are important to understand the contemporary world. Nationalism and cultural identity are applied by the world leaders and government policy makers to influence and approve decision making. Territorial claims of nation states by world leaders such as Palestinians, Israelis and Eritrea can be seen to use nationalism as justification for their actions. There are many problems seen in some states when small national groups have the feeling that they are not shown or their civil rights are not contained by the state for example the Kurds and Tibetans they seek for their own state which is refused to be accepted by their dominant state. In the twenty first century it is believed that Muslim countries will continue to change and it is shown that there are already a different variety of political, economical, social differences shown between some Muslim states for example the more wealthy countries such as Dubai have developed. References: Barnett.T.P.M, 2009, Great Powers: America and the World after Bush, G.P.Putnams Sons, America. Question Two: What were the key developments of the post-cold war era? The post cold war era saw a great change in the spread of ideologies as well as changes to governance of great world powers. Since the Cold-war era there has been additional unsteadiness that has formed in developing countries for example Asia, and also the Islamic terrorism and the US-led war on terror which involved Afghanistan and Iraq. The end of the cold was a very big historical turning point as measured by changes in the international system, the nation state and the international organizations. The Term cold car is referred to as the period of the US which changed over the period of 1945-89. The end of the cold war saw the creation of the United States as the single great world power. America had become the superpower of the world, this allowed for the spread of democracy across the western world. This resulted in the wide spread of capitalism and with an increase in economic growth. However, into the twenty first century changes to the power of America have occurred. Barnett (2009) indicates that there are emerging states of great powers across the globe this may include China, Japan or even Brazil. He points out that Chinas vast growing population as well as its great influence on trade, is a great challenge to America as a great power and recognises the USAs powers significant end. The GFC had also been seen as a big crisis for the US economy because it was moving up the level of unemployment. The fall of the Berlin Wall was also seen to be significant. The Berlin Wall divided Germany from its capital city, and it was knocked down because Germany was separated from political views so they knocked down the Berlin wall to make Germany one. There has also been the formation of the European Union (EU). In 1990s poverty remained a reality for the majority of people, the end of the cold war produced contradictory results in the less developed countries.

Adorno: Semi-Formation as Cultural Reconstruction of Society :: Culture Cultural Papers

Adorno: Semi-Formation as Cultural Reconstruction of Society ABSTRACT: The apprehension of the culture industry in its totality, as it is presented in Adorno's Dialectic of Enlightenment, makes it necessary to turn to his Theory of Self-Formation, where the cultural domain of the constellation of society has an explicit formative dimension. The cultural formation, the German Bildung, expresses such a prism. It is not a national peculiarity, but it translates in the experience of delay of the German bourgeois society as the formative dimension of culture, generally hidden in the social constitution, facilitating the basis of immanent criticism. In the State interventionist society that follows the liberal order, with the manipulation of the totalitarian State and the society of mass consumption, the productive process does not tolerate the formative experience of autonomy: there is a social reconstruction of culture as culture industry, which turns out to be a political concept. Here there is not absence, but an eclipse of formation. It is semi -formation: only integration, without autonomy. When universality, instead of residing in ideals formed within culture formation, resides on universalization of given cultural goods, the mercantile ideals only integrate the masses. The culture industry is the chore of what appears as the cultural construction of society, in terms of the integrating semi-formation. The disintegration of the working class and its reconstruction en masse are a result of the formation process of which the culture industry is a part. Formation is concealed because the social construction is confounded with the cultural construction; society is itself ideology. The social organization obstructs the experience of the social formative labor in the integration. Society appears to be an extra-productive socialization. In the Dialectic of Enlightenment (1985), written with Horkheimer, Adorno analyzed the social formation of a State interventionist order, that followed the earlier liberal one. To the authors, then emigrated to the USA, the north-American experience of mass culture complemented the experience of cultural manipulation of the totalitarian fascism, conditioning the famous conception of culture industry. The manipulation of the masses by the totalitarian fascist State in its function as the main economic agent would be found again in the consumers' society. Such society, apparently did not need the support of a legitimating ideology. By representing the fulfillment of ideals as consumers goods the society itself becomes ideology. The rise of the living standards of the inferior classes, materially reprehensible and socially regretful, reflects itself on the hypocrite expansion of the spirit.

Breast Cancer Susceptibility Genes BRCA1 and BRCA2 Essay -- Breast Can

Breast cancer is the most common cancer that affects women in the United States. There are at least two majors genes (BRCA1 and BRCA2) that when they mutate can cause breast cancer. These genes can be passed from parent to child, increasing the risk of developing cancer in those child that have parent carrying these genes. BRCA1 and BRCA2 genes are located on chromosome 17 and chromosome 13 respectively. There is a 90% chance of developing breast cancer for a woman that has these mutated genes. In contrast, men carrying BRCA1 have no risk to develop breast cancer, but those carrying BRCA2 genes have high risk. It is important to note that mutations in these genes can be passed on to children by either parent. A man with a mutation is just as likely to pass this gene to his children as a woman with a mutation. Hereditary cancer occurs at young age, for instance a woman in her 20's with breast cancer is more likely to have hereditary type of cancer that a woman in her 50's. (http:www.f amilycancer.org/FamHist.stm) BRCA1 and BRCA2 are tumor suppressor genes, these genes also called "Anti- Oncogenes" which normally are involved in regulating cell growth, the proteins inhibit the proliferation of cell, which is crucial for the normal cell development and differentiation. (Britanica on line). Since the discovery of the BRCA1 and BRCA2 in 1994 and 1995 about 80% of the women who inherit mutated forms of these genes will develop breast cancer in their lifetime, usually at relatively early age and woman with BRCA1 mutations have a high risk of developing ovarian cancer as well. Kudson in 1971 proposed a two-mutation theory of cancer causation. His theory stated that all cancer are of two kind, hereditary and sporadic In the case of... .... Hereditary breast cancer. European Journal of Cancer Care. 5, 13-20 3.-Social and Ethical issues of breast cancer gene testing. Obtain from http://www.ncgr.org/gpi/odyssey/BCAN2/gtest.html 10/29/98 4.-Kinzler, Kenneth W., and Vogelstein, Bert. 1997. Breast cancer susceptibility genes BRCA1 and BRCA2. Nature. V. 386. 761-763. 5.-Marx, Jean. 1997. Possible function found for breast cancer genes. Science vol.276. 531- 532. 6.-McCain, L., and Dilligham, C., 1997. Genetics Mutation Associated with Breast Cancer . Obtain from http://www.ncgr.org/gpi/odyssey/BCAN2/genrisk.html 10/12/98 7.-Tumor suppressor gene" Obtain from http://www.eb.com:180> 10/19/98, search word: tumor suppressor gene. 8.-Breast and/or ovarian cancer risk in Jewish women: Role of the 185delAG and other mutations in the BRCA1 and BRCA2 genes. http://www.givf.com/brca1.html 10/12/98.

Integrating Technology Into the Classroom Essay -- Educational Technol

Part 1: Identifying a Technology for Classroom Use This week's task is to identify a technology for classroom use that will improve students learning, make curriculum more meaningful and provide opportunities for my students to actively engage with technology in a meaningful way. My classroom has a Smart Board that was installed in the spring of 2011. It is wonderful for displaying information, taking notes, showing videos and photos that relate to the curriculum. However, students have a more limited interaction with it as a direct learning tool. I would have to admit that it is more a teacher centered tool than it is a student centered use of technology. After researching the Smart Board's available resources and tools, I found the technology that I would like to incorporate in my classroom. SMART Responseâ„ ¢ interactive response system PE. The SMART Responseâ„ ¢ interactive response system PE allows students to actively participate in activities as individuals and as a part of a group. Students have the ability to answer questions, challenges or play games that allow them to see the info displayed on the Smart Board. Students then answer using their individual controller. Answers can vary from multiple choice style (press the correct letter) to a short response in which students "text" their answer. Their choice is recorded by the Smart Board and can be used by both teacher and instructor for a variety of purposes. The information on the system can be found on the company website through the following link: http://www.smartboard.ie/product-smart-response-PE.php?PHPSESSID=e24b6ef32bf1a39fe6b5b102762128dc The use of the SMART Responseâ„ ¢ interactive response system PE will serve to increase student interaction with ... ...uote of $1765 for each set of the 32 Pack SMART Response with text and wireless receiver. This amounts to just over $55 per student wireless remote. For perspective These clickers cost almost half of the TI graphing calculators that we use for many of our math courses. COTG also provides free unlimited training and professional development for teachers in the district to learn how to use this technology and create activities to align the technology with the curriculum. Works Cited Caine, T. (1998), Getting the most out of technology in the classroom. The Exceptional Parent, 28(11), 44-46. De Lay, A.,M. (2010). Technology as a differentiated instruction tool. The Agricultural Education Magazine, 83(3), 15-17. Knobloch, N. A. (2005). Reap the benefits of games and simulations in the classroom. The Agricultural Education Magazine, 78(2), 21-23.

Administration of a Staffing System

The type of staffing organization can vary greatly from one company to another. How the staffing function is structured depends on the company's size, type, strategy, budget, and staffing needs. In small organizations, all staffing may be handled by the owner or general manager. In mid-sized organizations, one or more HR generalists may be responsible for handling staffing along with a variety of HR duties. In large organizations, complex staffing departments with dedicated professionals may be created to handle extensive staffing needs. Other key decisions include the option of having a centralized or decentralized staffing function (discussed previously in this course) or whether to outsource some or all staffing functions. The establishment of written policies and procedures to manage the staffing system is extremely important in the process. Established guidelines help to keep the staffing system operating according to the staffing strategy. When there are clear, consistent policies and procedures to follow, the intent of the staffing function is clear. This keeps everyone playing by the same rules with the same focus in mind. The selection, implementation, and administration of staffing system technology is another important aspect. There are many types of technology available to help make the staffing function more efficient and effective. The careful consideration of staffing related technology can help ease the administrative burden of this HR function. The decision to outsource some or all staffing functions, and the management of the outsourced functions is a key factor in staffing. Outsourcing some or all staffing related functions may be appropriate for some organizations. It can be a good business decision, but must be managed properly to ensure that the goals of the organization are met and the quality of staffing is maintained. Recordkeeping and reporting, auditing, addressing privacy and other legal concerns regarding staffing is important. One of the most overlooked, but most important, areas within staffing involves proper and efficient recordkeeping and reporting of activities.

Analysis of Petrarch’s Sonnet 134 Essay

Based on the persona’s love that is unreciprocated by his beloved, the Poet illustrates in this sonnet, an internal conflict in the persona. The wholly bitter tone establishes a holistically integrating theme of being torn apart for love and also an atmosphere of histrionic resentment engorged with Petrarch’s hyperbolized emotions. Divided into an octet and a sestet, which are respectively divided into two quatrains and two triplets, the sonnet follows a strict formula of end-stopped lines and medial caesurae: â€Å"I find no peace || and have no arms for war |† (l. 1); The use of lineation in this sonnet adds to the conflict in the poem as tropic figures of speech that insinuate a sense of paradox are used ubiquitously: oxymora and antitheses are used to contrast ideas separated by the medial caesurae; â€Å"My jailer opens not, nor locks the door,† (l. 5) gives further evidence to the point postulated, how can a jailer not lock yet not open a door simult aneously? The end-stopped lines and the medial caesurae suggest a sense of finality and possibly a disheveled state of emotion as the abrupt pauses break the flow of the recitation and reflect the disturbances in the persona’s emotions, to me the fact that the poem keeps cycling forward as the paradoxical wheel that it is, intimates an anguished continuity. Life is a conflict. That is just the way that it is. The octet pivots into the sestet through a Volta that does not propose a solution to the emotional conflicts but rather states â€Å"why† the Poet must suffer so, and it is proclaimed rather blamefully, that it is â€Å"his lady† who has gifted him with such torment — â€Å"for you || my lady || am I in this state |† (l. 14); the change in syntax here serves to intimate an overtly dramatic tone as well as bring emphasis to â€Å"I†, hinting a bruise to the poet’s ego. It is common knowledge that a Petrarchan sonnet traditionally has the rhyme scheme: abba abba cde cde; but it is clear that this is not the case here. Using an inconsistent rhyme scheme: abab abab cde cde, the Poet corroborates the inconsistent emotions of the persona, wavering towards extremes. The poem is dominated by the rubato iambic pentameter that most sonnets are expected to have. The regularity of the iambic pentameter results in a continuous feeling: it is a meter of acceptance, as the true nature of life is not different, it too is continuous and one must accept it. But it is not without exceptions.