“Art in Action: Dance Series” Reflection Paper Essay

Last February 16, we were required to watch Art in Action: Dance Series which features the Brazilian School of Capoeira (EBC). The program contains lectures and actual performances by students from the university and guest artists. Some of the lectures given were the following; Introduction to music, benefits of music to the artist and audience, elements of music and intoduction of different filipino ethnic instruments. The program also featured different kinds of dances like ; Philippine Northern Dances, Mindanao Dances, Classical Ballet, Swing, Modern Dances, Streetdance and Capoiera. Even though a lot of types were mentioned, I saw that the program focused mostly on dances from our country. The program still focused on how vibrant our culture is and how it changed over time. Honestly, my perception of philippine dances changed after watching this show because I saw how beautiful and creative those dances were. This program really made me appreciate more our culture. I’m now confident in saying that I learned a lot from this program, not just from our culture but also about dance as general. I learned that dance is really a form of art because it also requires creative skills which are also needed when painting or in arts and crafts. However, the highlight of the show were the featured guests from The Brazilian School of Capoeira (EBC). Members of EBC performed and they surely left the audience in awe. They were kind enough to give a â€Å"free class† when they asked volunteers from the audience to come and join them onstage. All in all, the show was very fun and educational. I learned a lot of things about dance which changed the way I saw dance before. I really recommend that everyone should watch them perform. It’s worth watching and everyone will surely have a good time.

Macroeconomic Stabilisation Theory and Policy

The level of economic stability in any economy depends on both macro and microeconomic variables. Within the scope of the macroeconomic tools various, markets are deemed to be influential. These include the money market, the goods/commodity market, the labour market, capital and also foreign market. For stabilisation purpose, all the markets should be at equilibrium both in the supply and demand sides. The labour market remains a fundamental market that models the nature and status  Ã‚   of economic stability. Labour market is the general portfolio within the market which figures the broad scope of the demand and the supply of labour. Within the economy, labour interacts with the firms to provide the relevant implication to each other. Labour within the economy is provided by the households. It is paid in terms of wages and other remunerations. Either, the firms produces consumption goods and also services for use by the household. Consequently, stability in the labour market provides a stake in defining the levels of economic functionality. This is basically through shaping the nature and scope of unemployment which is a macroeconomic variable. Unemployment is also determined by the existing levels of equilibrium between labour demand and supply. Economically, the aggregate labour market is cleared at the economic disposition when the level of labour demand and supply are deemed equal.   Broadly, the aspect of the demand and the supply of labour for such market clearing are defined in terms of the market level of wages. Wage is the price levied for the supply and demand of labour. From the two sides, the household is deemed to be the supplying component of the labour service while the firms are the demand function of labour. The aspect of market clearing therefore tries to establish the most functional level of wage rate which makes both the demand and supply of labour equal within the labour market. Therefore, the household and firms seldom rely on the levels of the market wage rate as benchmarks for support with which the labour substitution can be made. (Ron, Philip, 2002, p.90) The basic concept is however the determination of the most adequate levels of market wage rates which creates market clearing. For stability purpose, the level of labour supply and labour demand should always be at equilibrium. This wage rate is called market clearing wage   rate which is used by the hidden   hand of the market for clearing   the excess levels and also deficits in the demand and supply of labour. Market clearing in labour market is described by the concept of the basic economic law of the labour demand and supply.   This law states that, with all other factors being at a constant, the increase in wage rate leads to an increase in labour supply by the household in the short run. However, a decrease in wage rate brings a  Ã‚   disincentive for labour supply by the household which ultimately leads to lower levels of labour supply. The feasibility in the levels of labour supply and demand is fundamental in relating the existing relationship between employment and unemployment as a key factor in defining the stability scope of the economy. A low level of unemployment is important in describing the level with which the economy stabilises. Generally, the market clearing intercept in the labour market is provided by the equilibrium functionality between the labour supply and the demand. This is to mean that, the exact level of labour force supplied by the household is exactly equal with what is needed by the firms   within the economy. The functional aspect of wages determines the basic scope with which efficiency can be explained in the labour market. The basic levels of inequality between the supply and demand of such labour is what brings the idea of inefficiencies allied to unemployment. (Michael, 2002, p. 103) Economically in the commodity market, firms are the suppliers of services and goods to the household (consumers). However, in the labour market, these firms seldom becomes the consumers of the labour force. The need for labour force by the firms is for   making various   scope of products. The demand for labour in the different firm functions is dependent on the level of wages in the labour market. The clearing state for labour is determined by the related cost of the same which determines the related level of supply and demand. Consequently, the cost of labour in the market is what yields market wage rate. The level of supply and demand for labour is therefore a function of the wage rate. The desire by the firms in purchasing labour at the existing levels of market wage rates goes up to the point where both the wage rate and the marginal revenue product are equal. The marginal revenue product of labour would thus signify the level with which an additional unit of labour would generate to the firm’s revenue. Equilibrium levels in the labour market is what provides the market labour clearance. The equilibrium level of market labour is arrived  Ã‚   at when the aggregate levels of both demand and supply are equal. Generally, aggregate labour supply denotes the sum total of all the labour supplying units/ personnel in the market. Elsewhere, aggregate demand is what is captured by the sum total of all labour demand units by the firms in the market. For equilibrium, both the levels in supply and demand should equate one another. Equilibrium is denoted by the interception capacity of the labour demand and supply curves. (Gilles, 2000, p.87) The clearing tool in the labour market is operational within two scopes. The market could be unrestricted where the supply and demand levels are freely volatile to be determined by the basic circumstances in the market. Elsewhere, the market could be restricted to certain level of wage rate which therefore helps to control the wage rate from going below or above the specific levels of wage rate. The unrestricted market function implies that the level of market wage rate is determined by the scope of labour supply and labour demand. This is through the use of the basic law of demand and supply of labour by household and firms. When the wage rate is high, the level of labour supply is also high. However, when the wage rate is low, the supply of the wages is also low. With wages being restricted, the labour supply and demand is restricted by both wage ceilings and wage floors. Wage ceiling implies the highest level of wages which should not be surpassed above (it is made to protect the firms from   exploitation by the labour suppliers). Elsewhere, price floor is the lowest level of wage rate which should not be paid below it.   This is made to protect the labour suppliers from the basic exploitation by the firms through very low wage set up. The stability in the labour market plays an important role in the general commodity market, where the supply and demand for goods is depended on the price level within the market. (Andres, 1988, p.78) Generally, the level of consumption (both goods and services within the market is determined by the level of the income held by the households). Ideally, the same income is gotten through the sale of their labour services to the firms. Either, the supply of such goods and services by the firms is determined by many factors   which include the level   of labour   which is a basic   factor of production. Consequently, equilibrium in the labour market is a passive tool for providing   support   for a strongly functional   commodity market.   Through the sale of their labour services, the households get money which they use in purchasing their consumption requirements from the firms. Elsewhere, firms use the labour force from the workers to produce goods and services for use by the households. Therefore, the equilibrium state between the aggregate labour demand and aggregate labour supply is arrived at, at the point of intersection between both curves. Such an intersection point is important in claiming the level of the equilibrium level of wage rate as well as determining the level of economic state of employment. Within the competitive market   (unrestricted), the profitability level of the firms is determined by the level with which such firms hires labour until it reaches the level of equality between marginal cost of labour and marginal revenue product   of labour . (Ben, 1998, p.46) Conventionally therefore, market   clearing in the labour   markets is achieved by the   condition when   the level   of quantity demanded is equal to the quantity supplied. This is important in safeguarding against any form of shortages or even surplus quantities in the market. The stability status of the labour market provides an adequate status for safeguarding the level and implication of the rates of unemployment   in the economy. Generally, macroeconomic conception dictates that high labour supply than its demand produces labour surplus in the labour market. This is a basic indication towards a higher rate of unemployment within the economy. Elsewhere, high demand for labour than its supply causes labour deficits. This substantially causes an increasingly high level of unemployment. Altogether, a stable state between both labour demand and   supply   remains   fundamental   indication   in furnishing   the basic threshold   that determines   the scope of   unemployment . As a broad   macroeconomic variable, the speculation towards   reducing   the general   impact   in unemployment also captures stability   in other operating p[parameters between   the labour market. Generally therefore, stability in the   labour market provides   a ground work condition for its market clearing where the general demand supply are adequately at equilibrium. As a rule for such market clearing its fundamentals are basically projected by the capacity with which the market demand and supply of labour   would fundamentally yield substantially a stable position which limits the impacts of a high levels   of unemployment in the market. (Frank, 2006, pp.84) The support for market clearing in labour   market is expanded by the   Keynesian neoclassical model on a labour . He proposed that equality between aggregate supply and aggregate demand for labour would act to provide a groundwork favourable environment towards low states of unemployment. At the equilibrium level is the equilibrium amount of wage rate which helps to provide a high standard for rationality in reducing the level of unemployment. The equilibrium level of wage rate acts as a supportive tool for the implementation protocol where the level of supply is deemed rationally compatible with the theoretical wage levels. Elsewhere, the levels of demand would also be equal to the level of wages. As a rule therefore, the level of equilibrium within the labour market plays a fundamental attribute in a rationalising for a stable state of commodity market. (Frank, 2006, pp.98)   Also, since the labour market is one of the economic markets, its stability also provides a condition for a   strong defence towards a stable   state   of economy   where labour deficits   and surpluses would not be available hence a strong sense in the economic stability. Generally therefore, the basic concept behind labour market clearing is the basic threshold with which the level of quantities of labour supplied is equal with what is demanded. This provides a substantial position for strengthening the level of economic stability within the general economy. As an important macroeconomic tool, a stable state of employment within the economy is provided by the degree of compatibility between the labour market. High levels of unemployment cause instability in other facets of economic growth where low levels of consumption is deemed the basic implication of high unemployment. Therefore, great importance should be attached in the state of the relationship between the demand and supply of labour for a greater scope of economic functionality. Bibliography Andres, D. (1988) Real Wages and Employment: Keynes, Monetarism, and the Labor Market. London, Routledge, pp.78 Ben, F. (1998) Labor Market Theory: A Constructive Reassessment. London, Routledge,pp.46 Frank, M. (2006) Towards Labor Market Liberalisation. London Routledge, pp. 84,98 Gilles, S. (2000) The Political Economy of Labor Market Institutions. Oxford, Oxford University Press, pp.87 Michael, H. (2002) Labor Market Planning Revisited. Palgrave, Macmillan, pp.103 Ron, M & Philip, M. (2002) Geographies of Labor Market Inequality. London,

An Objective Study Of Food And Nutrition Essay - 871 Words

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(1) Additionally, a meta analysis conducted by Samuel Bonti-Ankomah and Emanuel K Yiridoe showed that globally people prefer food that is locally grown as opposed to shipped in fro m other countries. (5) While it is easy to make the argument that organically grown produce and free range/pasture raised appropriately fed and treated animal products are superior for health and the environment, the subjective qualities of a meal prepared with organic versus convectional food has been very under studied. Indeed, many farmers, chefs, foodies, and food experts will make the claim that food raised and produced with more â€Å"care† lead to a better overall dining experience,Show MoreRelatedMaster Of Nutrition Science Program1540 Words   |  7 PagesMaster of Nutrition Science Program Program Faculty Kathy Prelack, Ph. D, Chair Professor in Nutrition Science Sai Das Professor in Nutrition Science Kelly Kane Professor in Nutrition Science Lynne M. 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I will analyze the strategic management process as firm used to achieve strategic competitiveness. In order to strengthen this assignment about Nestle, there are several methods of gathering data has been conducted, such as Core Competencies analysisRead MoreImplementing A Nutrition Education Component On The Double Up Food Bucks Program At The Oakland County Farmer Market913 Words   |  4 PagesProject design: This project seeks to implement a nutrition education component in the Double Up Food Bucks program at the Oakland County Farmer Market The first step in achieving the goal of increasing the purchase and consumption of SNAP beneficiaries in Oakland County is to increase the participation rates of the DUBF program. A good way to accomplish this is through promotion. Promoting the the DUFB program and what is has to offer will increase awareness and educate participants of the benefits

The Grand Canyon By Henry Morris - 1449 Words

There is a famous saying that goes something like: if you take God out of the picture, there will be no answer. However, many people take God or gods out of the many aspects of their lives. Now, if God is mentioned in a debate or topic, it creates controversies and is specifically targeted by critics. Topics or questions such as evolution or the origins of the universe have long been debated, studied, and researched. Starting in the 19th century, evolution has been a long debated popular topic among many people. A major 20th Century alternative belief to evolution is scientific creationism. This became prevalent through the leading institute for promoting, forming, and researching the doctrine of scientific creationism: the Institute of†¦show more content†¦It is the belief that the world is around ten thousand years old. The idea or belief is far from the findings of science which calculate the age of the earth to be around five billion years old. The data considered solid by scientists such as the astronomical measurements on stars, dating of rocks, and the reconstructions of the history of life on the planet are based on the calculation that the earth is five billion years old. Almost all of the things that science has researched and discovered are based on the calculation that the earth is around five billion years old, but scientific creationism argues against all of the proof and claims that the earth is young. The age of the earth, in the eyes of scientific creationism, is calculated first by creating a genealogical table. Starting with Adam, the man considered to be the first human, the genealogy should be studied until the birth of Christ. This will give you the approximate age of the earth. However, there is another controversial topic: the length of the day. Scientific creationism believes that the length of the day in Genesis chapter one is a literal 24 hour day, however there are other theories that the day might be longer and may not even be confined within the human realm.† The belief that the world is roughly ten thousand years old became widespread mostly because of the scientific creationists convincing people

The Fight Over Gun Control Essay - 1807 Words

The fight over gun control in America has been an open-ended, heavily argued and very controversial issue in U.S. government for years. Although the pro-gun argument is reasonable, it treads a fine line of violating American individuals second amendment right to bear arms. Pro-gun government believes that stricter gun control laws will decrease the number of violent crimes committed in America, as well as prevent the access of guns to criminals and those who intend to do harm with them (Kleck, G., 2009). There is no solid proof that has been presented that offers substantial evidence that stricter gun control laws will have any significant impact or decrease on crime in America. During the Revolutionary War the use of firearms played a significant role in the fight for independence for the British (Second Amendment, 2010). For centuries before and after the Revolution, guns were used for means of survival. They were used to provide food as well as income, but they were also used for protection. Although times have changed since then, many individuals still own firearms as a means of self-defense. Crime in the 21st century has become an entity of a whole different level. Americans live in a time where terrorist attacks and mass shootings against innocent children and civilians have become a very sad reality in American life. It has become easier for some in society and government to blame the actions of these violent, radical, and seriously troubled individuals on theShow MoreRelatedArgumentative Essay On Gun Control1032 Words   |  5 PagesGun control is a vital necessity to the welfare of our nation. Many people out there are supporting the â€Å"anti- g un control cause† with the excuse of â€Å"self-defense†. I believe that not everyone will handle a gun for self-defense. The possession of a gun is a sign of power. 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People who support gun control laws b elieve that the laws will help prevent gun violence, whereas those whoRead MoreThe Meaning of the Second Amendment - The Right To Bear Arms Essay1169 Words   |  5 Pagesstrongly that we needed the right to have guns that they put it second in the Bill of Rights. When the Bill of Rights was written it was after Americans had gone through tyranny of Great Britain. The founding fathers did not want what the rights of free people taken away again. They were also afraid that a centralized government could over throw the people and take over without a fight. The founding fathers wanted the people to be able to fight for freedom. Yet over the years people believe that theRead MoreEssay on Gun Control1021 Words   |  5 PagesSince the early days, gun control has been a never-ending debate. 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Learning and Teaching free essay sample

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. 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)

Juvenile System free essay sample

Something is wrong in society if more and more teenagers commit delinquent crimes. Focusing on what spawns delinquency in juveniles today, parenting is essential. During my visit to family court with fellow classmates I was honored to observe real live cases involving teenagers, and their parents. It was obvious that one main issue in the U. We will write a custom essay sample on Juvenile System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S. Juvenile Delinquency system is the lack of family structure. Family and delinquent relationships interconnect, ultimately, resulting to the core of delinquency. The articles â€Å"Juvenile Delinquency and Family Structure†, by Anika Doggett, and â€Å"Family Influences on Delinquency, written by David P. Farrington, both attempt to explain the effects of family structure on juvenile delinquents. The least amount of communication and structure provided by family only ensures a closer path to delinquent activities a child will engage in. Eventually, a solution or at least an attempt to solve family structure, and parental influence, will need to be instituted in the U. S. juvenile system. Attending family court was an experience in itself because it will forever be memorable. One case in particular that held significant value to me was the one involving a fourteen year old boy who stabbed a delivery worker in the chest with a knife. As the troubled teen entered the court room, all eyes were focusing on him as court officers began to remove him from handcuffs. This proved prior detainment in a detention facility. He approached his seat slow and slouchy, and sat in between his mother and his lawyer. He shared no words, or looks with either of the two as he continued to be seated. I expected a much more intimate greeting once he united with his mother, but to my surprise, neither of them seems interested in such. The young delinquent glanced around the room as he identified everyone present with his low, angry eyes. His hair was uncombed, and he slouched in his chair as if having no interest in the events about to take place. His face was brutally bruised and beaten from what seemed to be fist fights he had back in the detention facility he came from. As the descriptions of the case continued, it was proven that the victim of the stabbing was an innocent, immigrant man who spoke no English. He is from Mexico, and works to support his family being a delivery boy. The victim is only nineteen years old meaning only four years older than his offender. When the victim was mentioned, the juvenile represented was not remorseful. He showed no signs of sympathy for the victim, or his family. He continued to slouch, and be detached from everyone in the court room. As the judge continued to plead his case, he continued to stare forward with a blank stare. Ultimately, the case was postponed to be decided at a later date. The juvenile’s lawyer mentioned the teenager having a consultation with a psychiatrist. The psychiatrist saw symptoms of an antisocial disorder that the teenager processed. He described the teen as feeling emotionally disconnected and detached from things having sentimental value, which would explain his lack of emotion during the case. In the end, the teen was issued back to the detention facility in which he came from. As the case was dismissed, the boy stood up from the bench and was placed back in handcuffs. Once again, he did not look at his mother, speak to her, or acknowledge her even in the slightest way. Somehow, his mother was able to crack a smile when she looked at him, but somehow, it didn’t seem fulfilling to me. Furthermore, I analyzed the underlying cause of this case; lack of family structure. According to Anika Doggett, in the text â€Å"Juvenile Delinquency, and Family Structure†, â€Å"families are one of the strongest socializing forces in life†. (1) Providing stability, unity, and control, families are essentially the foundation of a person. However, it is clear that family factors predict offending. Some strong predictors are criminal or antisocial parents. Other predictors are large family sizes, poor parental supervision, parental conflict, and disrupted families. Children who are rejected by families, who also grow up in unstable homes with large amounts of conflict, or who are unsupervised most of the time, are at greater risk of becoming delinquent. (Doggett 1) In even more specific terms, positive parenting practices during early years of childhood and adolescence appear to act as safety helmets; simply because they add to the structure and foundation of what a child believes, values, and understands as right from wrong. This exact idea is evident in the case. From what I concurred as I watched the court case, the mother and son relationship was troublesome based on the lack of communication they shared. In the text â€Å"Family Influences on Delinquency†, author David Farrington says â€Å"mother love in infancy and childhood was just as important for mental health as vitamins and proteins for physical health†. (211) It is essential that a child experiences a warm, loving, encouraging, continuous relationship with a mother figure from a very young age. If they experience a maternal detriment, as early as the first five years of life, it will have negative effects on the development of their character. This includes becoming an â€Å"affectionless†, and â€Å"cold† person, also a delinquent. This explains the very distant relationship displayed between the mother and son in court. In addition, the fact that the boy’s father was not present is also an important facet in my observation. Farrington states that it is generally common for the loss or absence of a father, rather than a mother. However, this too impacts the future of the juvenile. Children from broken homes are more likely to offend than ones from â€Å"intact families†. (Farrington 211) To further verify this idea, a study was carried out by researcher, Joan McCord, in which she studied the relationship between homes broken by loss of the biological fathers and boys who later commit serious offenses. She found that the prevalence of offending was high for boys from broken homes without affectionate mothers (62 percent) and for those from unbroken homes characterized by parental conflict (52 percent), irrespective of whether they had affectionate mothers.