Becoming A Visionary Leader Steve Jobs - 1920 Words

Steve Jobs Imagine a world without computers or smart phones. What would society do? Where would modern technology be? All it took was one man with an innovative vision to revolutionize modern day society as we know it. The late and great Steve Jobs was one of those visionary leaders that pushed ethical boundaries to their limits. According to an article by Forbes (Gallo, 2013), Jobs stated â€Å"how does somebody know what they want if they haven’t even seen it?†. Jobs paved the way for the products we know and use today such as the iPod and iPad and it started with the establishment of Apple. Jobs unorthodox methods and drive for success drove many business partners to the brink just as he did with his Apple Mobile Me project team. Jobs may have been deemed a bit eccentric, but his visionary influence inspired me to become a visionary leader. I try to emulate his passion and vision in such a way to motivate and stimulate our Airmen to think outside the box. I truly believe this is paramount for young Airmen in becoming better leaders for the future and sustainment of our Air Force. While Steve Jobs vision was merely a dream any entrepreneur would desire to achieve, he managed to transform several industries forever. Visionary Leader Steve Jobs was renowned to be one of the most intelligent and innovative thinkers of our time. The Barnes Center (2014d, p. 38) defines a leader as â€Å"someone who influences others to achieve a goal.† Jobs did just that. InShow MoreRelatedLeadership Practices And Its Impact On The Success Of The World Essay1420 Words   |  6 Pagesrelevant leadership practices concerning Apple Company about an icon in Apple’s C.E.O Steve Jobs who is one of the most influential leaders in the recent times. The basis of this paper will be on the leadership traits, characteristics, and behaviour as well as organizational culture in support of the short-term and long-term objectives and action by its leaders. 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He treated them with disrespect and had little tolerance for intellectualRead MoreStrategic Leadership And Different Levels Of Business Success Defined By Bill Mcbean Essay1415 Words   |  6 Pageswhen a leader knows effective efficient leverage of Strategic Human Resource Management (SHRM) to deliver the corporate strategy (Schuler and Jackson, 2005; 2007, Stroh and Caligiuri, 1998, Hendry and Pettigrew, 1986) while aligning the needs interests of the stakeholders internal (employees/managers), connected (financers, customers those in the supply chain) external (Media, Government, unions, local communities professional bodies) We will examine the late Apple CEO Steve Jobs’ leadershipRead MoreSteve Jobs as a Transformational leader1561 Words   |  7 PagesA transformational leader is a person that lays his/her goals out and takes extraordinary measures to accomplish them. Their goals usually focus on the well being of the situation and their people. 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Steve Jobs, one of the most modern examples of a strong leader, is well-known for his highly successful company, Apple. Steve Jobs was a believer in achieving what others imagined impossible, and stayed true to his values while pursuing his visions. He did not follow a given set of rules; he rather went with his gut and had strong confidence in himself. Steve Jobs was a unique and extraordinary leader who brought technology inRead MoreApple s Mission And Vision Statement1197 Words   |  5 Pagesâ€Å"Innovation distinguishes a leader from a follower†- Steve jobs. Apple created by Steve Jobs is a company based in the United States that creates, sells electronics such as phones and tablets. Since the creation of Apple in 1976 it has become a m ultinational billion-dollar company and one of the world’s most valuable brands according to USA Today. Apple’s sales are close to 80 billion dollars a year and it poses the question why is Apple successful? Apple is successful due to high quality, greatRead MoreCritical Analysis of Leadership of Steve Jobs3952 Words   |  16 Pagescritical analysis of the leadership style of Steve Jobs Author’s Last Name, First name, year of submission, title, degree, institution’s name, and location of the institution Introduction The aim of this work is analytical consideration of leadership style of Mr. Steve Jobs, co-founder and later the Chairman and CEO of Apples Computers Incorporated, a most successful businessman today. The challenge of the times The times are upon us when brilliant management and leadership are confounded. InRead MoreSteve Jobs Role For Shaping The Modern Technology1219 Words   |  5 Pages Informative Speech Omar Alhussain Comm 1101 Glenda Funk FEB 17th 2016 Topic: Steve Jobs role to shape the modern technology General Purpose: To inform Specific Purpose: I want my audience to know the role of co-founder and ex - Leader of the Apple Company, Steve Jobs for shaping the modern technology Thesis Statement: The three aspects of technology in which the Steve Jobs contributed hugely with breathtaking innovation and idea are: Music, Personal Computing and Smart Phone

Unit 17 Free Essays

Unit 17: Working in the Social Care Sector Investigate Potential Careers in Social Care M1: Assess how a care worker can contribute to providing a positive experiencing for uses of social care services Case study Jean is a care worker in a residential care home. Her job is to provide care for the physical, social and emotional needs of the residents she works with, as well as liaising with a variety of people who are linked with the residents. Mary is 86 and recently widowed, at which time she moved into the care home where Jean works. We will write a custom essay sample on Unit 17 or any similar topic only for you Order Now Mary has a large family who visits regularly and play an active part in her care plan. She suffers from rheumatoid arthritis and is a little hard of hearing. She had an active life whilst her husband was still alive. She loves to read, watch the soaps on television and listen to music. She also loves to sew and knit but struggles because of her medical condition. Jean, Mary’s care worker, will need to work with doctors – a specialist with arthritis, physiotherapy and occupational therapist. All these things will help Mary positively because it will help her with her arthritis. Jean will also need to work with a grievance counsellor so that Mary can talk to someone about the death of her husband, Mary may feel even better that the person she’s talking to is a professional so she/he will maintain client confidentiality and will help her. Jean will need to get in touch with the care home community – people who teach dancing lessons, exercise and if possible entertainers because Mary had an active life when her husband was alive, Mary is in a care home but that doesn’t mean that she should be disengaged from society. Jean will need to know about Mary’s diet and will also need to work with the chef of the care home so that Mary can eat because if Jean just gives her anything to eat Mary may not eat it and will go to bed hungry. Jean will need to make sure that in a clinic or a GP Mary will have the same nurse all the time and that in the care home most of the people that work with her are the same people. This will help Mary build relationships and trust with the people she works with and to feel comfortable to talk to someone and if she is being abused she may feel comfortable to tell another staff at the care home. Jean will also need to work with Mary’s family and friends so that when they want to visit Mary they will know what time to come, when visiting hours are and on which days they are longer. Mary is Jean’s patient so it is important that she knows what Mary enjoys doing in her spare time, communication is a very important skill because Jean is going to need to understand Mary, so that she can make her feel like she’s in important in the care home. Jean will have to think about what Mary likes to eat – if she’s a vegetarian, if she has any allergies, if she needs to eat halal or kosher food. Jean will need to know if Mary has any religious beliefs, if she’s a Christian she may need a Bible in her room, if she’s Muslim she may need a prayer mat, it will be very important that jean learns about Mary’s religious beliefs and her culture so that Mary can feel comfortable and relaxed in the care home. Putting a TV in Mar room, putting a TV in everyone’s room, would stop arguments with the people in the care home and she would probably put on subtitles which some people may not like. Jean will also need to get a hearing aid for Mary; this will improve Mary’s hearing. Even though Mary is in a care home not everything is brought directly to her so some arrangements will need to be made. The practical arrangements that Jean will have to do for Mary will be to see a grievance counsellor possibly every week, do her shopping every week and to arrange for her transport whether she’s going to take public transport, because if so she will need a over 60’s free bus pass but if Mary isn’t going to take public transport then Jean will have to arrange for a bus maybe for her and some other people in the care home as well. Jean will also have to arrange Mary’s appointments at the GP or the clinic or with her physiotherapy. Jean will have to think about items Mary may need – laptop, telephone, TV. Mary could use her laptop (Skype) and a telephone to communicate with her family and friends, who could possibly live out of the country. Jean could provide a positive experience by teaching Mary, in her own spare time, how to use the latest gadgets (which could help her communicate with her family and friends better) and just by being there and interacting with Mary and being there for her and keeping her safe will make it a positive experience. Care workers that are patient, caring and empathetic will help make a positive experience for everyone because by having these 3 things this could help you have a better understanding of their lives and may feel more sympathetic towards them and when people understand people better they are, most of the time, less likely to abuse them. If the patients are being abused in the care home, having someone that the patients can talk to and trust in the are home can help them confined in them and tell them that someone is abusing them and it can be stopped. Having a care worker that is meeting an individual needs can be very helpful to their patients because this will make them feel very important and it could boost their self esteem. It is very important to have good communication skills in a care home because this could help build relationships and trust however there may be some barriers but that shouldn’t stop a care worker from trying to communicate with their patients. How to cite Unit 17, Essay examples

Blood Memory An Autobiography. Essay Example For Students

Blood Memory: An Autobiography. Essay One day in the late 1920s, in a crowded studio at the Neighborhood Playhouse on New Yorks Lower East Side, Irene Lewisohn asked an assembled group of young performers to improvise on the theme of the Israelites at the Wailing Wall. She was rewarded with an unprecedented display of histrionics weeping, moaning, a general tearing of hair and beating of breasts. But in the midst of this pandemonium (as dancer Sophie Maslow later recalled), one woman stood still and alone, her face contorted, her body paralyzed with grief. That still figure, decisive and commanding, was the young Martha Graham.The Playhouses acting students learned a lesson from Graham that day about economy of movement that they never forgot. But that lesson was just one of many that Graham bequeathed to American actors. Over her long career, she taught dozens of nondancers, first at the Playhouse and later at her own studio, among them Gregory Peck, Efrem Zimbalist Jr., Tony Randall, Elli Wallach, Joanne Woodward, Ingrid Bergman, Woody Allen and Bette Davis. (Later Graham claimed that one look at Daviss feet convinced her that the actress was destined for stardom.)Grahams student actors were at first skeptical of her torturous contractions and falls. Randall and Woodward referred to her classes as gym. But today actors are among the most vocal of her praise-singers: Marian Seldes has said, I learned everything I know from Graham; Eli Wallach, In every performance of mine there is a Martha Graham movement.You might say Graham was a Method dancer, in that the basis of her technique and her choreography was authentic emotion. Take the contraction, the tightening of the abdomen that forms the cornerstone of Grahams technique. To her, it was not simply a muscular action, it was a sob a burst of grief or ecstasy extrapolized throughout the entire torso. Movement never lies, she said and wrote repeatedly. Every dance is a kind of fever chart, a graph of the heart.Grahams faith in the truth of action implies a mistrust of other forms of expression, particularly words. And indeed her own recounting of her monumental career, Blood Memory, seems laced with half-truths and omissions. Her genius had a dark sideGrahams chronicle begins conventionally enough with her birth in 1894 in Allegheny, Penn. Nothing in her strict Presbyterian upbringing pointed to a life on the stage, but when her family moved to Santa Barbara in 1909, she fell under the spell of the expressive dancer Ruth St. Denis. Graham joined Denishawn (the company St. Denis founded with her husband Ted Shawn) in 1916. At age 22 she was considered somewhat old to begin a dancing career, but her late start was ultimately countered by her longevity: She danced until the age of 74, choreographed until 96.The tales Graham tells from these early days of performing Miss Ruths Orientalesque fantasies are crisply entertaining, filled with gossip about St. Denis, Shawn, and fellow dancers Doris Humphrey and Louise Brooks. Her reminiscences delight if not surprise many have been told elsewhere and are repeated here like familiar fables.As her account progresses, however through the founding of her first company, her choreographic awakening, her doomed marriage to Erick Hawkins, and her final years as a super-celebrity Grahams self-conscious mythmaking becomes disturbing. The darker side of her genius is largely edited out. Her masochistic tendencies are only alluded to; the extent of her alcoholism is never fully acknowledged; and the purging of her company in the early 70s a shattering blow to some of her most devoted dancers and staff members is glossed over in the single phrase, I . .u96aaea3869be83e9f20e832f9fedf99c , .u96aaea3869be83e9f20e832f9fedf99c .postImageUrl , .u96aaea3869be83e9f20e832f9fedf99c .centered-text-area { min-height: 80px; position: relative; } .u96aaea3869be83e9f20e832f9fedf99c , .u96aaea3869be83e9f20e832f9fedf99c:hover , .u96aaea3869be83e9f20e832f9fedf99c:visited , .u96aaea3869be83e9f20e832f9fedf99c:active { border:0!important; } .u96aaea3869be83e9f20e832f9fedf99c .clearfix:after { content: ""; display: table; clear: both; } .u96aaea3869be83e9f20e832f9fedf99c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u96aaea3869be83e9f20e832f9fedf99c:active , .u96aaea3869be83e9f20e832f9fedf99c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u96aaea3869be83e9f20e832f9fedf99c .centered-text-area { width: 100%; position: relative ; } .u96aaea3869be83e9f20e832f9fedf99c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u96aaea3869be83e9f20e832f9fedf99c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u96aaea3869be83e9f20e832f9fedf99c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u96aaea3869be83e9f20e832f9fedf99c:hover .ctaButton { background-color: #34495E!important; } .u96aaea3869be83e9f20e832f9fedf99c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u96aaea3869be83e9f20e832f9fedf99c .u96aaea3869be83e9f20e832f9fedf99c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u96aaea3869be83e9f20e832f9fedf99c:after { content: ""; display: block; clear: both; } READ: Sammy's actor Essay.. reorganized my company.Tete-a-tetes with the starsToward the end of her memoir, Graham becomes absorbed with settling debts, flattering patrons and dropping names. There is less and less written about her work, more and more about tete-a-tetes with the rich and famous: Bethsabee de Rothschild, Betty Ford, Lila Acheson Wallace, Diana Vreeland, Liza Minnelli, Madonna, Halston even the Pope. The beautiful photographs of Graham in performance at the start of the book give way to paparazzi snapshots of her hobnobbing with politicians, fashion designers and stars of the ballet an art form she once despised.

Learning and Teaching Essay Example

Learning and Teaching Essay TASK 1 A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. We will write a custom essay sample on Learning and Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12) Learning and Teaching Essay Example Learning and Teaching Essay TASK 1 A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. We will write a custom essay sample on Learning and Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12)

Free Essays on Objectivity Vs Relativity

Objectivity versus Relativity An Analysis of Natalie Davis’s The Return of Martin Guerre In his book, That Noble Dream, Peter Novick discusses the argument, in the historical profession over the noble dream of historical objectivity. The historical profession was founded in the late 19th century and it was founded on the ideal of firm historical objectivity. Between the two World Wars, this ideal of historical objectivity came into question as some historians began to support â€Å"historical relativism.† This counter to historical objectivity challenged the long supported notion that true history consists of facts alone. While this relativist view initially only served to put the hallowed notion of objectivity on the defensive, it did cause a significant disturbance in the historical profession as more and more young historians flocked to the relativist banner (Novick 16). In Natalie Zemon Davis’s book, The Return of Martin Guerre, about the famous case of a French peasant’s identity theft, she employs both objectivist and relativist views. Da vis begins her writing on Martin Guerre by expressing an objectivist purpose, but her writing does not uphold this purpose, as Davis’s arguments slip into the realm of relativity. The idea of historical objectivity has always been a central ideal for the historical profession. In basic, the elements of objectivity can be summed up as committing to the reality of the past and to the truth that goes along with that reality and a very harsh separation between the raw principle facts and any values that one might wish to attach to those facts (Novick 1). An objectivist must use only the facts, making sure to take them out of context with anything in the historian’s own time. The objective historian must look at all of the facts possible and analyze them with a clinical detachment, almost as, â€Å"an entomologist studying a quivering specimen impaled with a pin.† (Novick 14) Wh... Free Essays on Objectivity Vs Relativity Free Essays on Objectivity Vs Relativity Objectivity versus Relativity An Analysis of Natalie Davis’s The Return of Martin Guerre In his book, That Noble Dream, Peter Novick discusses the argument, in the historical profession over the noble dream of historical objectivity. The historical profession was founded in the late 19th century and it was founded on the ideal of firm historical objectivity. Between the two World Wars, this ideal of historical objectivity came into question as some historians began to support â€Å"historical relativism.† This counter to historical objectivity challenged the long supported notion that true history consists of facts alone. While this relativist view initially only served to put the hallowed notion of objectivity on the defensive, it did cause a significant disturbance in the historical profession as more and more young historians flocked to the relativist banner (Novick 16). In Natalie Zemon Davis’s book, The Return of Martin Guerre, about the famous case of a French peasant’s identity theft, she employs both objectivist and relativist views. Da vis begins her writing on Martin Guerre by expressing an objectivist purpose, but her writing does not uphold this purpose, as Davis’s arguments slip into the realm of relativity. The idea of historical objectivity has always been a central ideal for the historical profession. In basic, the elements of objectivity can be summed up as committing to the reality of the past and to the truth that goes along with that reality and a very harsh separation between the raw principle facts and any values that one might wish to attach to those facts (Novick 1). An objectivist must use only the facts, making sure to take them out of context with anything in the historian’s own time. The objective historian must look at all of the facts possible and analyze them with a clinical detachment, almost as, â€Å"an entomologist studying a quivering specimen impaled with a pin.† (Novick 14) Wh...

Analyse the portrayal of the character of Mercutio as the vehicle of Shakespeare's tragic outcome in the play 'Romeo and Juliet'

Analyse the portrayal of the character of Mercutio as the vehicle of Shakespeares tragic outcome in the play Romeo and Juliet Essay Of all of Shakespeares tragedies Romeo and Juliet is perhaps the best known one, Shakespeare based much of his play on the reality of his time by managing to encompass much of his context in the play. This was the Elizabethan era, In the Elizabethan era it was very different in the way we live our lives today. In how there were different class structures and people were treated differently and judged differently depending on which class they fell in. There was religious and politic conflict. The religious conflict was where the hate between Christians, there were two main factions of the Christian, Protestants and The Catholics, Queen Elizabeth the 1st was the head of the Church of England (which the protestants followed) and anyone found out to be a Catholic or practising the Catholic faith would have to change to The Church of England. Mercutio is Romeos best friend. Mercutio is first introduced to us in Act 1, Scene 4. It is the scene preceding the ball. At this point, the audience are aware of Romeos feelings for Rosaline, there Mercutios point view is easy to understand. In speaking to his friend, Mercutio reveals a wit and a strong sense of confidence in himself. He acts the part of Romeos advisor, implying that Mercutio is somewhat older; more level headed than Romeo and has superior intelligence. He also prompts Romeo to stop being a wimp as such and to be more confident and pro-active rather than passive and to wallow in himself and his adolescent thoughts and fantasies. By telling Romeo that, you are a lover, borrow Cupids wings and soar with them above a common bound. (Act 1, scene 4, line 15.) Mercutio encourages, but not enforcing his opinion on Romeo, just to teach him to be the master of his own destiny and not let fate decide a path for you and to do nothing about it. Mercutio wishes for Romeo to take control and aspire something more special than a common relationship. The theme of fate and destiny can be linked to Romeo and Juliets love for one another because they believe fate brought them together and it was their destiny to be together, but because of their families differences their fate was chosen for them before they even met. The whole aura circulating the Queen Mab is a warning to Romeo. When Romeo says I dreamt a dream tonight and Mercutio replying with And so did I Romeo asks Well what was yours? and Mercutio finishes Romeos question by saying that dreamers often lie. (Act 1, Scene 4). Mercutio is warning Romeo that dreams are of nothing and should be thought of as nothing. This theme of dreams runs/flows throughout the whole play. Mercutio is implicit and bluntly a fundamentalist which goes back to the Puritans of the time. In spite of this, Romeo continues to ponder, question and dabble in love, lust and fickle fantasies. Mercutio has a large impact on the people around him, for example Romeo, Benvolio, etc. He is a leader and wins his way over by being a joker and gets his point across by jokes, Romeo and Benvolios ways of showing that they agree is through their response, usually in laughter. Mercutio has to use Jokes because that is the only way his friends will understand, Mercutio is far too int elligent and most of the time the likes of Romeo and Benvolio do not understand what he is trying to illustrate. READ: The relationship between Juliet and the nurse is a better example of the mother-daughter relationship than that of Juliet and Lady Capulet EssayIn the Queen Mab speech (Act 1, scene 4) Mercutio leads into warning Romeo that Dreams are fantasies which are neither realistic nor real. Queen Mab is the Celtic Queen of Dreams, Mercutio describes who she is and what she is about, the way he does this is how unrealistic she is when he says such things like her chariot it an empty hazel-nut. Mercutio then goes on trying to show Romeo what Queen Mab and dreams can bring about, which are unlikely dreams in unrealistic, impossible situations. Mercutio sarcastically mocks Romeos dreams because he sees Romeo as immature and wants Romeo to learn from Mercutios experiences and mistakes. By Romeo saying thou talkst of nothing Shakespeare reveals Romeos lack of understanding and immaturity, and when replying to Romeo True, I talk of dreams, again Mercutio will not let it go that he knows what is true here that Romeos dreams are of nothingness. Mercutio is upset that Romeo has not listened to a word that he said to him, Mercutio originally thinks that he must have gone home, listened to him a gotten over his infatuation, not only would this satisfy Mercutios ego as the dominant male of the group, but it would have helped his best friend. Mercutio asks Benvolio what has Romeo drifted to, Benvolio tells Mercutio that he climbed over the Capulet wall. Mercutio is disappointed with him disappearing. Mercutio is elder, more experienced and is a brother figure, so he is disappointed with Romeo still keeping secrets, hiding and that he still has not got over his childish dreams and blind fantasies, but here is a use of a dramatic device where the audience know something that a character does not, this adds a hint of excitement and for the more intelligent ones of the audience a perspective or a look in at something bad that may happen. In the fight scene (Act 3, Scene 4) Benvolios statement I pray thee, good Mercutio, lets retire. The day is hot, the Capels are abroad and if we meet, we shall not scape a brawl, for now these hot days, is the mad blood stirring. (Act 3, Scene 1, Line 2-5) this Implies whenever the Capulets and the Montagues meet they cannot escape a fight and how Benvoilo (the peace keeper) is begging Mercutio and desperate not to fight he is tired of the on going feud, we can empathise with him because what he asks of Mercutio is ignored with a sarcastic comment, once again the Montagues and Mercutios are slaves to war. This is the final time we see Mercutio. Mercutio was aware that Tybalt was ready for a fight this did not bother Mercutio in the slightest. Tybalt wants to fight with Romeo, but Mercutio is willing to replace him and risk his own life for Romeo because without a doubt Mercutio believes Romeo shall lose. Mercutio is confident and ready so he fights. Tybalt does not know (like everyone else) the reason Romeo will not fight is because he sees Tybalt as a family member now, I think this is an example of collapsed stereotype because they hated each other (Tybalt and Romeo) and now Romeo refuses to fight Tybalt because he sees him as not an enemy anymore. In the fight Mercutio is injured by Tybalt and claims it to be just a scratch as usual Mercutio plays the jester character and lives up to protecting his friends, because they neither see nor feel Mercutios pain so Mercutio thinks what they dont know cannot hurt them. Mercutio implies he will be dead the next day in his line look for me tomorrow and you shall find me a grave man (Act 3, Scene 1, line 99). With Mercutios dying breath he calls a plague on both you houses he does this three times, in the Elizabethan Era a word spoken on a mans dying breath was to become true, (like fate/destiny) he says this three times another superstition in those times. He wanted the feud to end but he had to die in the middle of it even though he was not a member to either houses. Romeo felt guilty and responsible in a way for Mercutios death for not fighting Tybalt and feels he must avenge his friend if he wants to be worthy as a man, to himself and not a coward as we have seen before. It is extrem ely ironic that The Prince a relative of Mercutio warned them of might happen and that Mercutio had to die to make it clear to them. READ: Thesis Statement For Romeo And Juliet EssayIn Conclusion to the question Analyse the portrayal of the character of Mercutio as the vehicle of Shakespeares tragic outcome in the play Romeo and Juliet . The audience always sees Mercutio at key scenes in the play, like an implication that he fuels the key scenes and sets them off. We see him at the ball when Romeo forgets about Rosaline and finds Juliet. He arrives just before the nurse arranges the marriage like he was there to show that the wedding should not happen like a fairy god-mother to Romeo to help him out in his situations of need and to give Romeo the hints which are like subliminal signs hidden throughout the play. The final time he is seen is at the fight scene where he is killed and calls the curse which creeps through the play right to the end where both Romeo and Juliet Commit suicide. The foolishness, pure stupidity and simple ignorance of the two houses leads to the death of a person who was neutral to the feud , did not agree with it and got caught up in the middle of it. The Prince banished Romeo which was a more like a punishment for Mercutios death rather than Tybalts which put more guilt on Romeo and because Romeo and Juliet were apart they needed to create a plan, the plan failed which lead to both their deaths. Mercutio was the vehicle for the tragic outcome of the play. He influenced and impacted on key events by ironically appearing before key moments. He contributed to helping the play move by enforcing and encouraging Romeo to go to the ball where he inevitably met Juliet. If Mercutio was not in the play there would be no story because he drove the play to where it needed to be and where it went, ended up, but when he had gone this lead to Romeo and Juliets deaths. Mercutio was one of the Main Characters if not Romeo and Juliet. He entertained the audience with his intelligent wit and sarcastic humour, Shakespeare uses him as the vehicle to show how someone innocent can die over a petty and meaningless feud.

Narration Paper Prompt Essay Example | Topics and Well Written Essays - 750 words

Narration Paper Prompt - Essay Example Being a student I steadily realized that the society itself differentiate between male and female. I am a female and soon I got friends with both males and females in my class. Two boys and one girl of them became my best friends. We used to do each and everything together, play games, lunch parties, every single thing which calls for some get to gather fun. My class occupied a male class teacher, who used to be responsible for our every act in school, outside the class boundaries. His name was James Scott, and we used to call him Professor James. Professor James was a teacher of Math in school. Outside he was a very friendly and generous teacher, but inside opposite to what he seemed. I never jumped into the diplomatic face of his, until an incident happened which showed Professor James hidden face. As you all know the students do some silly things also at their school times, especially along with support of boys. One day the two male best friends of mine, Nick & Harry brought some alcohol and weed to the school and planned to try them along with me and Tina for the first time. Everybody knows that smoking and alcohol is banned for us until we turn out to be 21. Likewise every school abides by this rule strictly, for their students. When Nick told me about this plan, I refused in the first place. But then Harry and Tina forced me that its nothing more than just fun, and trying just for once won’t kill me or them either. The plan was to try weed and alcohol after the Math class, in math class room, because no other classes were used to be conducted in that room for next two hours. The math class was the last class in the ground floor at the corner. Eventually, I agreed with my friends to go for this illegal act in the school itself. According to the plan we waited for the class to get empty after the math’s lecture. As soon as the

The History of Slavery in Virginia Essay Example | Topics and Well Written Essays - 500 words

The History of Slavery in Virginia - Essay Example During the initial days, the black people were treated as slaves. They performed their duties just as normal citizens. Others even had properties to their names. A good number of them resided on plantations. It is during the 1660’s after the laws regarding slavery for the blacks were enacted that the situation for the blacks in Virginia turned to a new phases (Journal of the House of Delegates 15). Slave trade in Virginia went on for about 200 years, until around 1808 where the activity faced a ban in accordance to the constitution of the US in Article I, Section 9. Although the issue of slavery was put to an end according to the court’s decision, the government was in support of slavery (Journal of the House of Delegates 27). Tobacco was Virginia’s chief agricultural product, and it was a success for the state. Virginia saw the ban of slaves as an opportunity for the state since they had slaves in excess because of their fast rate of reproduction. They knew they could make money out of the ban. This is so because the shortage in supply would result to an increase in demand for the slaves, and so Virginia would sell them to the southern states at an increased price. However, there were several attempts by the slaves to rebel against their masters. In each attempt of rebellion made by the slaves, the government would immediately enforce the laws to become more severe as a way of punishing them and preventing them from assembling. It was through that activity that the government of Virginia would ensure to reduce the threat of having the slaves rebelling against them (Morgan 35). It was during 1831 that Nat Turner facilitated a successful slave rebellion. This was by far the biggest rebellion ever experienced in the history of United States. The rebellion was motivated by the success of the revolution that was experienced in Haiti in 1790 that saw the French Rule being overthrown. Turner was inspired by the Haitian achievement and

A Look from “Dreams from my Father” by Barack Obama Essay Example for Free

A Look from â€Å"Dreams from my Father† by Barack Obama Essay Barack Obama’s narration of mostly his father’s life story transcends many debatable topics such as racism and socioeconomic classifications. Topics such as those brought out literally as needed in his accurate and factual description of their lives but not to create any arguable pointers of discussions. Two scenes in the book that shaped this memoir as a whole and could be enough to make a thorough study on how Barack Obama Jr. seek his sense of belongingness and his finding a way to form an ambition being a public servant were: first, how his black father Barack Hussein Obama Sr. of Kenya and his white-coloured mother Ann Dunham of Kansas, USA met, fell in love, got married and divorced; and second, his absentee father’s thoughts and activities as told by his mother and grandparents. Having been recalling his parents blossoming relationship could manifest a picture of success as he recounted episodes where his father’s intellectual charisma and ambitious thoughts won his grandparents heart irregardless of colour and racial differences after opposing Barack Sr. and Ann’s love story. He pointed out that the only reason of his parent’s broke up was the lacking of money in which during that time, Barack Sr. couldn’t afford to take his wife and son back to Kenya. Thus, he went home alone to his motherland along with his ambition to complete a promise to serve Kenya and the continent of Africa, as it is the reason of his methodical studies in US, specifically in Harvard University. It was merely a patriotic deed and nationalism of Barack Sr. as he absolutely believed that Africa and Kenya need him and his service. It is also noted that Zeituni, Barack Sr. ’s sister, mentioned that his brother really has a heart that was too big. As for the comparison of these two episodes of Barack Obama Jr. ’s account, it suggests love and charity accomplished in two dissimilar forms. Barack Sr. ’s love with his wife Ann and their son broke the difficulty of racial discrimination in which Barack Jr. brought out in the world and raised freely despite of living in the land of white men. It is the same as what Barack Sr. s decision to leave his family in US. Barack Jr. made a justification out of his parent’s decision to be separated with each other that it was due only because of his father’s charitable instinct to serve and help Kenya because it is where his whole ancestors belong. Hence, who could say that neither of the two kinds of love is wrong? Colour difference has never been a problem on Barack Jr. ’s parents, and it is totally contradictory to the completion of the second story where the Kenyan roots of Barack Jr. ’s father has been an issue. Everyone could agree that loving both the nation and one’s own family at the same time doesn’t mean sacrificing one for the sake of the other. As an effect of demonstrating these two kinds of love, Barack Jr. ’s journey to look beyond his roots and himself being a black man in the land of the white race created a similar motive with his father’s to serve his own country, though on his end it is America, whether in sociocivic works or in a political slot. R E F E R E N C E Obama, Barack Jr. Dreams from my Father: A Story of Race and Inheritance. New York: Three Rivers Press, 1995.