Child Abuse
Assignment one "Abuse is the violation of a human's rights by any other person/persons. Abuse is can intentional, but sometimes abuse can happen because somebody does not know how to act correctly." There are 4 main types of abuse. These are: * Physical * Emotional * Sexual * Neglect Physical Abuse: "Physical abuse consists of anything one person does to another that causes physical pain" Physical abuse consists of: * Slapping * Pinching * Punching * Pushing * Throwing objects at another person * Assaulting someone with an object The indicators of physical abuse include: * Bruises * Black eyes * Knocked out teeth * Broken bones * Internal organ injuries * Brain concussions * Cuts * Underweight * Poor hygiene * Infections The behavioural indicator for physical abuse consists of: * Withdrawal * Aggression * Hunger * Low self-esteem * Developmental delay * Reluctance to go home Emotional abuse: "Emotional abuse allows one person to gain power and control over another through words and gestures which gradually undermine the other's self respect." Emotional abuse is more difficult to spot because it does not have as many physical aspects to it as physical abuse. However, the change in a person's behaviour when they are being emotionally abused is very recognisable. The behavioural indicator for emotional abuse consists of: * Blaming *
In this assignment I shall focus on planning for the teaching of mathematics in the primary classroom.
Primary Practice In this assignment I shall focus on planning for the teaching of mathematics in the primary classroom, I intend to look at the composite parts of lesson planning and include reference to teaching and learning, as there are obvious links. I shall go on to focus on planning and teaching of children of high ability and the challenge that they present teachers within a mixed ability setting. The introduction of the National Curriculum and subsequently the National Numeracy Strategy has made the teaching of mathematics much more prescriptive, the National Curriculum creates a framework of the knowledge, skills and understanding that children are expected to have gained within each of the keystages; The National Numeracy Strategy (NNS) provides guidelines on the 'range and balance of work in primary mathematics to make sure that pupils become properly numerate'(page 2). The National Numeracy Strategy gives examples of the appropriate (high) expectations that teachers should have and gives guidance on the way children should be expected to progress throughout their schooling. The National Numeracy Strategy gives key objectives for each year and refines these into topics for each term per year group; with details of the number of days each unit should occupy and supplements of examples it has been called teaching by numbers. With this plethora of information
What is the discipline of instructional design?
Instructional Design What is the discipline of instructional design? * What are the critical components of instructional design? * Given your definition of instructional design and your identification of critical components, what skill sets are necessary to be an effective practitioner of instructional design? Instructional design, according to Merrill, Drake, Lacey, and Pratt, is a technology for the development of learning experiences and environments which promote the acquisition of specific knowledge and skill by students. Instructional design is the "scientific" or systematic approach to teaching and training. The instructional design process involves several critical components. The critical components of instructional design involve analysis, strategy, assessment or evaluation, and revision. During analysis, the instructional designer develops a clear understanding of the learner's prior experience, knowledge, and skills and what the desired outcomes and behaviors need to be. Goals and objectives are determined by the needs and constraints of the learners. During the strategy component, organizational, delivery, and management strategies are developed. Specific learning activities, methods, assessments, and resources, such as media, books, CD-ROMS, and websites, are selected and governed by the learning outcomes which have been determined from the analysis of the
Using labelling theory to explain how language, the hidden curriculum, and subcultures may affect a person's experience of school.
ID 40008436 Access to Social Work *Using labelling theory to explain how language, the hidden curriculum, and subcultures may affect a person's experience of school. In this essay I will explain the labelling theory, the hidden curriculum, subcultures and their meanings. I will then explain how they all affect a person's experience of school. Teachers do not know much about there students when they arrive at school, yet by the eighth day the children are already seated at three separate tables and the teachers have made a conclusion as to what type of student they will be. At table one there are the 'fast learners', table two and three are reserved for the 'slower learners'. Labelling consists of three stages, the first stage being speculation, this is where teachers make guesses as to the type of student they are dealing with and this is done by looking at certain criteria's being: * Their appearance * How likeable they are * How they conform to discipline * Their relationships towards others * Their willingness to learn * Their personality * Their enthusiasm for work * Weather they are deviant * Their use of slang/language * Respect for authority * Social class
Critical Friend
# . The notion of the critical friend The assignment will be structured as follows: first I shall make a review of the literature to understand the concept of the critical friend. Afterwards I shall reflect on my experience of acting as both observer and observed on one occasion with the critical friend. Finally I shall reflect on my strengths and areas of development and draw several conclusions. Definition "Critical friendship is a model of individual and collective action research that champions the co-construction of knowledge through collegial inquiry, conversation, and collaborative reflection within a climate of mutual vulnerability and risk-taking, trust and support" (Cochran-Smith & Lytle, 1991; Bullough, Knowles, & Crow, 1991). The role of critical friends has been introduced in many educational systems as a learning scheme that provides feedback to an individual (Costa and Kallick, 1993). The critical friends technique helps teacher to take a different view their teaching practice and critically examine their practice. Costa and Kallick (1993) define a critical friend as: "... a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques of a person's work as a friend. A critical friend takes the time to fully understand the context of the work presented and the outcomes that the person or group is
What kind of teacher do I want to be and why?
What kind of teacher do I want to be and why? A teacher who is committed to ensuring that children can achieve their full educational potential and that can establish fair, respectful, trusting, supportive and constructive relationships with them is the kind of teacher I want to be. I want my students to demonstrate positive values and behaviour. Whilst on my school placement, it was made clear that an effective teacher should have teaching, learning and behaviour management strategies in place. It was important for me to learn them, for example, a popular strategy, used actively in the classroom, was a behaviour management tactic, if the children were becoming too loud whilst supposed to be working quietly, the teacher would clap a rhythm, the children instantly recognised this and clapped the rhythm back; the children settled immediately and began to work quietly- this helped children learn, all the children knew what the teacher was asking when she clapped. I suppose one can say that this helped children to learn as the tactic was able to refocus children and that they then got back to their work; hopefully learning was taking place. Another example of good, effective behaviour management was, when a child had been naughty and had been asked to behave, if that same child carried on and misbehaved their name went on the whiteboard, which indicated that, that child had
Class Management
Effective Classroom Management Essay This first part of this module, Effective classroom focus on instruction design. I have learnt various methods to plan, resource, implement, analyze and evaluate teaching. I also recognize the importance of planning in classroom teaching. Although a good planning is a necessary condition for effective teaching, it is not sufficient because student's responses and behaviours are always unpredictable. Therefore, a well-equipped teacher should have adequate knowledge in classroom management and understand different approaches in solving discipline problems. Certainly, the most important is that teachers should be able to apply appropriate approaches according to different situations. In this portfolio, I will give my personal theory of classroom discipline and teacher-pupil relationship first. Then, my reflection on the topics covered will be included. Moreover, cases from my previous learning and teaching experiences and newspaper will also be used to illustrate the application of various approaches for effective classroom management. Lastly, I will summarize the knowledge, skills and attitudes I learnt in this module and their importance for my professional development as a teacher. Personal Theory of classroom discipline and teacher-pupil relationship. A metaphor will be used to illustrate my theory of classroom discipline and
Social Isolation - observing a girl who has a speech impediment and lacks some appropriate social skills as well, she has a degenerative brain tumor that causes her to have dark spots on her olive-colored skin
Erin Ernst ALD 328 4-26-02 Social Isolation ) The child in my observation classroom that I have identified as socially isolated is a girl named Cathy. Cathy not only is an inclusion student, but she has a speech impediment and lacks some appropriate social skills as well. Furthermore, she has a degenerative brain tumor that causes her to have dark spots on her olive-colored skin. They look similar to birthmarks, but are all over her neck, face, and legs. To second-graders this difference is weird and somewhat scary. Cathy can be extremely disruptive to the rest of the class, and sometimes loud enough to disturb other classes. Most days Cathy becomes frustrated and angry because of various circumstances. She will start flaling her body around, kicking chairs and desks, hysterically crying while loudly sobbing, or making grunting noises. In other instances, she is being distractive, but not deliberately or intentionally. For Cathy, "...most of the day is spent in relative isolation in which [she] may be ignored, rejected and/or further subjected to negative comments and threats from other children1." At lunchtime I have observed her sitting by herself and eating, somedays content with the situation and others looking quite lonely. To make matters worse, because of her medical condition Cathy is supposed to avoid being exposed to the sun if at all possible.
An Era of escalating but largely unresolved problems'. Examine this assessment of Trinidad and Tobago during the period 1900 to 1962, with respect to the issue off education.
An Era of escalating but largely unresolved problems'. Examine this assessment of Trinidad and Tobago during the period 1900 to 1962, with respect to the issue off education. The 20th century witnessed a surge of the problems that existed in the education system in the 19th century. Throughout the 20th century, there was an escalating of the existing problems of school places, church, and state rivalry, the exclusivity of secondary education and the inability of the curriculum to adhere to the physical conditions of the nation. These problems were coupled with tensions of the new problems, of nationalism towards the education system, the clamoring of different groups attempting to further their own interest, the needed for a more vocational type of education and the need to address the issue of funding. This situation resulted in a period of turmoil and turbulence within the education system in Trinidad and Tobago that has lasted up to the years before independence. At the turn of the 19th century, the education system in Trinidad and Tobago reflected the tensions with the society. The strain of religion, the white Catholics vs. the protestant whites. There was limited amount of Protestant missionaries and a entrenched Roman Catholic citizenry, who maintained their own system of religiously funded schooling. The British government had been prejudice against the Catholic
The Alternative Guide To Chigwell School.
Location Chigwell School is located on Seventy acres of greenbelt land. It is quite close to London and all its main transport. It is under 1 hour from London's airports and within 1 hour from London's main railway terminals. It is also just a short walk from the underground. For those who will be driven to school it is a less than fifteen minute drive from the M25 and M11 motorways and 11 miles from north east of London. Chigwell parade of shops Some Subjects in Detail * ICT The school has recently updated the IT system to the new Imac computers and is developing the electronic communications at all levels, especially between home and school. Many classrooms will soon be equipped with digital projectors, enabling a whole class to witness the web resources and view worksheets prepared by their teacher. During their time at the school pupils will be using IT in all lessons to enhance and extend their learning, whilst also gaining confidence and the capability to use computers. In the removes the subject is available and in the 5th form the IT facilities are on offer only at break times and after school. * D&t There is a large multi-material workshop that provides a wide range of machines, tools and equipment for working in wood, metal and plastic. * Art The Art Centre comprises three large art and design studios with a workshop for ceramics and sculpture there is also