The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles. The report will also show the roles of initial and diagnostic assessments.
My own role and responsibility in education and training
Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices within the establishment in which they teach. As an Employability Skills Tutor, my roles and responsibilities can vary from session to session, although the fundamental rules apply daily. These include carrying out initial diagnostics, planning lessons, and preparing resources. Machin, Hindmarsh, Murray and Richardson (2013) identify that learner should be motivated by the teacher or tutor to develop both their ability and their aspirations to learn. Personally, I believe that my role is not just about the teaching of the subject matter. It goes a lot deeper into promoting social inclusions, working together, guidance and supporting each others ideas, and identifying individual needs. These are shown in the Teacher training cycle identified by Ann Gravells (2012):
Identification of need
The need of the student is often gained through discussion, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to attain whether this is the right course, with the right materials and resource to succeed. Planning and Design
One the identification of needs has been identified, then the planning and design of the individuals learning can begin. It is often a beneficial exercise to complete a learning style questionnaire suck as VAK, in order to identify the strongest learning styles and plan lesson to match those styles, such as kinaesthetic which is translated into ‘touching and doing’.
Delivery/Facilitation
Once a teacher is aware of the variation of learning styles with a class setting, then the delivery can be adapted to meet those styles to suit the lesson. If some learners prefer to be ‘hands on’, then a simple flipchart exercise can be agreed. This will also assist those who visual learners, as the flipchart can be presented back and also put on display, and these learners who are auditory learner’s can listen to the information presented back to them.
Assessment
Throughout the course, the teacher should be continually assessing the learners to ensure full understanding of the subject and the course work involved. This can be done in a number of ways, including small written work, looking at grammar and punctuation skills.
Evaluation
The teacher should also be continually evaluating the standard of the lesson, to see whether they are being successful in their approach to the class style of learning. Again, this should be adapted to reach all of the students.
My learners have come onto the course as they have been unemployed for some time, and have often lost their confidence in their abilities and strengths. It is part of my role to instil those characteristics back into the learners, and guide them into the interview process. There are of course boundaries that are in place
Boundaries
As a teacher or tutor, you must always maintain your boundaries. If learner sees you as more of a friend, then they may feel that they can push those boundaries with regards to lateness, inappropriate language, or general inappropriate behaviour. The boundaries between the teaching role and other professional roles are close together. For instance within other professions such as youth worker, the role becomes that of a mentor, guide and possible counsellor, and often learners can express themselves in a more ‘open’ manner. Within the nursing profession, the role becomes more of an observer for vital signs, listener, and carer. However, within the teaching role, there must be a clear boundary regarding ‘the relationship’. You are the leader, the one with the knowledge of the subject matter. Therefore, you should be ready to teach all students, and become involved in their ‘study life’ whilst maintaining and appropriate distance from their ‘out of study life’.
Relationships
The relationship between the teacher and the learner should always remain professional. In the world of technology such as Facebook, it would be unsuitable for the teacher and the learner to become involved in each other’s personal lives, as this can impact into the teaching or any potential disciplinary processes than may need to be addressed.
Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.
Initial Assessment
From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also self-assessments such as the VAK (Visual, Auditory, and Kinaesthetic) learning styles questionnaire can also highlight the learner’s preferences to learning, as well as highlighting their understanding of the course that they are undertaking.
Diagnostic Assessment
bksb® is the UK’s most popular online Functional Skills Solution. Last year, over 1.2 million individual learners used bksb to improve their Functional Skills in English, maths and ICT. In the 19 year history, over 25 million learners have benefitted from our easy-to-use online assessments and learning resources. This type of diagnostic assessment is useful within the teaching arena, as it highlights areas where the learner would benefit from extra support, or further training. During some courses, the initial and diagnostics assessments can be varied. My own experience of both initial and diagnostic assessments has been mixed as a reviewing tool.
During spelling tests and grammatical sheets that needed writing on, my learning style as a visual learner was put to use, as I could read and re read the paper, and check the work that I had completed in both the English and the mathematical pieces. However, when it came to the bksb diagnostics, I felt more rigid and nervous, as I also had to concentrate on my hand eye coordination, moving the mouse to where the correct section should be, the classroom environment that I was in during the session, and a number of distractions from others. I feel that the bksb did not build my self-confidence and this can be detrimental in some cases. Each learner will have their own learning style and it is the role of the teacher to adjust these diagnostics to meet all learners’ requirements.
There are a number of legislation requirements for people within the education sector, and below lists some of those points:
Health and Safety
The Health and Safety at Work Act 1974, describes duties of employers and employees. The most important is to make safe a place of work. The main rules are: to take care and not to injure yourself and others.
to teach people to recognize symbols of danger
to make safe place of work/ safe accesses to and from place of work to supply free protective equipment
to have risk assessment
to have general safe policy
to ensure safe in areas of specific kind of risk like chemical, electrical, biological, physical area to ensure lit and ventilation
to report injuries and near misses
to follow special regulation like: COSHH factsheet, fire extinguishers factsheet, risk assessment factsheet, safety signs factsheet
Equality and Diversity
All organisations and teaching establishments now have an obligation to ensure equality and diversity is paramount to all learners. Acas (the Advisory, Conciliation and Arbitration Service), has a number of publications regarding the Equality Act 2010, and highlights the following protected characteristics: *Age
*Gender Reassignment
*Disability
*Marriage and Civil Partnership
*Pregnancy and Maternity
*Race
*Religion or Belief
*Sex
*Sexual Orientation
The characteristics are protected against any form of discrimination. The implications for the teacher
Data Protection
The data Protection Act 1974 covers a wide range of confidentiality issues.
However, within the teaching sector the points most relevant are: You must only collect information that you need for a specific reason The information must be kept secure
The information should be relevant and up to date
Safeguarding
Dearne Valley College, quote the following within their policy (Ref S) :
‘Section 175 of the Education Act (2002) which requires FE colleges to make arrangements to ensure their functions are carried out in ways that ensure the safeguarding and welfare of children and young people, taking into account the guidance issued by the Secretary of State in considering what arrangements they need to make.
Children Act (2004) Section 11 places a duty on local authorities and any person providing services in pursuance of section 74 of the Education and Skills Act 2008 to make arrangements with relevant agencies to cooperate to safeguard and promote the welfare of children (ie people under the age of 18).
Every Child Matters: Change for Children (2004) set out the national framework for change programmes to build services around the needs of children and young people to maximise opportunity and minimise risk.
Working Together to Safeguard Children (Dept for Education March 2013) states that all agencies and individuals should proactively aim to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced.
Safeguarding Vulnerable Groups Act (HM Government 2006) provides legislative framework for the vetting and barring scheme for those working with children and vulnerable adults. It is the government’s response to Recommendation 19 of the Bichard enquiry 2004.
Safeguarding Children and Safer Recruitment in Education (Dept for Education 15/10/12) this is the updated version which looks at the recruitment and selection process.
The Disclosure and Barring Service (HM Government website 15/11/13) sets out the guidelines of the scheme which aims to prevent unsuitable people from undertaking certain paid or volunteer work with children or vulnerable adults
‘No Secrets’ Guidance (HM Government 2000 reviewed 2009) and related South Yorkshire policy Safer practice, safer learning (NIACE December 2007)’
Human Rights
Citizens of the UK have certain fundamental human rights which government and public authorities are legally obliged to respect. These became law as part of the Human Rights Act 1998. Some of the most applicable human rights in a teaching environment are: the right to life (respect commitments of learners)
freedom from degrading treatment (disrespecting learners)
the right to liberty (freedom of expression within social limits) the right not to be discriminated against (promoting diversity and equal opportunity) the right to an education (the right to a fair education)
Codes of Practice
The institute for Learning, or IFL as it is better known, is the independent, member-led professional body for teachers, trainers, tutors, assessors and other professionals working across a variety of sectors, including sixth form colleges, further education colleges, and work based learning. It holds a multitude of information regarding teaching practice, and has a number of resources within the website. Teaching staff can learn about mew policies as they change, and can become members of the IFL. The IFL code of practice came into force in 2008. This covers the following points:
Integrity
Respect
Care
Practice
Disclosure
Responsibility
As with all the above legislative requirements, the consequences to both the tutor and the student could be catastrophic. For instance, should a learner be having personal issues such as abuse, and is not performing the tasks or work set in the classroom, then it is the tutors responsibility to ensure that they address the issue with the leaner in an empathetic and confidential way, thus getting to the core of the problem, and not assuming that the student does not have the capability to do the work. Misreading any signs of such behaviour could result in the student become more and more withdrawn and possibly losing their place at the teaching establishment, purely based on the lack of support he or she has received.
The initial training and on-going publications within the teaching establishment will enable the tutor to understand and comprehend the signs of any behavioural issues, whilst maintaining their knowledge of the legal requirements when teaching a class.
Bibliography
Acas – www.acas.org.uk
BKSB http://www.bksb.co.uk
Blachford, R. (2013) The 2012 Teachers’ standards in the classroom. London. Sage Learning Matters.
Dearne Valley College – https://gateway.dearne-coll.ac.uk/qualityframework/,DanaInfo=dvc-intranet.dearne-coll.ac.uk+doclist.asp?id=S&title=Safeguarding Every Child Matters – http://www.everychildmatters.gov.uk/
Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026449 Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026667 Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026429 Gov.uk – http://www.dh.gov.uk/en/SocialCare/Deliveringadultsocialcare/Vulnerableadults/DH_4118919 Gov.uk – http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 Gov.uk – http://www.direct.gov.uk/en/Governmentcitizensandrights/index.htm?cids=Google_PPC&cre=Government_Citizens_Rights Gov.uk – http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/YourChildsWelfareAtSchool/DG_4016097 Gov.uk -http://www.ico.gov.uk/Home/what_we_cover/data_protection.aspx Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters.
IFL http://www.ifl.ac.uk
Machin, L, Hindmarsh. D, Murray, S. Richardson, T. (2013) A complete guide to the level 4 certificate in Education. 1st ed. At Albans. Critical Publishing Ltd.
Wilson,L.((2014)Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning.
Category: Uncategorized
Multiculturalism in Early Childhood Education Essay
Multiculturalism in Early Childhood Education Essay
Introduction
In recent times, early childhood education is becoming more diverse. Early childhood providers are required to attempt many challenging tasks. One of the most difficult of these is providing our children with diverse, multicultural experiences. (Ogletree & Larke, 2010) Since the beginning of times, young children have been raised by their families, extended families, clans and communities. Even today, most childcare homes and many early childhood programs tend to be fairly consistent and quite similar to the child’s home background. Parents tend to choose childcare and early childhood programs based on whether the programs match their own views of education and discipline. (Tarman & Tarman, 2011)
Programs nowadays are expected to provide the children with experiences outside of their groups, offering opportunities to teach them to be tolerant, respectful and accepting of differences. (Derman-Sparks, 1989) Bennet (1995) described multicultural education “as an approach to teaching and learning that is based upon democratic beliefs and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world.” In Singapore, where we have a culturally diverse population, it is essential to be sensitive towards each other’s cultural practices, beliefs and views. Thus, the reason to include multicultural education into the early childhood education system deems as important. The logical reason being that brain research has proved that the “prime time” for emotional and social development in children is from birth to twelve years of age. (Abdullah, 2009) Issues in Including Multicultural Education in Early Childhood Education There are several issues that do not allow multicultural education to permeate the early childhood programs in Singapore. Curriculum
The curriculum of a center shows the process in which learning outcomes will be achieved. Therefore, including the goals and objectives of multicultural education into the center’s curriculum is essential. It has to be infused throughout the curriculum. Good early childhood pedagogy reflects and empowers the diverse cultural backgrounds of the children and families with whom they work. (Robinson & Jones, 2006) Including children’s identity into the daily programming and planning of the early childhood curriculum is considered necessary for developing their self-esteem as well as cultivating their appreciation for diversity that exists more widely in our society. (Abdullah, 2009)
In Singapore, multicultural education is not a mainstream issue. With Singaporeans being more aware of issues and events through globalization and internet, it is truly essential that multicultural education is included in schools.
Quah (as cited in Berthelsen & Karuppiah, 2011) has discussed the expanded ethnic and religious awareness strain among Singapore in recent years. Recent cases such as the wearing of the Muslim head-dress in government schools drummed up a buzz around the diverse ethnic groups in Singapore and resuscitated ethnic strains. These cases show that government policies need to be re-evaluated painstakingly so as to safeguard cultural harmony and maintain respect for cultural diversity. Thus, gaining support from the Government to deal with this issue indepth is significant. Language Development
Usually the educational system in most countries applies the national language as the medium of instruction. However, multiculturalism and the distinguishment of the important role of language in studying makes it compulsory for differing qualities of dialect, abilities and correspondence styles to be recognized, esteemed and utilized within all early childhood services. The procurement for children to study the majority language whilst maintaining their first language ought to be underpinned and energized. This obviously is to propose bilingualism or in any event underpin for the home dialect as a strategy even at the unanticipated youth level. (Abdullah, 2009) Research has demonstrated that there can just be favourable circumstances to the child other than ensuring and regarding home dialect. (Hakuta, 1986)
This primary issue and challenge for the procurement of bilingual training is one of human assets. Relatively few countries will have the personnel who themselves are bilingual or multilingual. Consequently, children with languages other than the national language to look, maintain and to develop and broaden their language and concept development within early childhood services.(Vuckovic, 2008) All children have the chance to listen to, utilise and study the majority language in a steady environment where assets, materials and individuals are utilized to scaffold their learning in a majority language.
Early Childhood Education Staff
Staff working in childcare centers and early childhood education programs has the ability to create an impact on the children’s developing attitudes towards cultural diversity more than any other person in the child’s life. This is an undeniable fact. It is crucial that staff go through appropriate training or staff advancement programs, which include the essential knowledge, skills and attitudes for such an avocation. Teacher must take the steps necessary to better themselves as teachers in multicultural education settings. With the changing face of today’s classrooms, there is a growing need to address multiculturalism an diversity awareness. (Riskowski & Olbricht, 2010)
Training courses for early childhood educators might as well have components in both content and conveyance that address diversity of cultures. (Verma, 2003) Pre-service preparation in the form of actual scenarios where teachers are set in multicultural or classrooms made up of cultures different from their own are particularly adequate in getting them to re-look at their existing convictions and biases.(Jacobson, 2003) This type of learning emphatically influences teachers’ manners towards teaching in diverse settings. Pre-service learning has the potential of enabling teacher candidates to stand up to challenging issues of social inequities and to start the deconstruction of lifelong attitudes and the development of socially just educators. (Baldwin, Buchanan & Rudisill, 2007) Issues Affecting Child as a Learner
Children need an education, which allows them to take their place in this multicultural society. A child as young as two and three years are familiar with human distinctions and this mindfulness is connected with the improvement of specific disposition. An essential socialization as well as preferences and habit pattern in the early years of life leaves a preserving impact on the individual. .(Jacobson, 2003) These findings feature the importance of bringing social values and attitudes to children’s attention during this critical developmental period. Using this evidence, it becomes clear that early childhood community needs to address the needs of multicultural children and their unique families. These children include biological, multiracial and multi-ethnic children in blended homes, foster homes, adoptive homes and a variety of biological homes.
In the early years, the child’s family assumes the leading role in socialising the child to the conduct, beliefs, convictions and plans held inside their culture. (Garbarino, 1992) With the rise in the amount of working parents and children partaking in group programs from an early age, preschools have likewise turned into compelling socialisation force. (Berthelsen & Karuppiah, 2011)
Young children who live in a multicultural community experience social differences firsthand; it is part of their world. Then again, other children who live in a monocultural group frequently have challenges comprehending and tolerating an environment that is not the same as theirs. Knowing increasingly about the noteworthiness of children’s voyages between home and school and the impacts of these adventures, teachers can help these children unite the universes of home and school and all different worlds that they might experience in theirdaily lives. (Vuckovic, 2008)
Pressures from mass media likewise push an impact on children to fit in with a uniform set of necessitites, dialect, method of articulation inshort, a whole way of life. They are exposed to a ‘counter culture’, which declines and demoralizes articulation from expressing their culture of origin. Regularly, this brings about immense pressures for the children, with parents demanding adherence to the old customs, with traditions practised in the home and frequently in activities outside the home. The consequence is that by and large, parents get estranged from their children who are attempting to comprehend and adapt to their transitory sub-culture, yet endeavouring to make a successful modification into another society, which secretively and frequently unintentionally denies them this right.( Lin & Bates, 2010) Misconceptions in Teachers
The most common issue is misconceptions in multiculturalism. Educators are unsure of their own ability to define what their role is in teaching culture. Teachers need the knowledge, skills and positive attitudes to know what to teach and how to teach. (Berthelsen, & Karuppiah, 2011) Teachers need to teach in a way that will meet the needs of all of their students. It may not be easy and may require more attention, time and effort.
An issue teachers face is that pre-service teachers are leaving their courses unassuming to educate in today’s diverse classrooms. The dominant parts of them are leaving courses after just having one or two essential modules on educating in a multicultural setting. They are not ready for interacting with different cultures than the shielded ones that a large portion of them live in. (Lin & Bates, 2010) They are not ready for the distinctive needs controlled by today’s multicultural student population. They end up being not as qualified in this area as they should be. One reason for this could be that teachers express that students oppose multicultural education. (Atwater, Freeman, Bulter & Morris, 2010) Why is this the case? Everyone holds his or her beliefs about things. The zone of multicultural instruction is no distinctive.
One of the first things that a teacher must do is to analyse herself. She ought to perceive how the conclusions, convictions and viewpoints that she holds influence the curriculum that she is planning to teach. Whether purposeful or not, a teacher’s comtemplations, recognitions, inclinations and sentiments can likely be depicted to her students. (Nichols & Dong, 2011)
A “tourist approch” towards multiculturalism where cultures are only taught through celebrations, food and traditional clothing is a very common sighting in Singapore. (Berthelsen & Karrupiah, 2011) It is both disparaging and trivializing and does not give a genuine comprehension of different societies.(Derman-Sparks, 1989) Teacher need to comprehend their own particular convictions about cultures and differing qualities so as to execute multicultural education programs viably with young children. Teachers should take the steps important to better themselves as instructors in multicultural settings. This is no feat that can be accomplished overnight. Multicultural Education in Singapore
Singapore is a multi-racial, multi-lingual and multi-religious society. Our population comprises mainly Chinese, Malays, Indians and others. Multicultural education is not a mainstream issue in Singapore. While the government has been capable to keep up peace and congruity through its political, social and financial strategies and unique days, it does not manage the issue in profundity. As Singaporeans are presently for the most part more mindful of issues and occasions around the world through globalization and the web, it has become progressively critical for Singapore to think about multicultural education in schools. In the meantime as empowering differences through conservation of the social personality of the racial and ethnic aggregations in the nation, the government has likewise attempted to work towards building social union around diverse assemblies, which offered ascent to the trademark ‘unity in diversity’. (Berthelsen & Karuppiah, 2011) For multicultural education to be viable, it must be taught in the early years of education and strengthened in the later stages.
Since children’s attitudes to their and other social assemblies start to structure in the early years, early childhood educators can impact the improvement of uplifting demeanor towards others, as well as consolidating an educational program concentrate on tolerance wand cross-cultural understandings of others. Early childhood educators, however, cannot adopt a “tourist approach” to multiculturalism which generalizes other societies and transforms the multicultural educational module into a “tourist curriculum”. ‘Tourist curriculum” which educates about cultures through festivals and antiquities of society, for example, food and traditional clothing, is both disparaging and trivializing and does not give a genuine comprehension of other cultures.
Teachers need to understand their own beliefs about culture and diversity in order to implement multicultural education programs effectively with young children. (Berthelsen & Karuupiah, 2011) A survey was done by Berthelsen & Karuppiah(2011) to find out their understandings of multicultural education and their perceptions of its importance in early childhood education. This was conducted in Singapore among a variety of teachers workingin private and public kindergartens and childcare centers. The participants came from different ethnic groups in Singapore. Perceptions about multiculturalism and children’s learning
In this case study, they found that most teachers had restricted comprehension of multiculturalism. They saw multiculturalism as just regarding race and in the connection of Singapore. About 60% of the participants expressed that multicultural education implied having information of one;s culture and additionally other cultures. They believed that this learning is sufficient and would immediately carry individuals out of diverse societies together.
Another 40% showed that children learn prejudices, dispositions, convictions and qualities from the adults around them, parents and teachers. They communicated convictions that schools assume a paramount part in educating children about diverse cultures. Beliefs about teaching for multiculturalism
The same group of teachers were asked their beliefs about teaching for multiculturalism. Twenty of them thought directing a multicultural program implied examining distinctive cultures regarding their food, clothing, celebrations, traditions and so forth. This brings it back to the “tourist approach” that Derman-Sparks(1989) implied when educating about multiculturalism. They did not go past a tourist point of view in advancing an ‘anti-bias’ approach to educating and researching the distinctive cultures.
Thirteen others said preschool centers should treat kids of diverse cultures similarly and decently. Sixteen teachers thought individuals might as well put stock in multicultural education and be supportive of it.
The greater part of teachers who had constructive encounters in multicultural situations or with multicultural individuals were likewise more agreeable than others without such encounters in examining multicultural issues. A few teachers had reservations about talking over “delicate” issues, for example race or religion. Professional learning needs about multiculturalism
Based on the survey done by Berthelsen & Karuppiah(2011), the teachers comprehended that they needed to understand more about multicultural education. They agreed that teachers needed knowledge, skills and positive attitudes to know what to teach and how to teach. However, the teachers did not explicitly discuss the vitality of individual reflection to comprehend their own particular prejudices, demeanor, convictions and qualities, and how these could influence their educating and learning. There were no critical or elaborated ideas on the challenges and opportunities to implement multicultural education programs. Recommendations
James A. Banks, a specialist in multicultural education, has developed the five dimensions of multicultural education. He realised that in his work, numerous teachers considered multicultural education as simply content integration, meaning utilizing samples, information and data from diverse cultures. (Ogltree & larke, 2010) The five dimensions are content integration, knowledge constructions, equity pedagogy, prejudice reduction and empowering school culture and social structure. He desired for teachers to have the skills and knowledge and racial attitudes needed to work with people from diverse groups and to use a wide variety of strategies that cater to a wider range of students. (Banks, 2002)
Content Integration
Teachers should use several different approaches to integrate content about racial, ethnic and cultural groups into the curriculum. One of the most popular is the Contributions Approach. When this approach is used, teachers insert isolated facts about ethnic and cultural group heroes and heroines into the curriculum without changing the structure of their lesson plans and units. Knowledge Construction
It helps students to understand how knowledge is constructed and how it reflects the experiences, values, and perspectives of its creators. In this approach, the structure, assumptions, and perspectives of the curriculum are changed so that the concepts, events, and issues taught are viewed from the perspectives and experiences of a range of racial, ethnic, and cultural groups. The center of the curriculum no longer focuses on mainstream and dominant groups, but on an event, issue, or concept that is viewed from many different perspectives and points of view. This is done while at the same time helping students to understand the nation’s common heritage and traditions. Teachers should help students to understand that while they live in a diverse nation, all citizens of a nation-state share many cultural traditions, values, and political ideals that cement the nation. Multicultural education seeks to actualize the idea of e pluribus unum, i.e. to create a society that recognizes and respects the cultures of its diverse peoples united within a framework of democratic values that are shared by all. (Banks, 2002) Prejudice Reduction
According to Banks, this dimension is important in creating a “more positive racial and ethnic attitudes.” Basically, this dimension is the aspect of education where the teacher helps to lessen the amount of prejudice within students. Equity Pedagogy
Teachers change their methods to enable kids from diverse racial groups and both genders to achieve.
Empowering School Culture and Social Structure
James Banks talks about looking not just at individual classrooms, but at the total school culture to see how to make it more equitable and using the other four dimensions to create a safe and healthy educational environment for all.
James Banks’ five dimensions support that a child’s racial attitudes can change but education must start early and that early childhood programs are the perfect place to start multicultural education. (Vuckovic, 2008) Teachers
As such, how can we make this a better transition for both teachers and the children? Sheets(as cited in Nichols & Dong, 2011) said, “all teachers can begin and most evolve into culturally competent educators; however, it is important to become conscious that the ardous journey from novice to expert requires hard work, relentless commitment, and a high investment of time and energy”.
Two evident approaches for joining multicultural education with teacher education programs are infusion versus segregation, and culture-specific versus culture-general. (Melnick & Zeichner, 1997) Ladson-Billings (as cited in Berthelsen & Karuppiah,2011), proposed a basic structure for breaking down teacher preparation programs. She argued that, paying little mind to prospective teachers; race, ethnicity or backgrounds; the educational module should include a target on comprehending the way of pre-service teacher relationships and the cultural bases of the educational program, educating and society. The education of teachers should boost self-reflection on values and beliefs about cultural difference and advocate the studying approaches, which allow for teacher inclusion that is dymanic, significant and ethno-linguistically appropriate.
The plans of Melnick and Zeichner (1997) and Ladson-Billings (as cited in Berthelsen & Karuppiah, 2011) could be connected to teacher education programs for early childhood education in Singapore. Such programs might investigate how preschool educators characterize and conceptualize multicultural education; fuse investigations of the history of race relationships; and use careful investigations and field encounters to provide teachers with chances to gain greater knowledge, skills and understandings of their own culture as well as of other cultural and language groups in their society. In particular, they should learn how to advance suitable programs for young children that consolidate encounters to permit children to comprehend cultural differences and encourage relationships between children of distinctive cultural backgrounds. Environment
There is a need for physical environment where children are well versed to reflect the cultures represented by the children working within it. For example, pictures, books, art, music, activities, cooking and recognition of certain significant days important to each culture can reflect this orientation. (Jacobson, 2003) There is a need to advocate in children, knowledge of the similarities and contrasts in cultures, underscoring the likeness while encouraging an inspirational demeanor towards and delight in the differences. This could be attained through celebrating various holidays, enjoying reading material, folklore, music, art, games and introducing foods of various cultures.
There is a need for a social or racial match between some educating staff and children in schools to be accomplished. This shows how the administration and teachers work together to decrease racial stereotypes and prejudices in the school and increase democratic attitudes, values and behaviours. The support from management is definitely essential. (Banks, 2002) Conclusion
Multiculturalism is worthwhile undertaking in early childhood education based on our country’s population. It prepares children for the challenges of the globalized world. To attain the above, early childhood settings need to plan an environment, which puts forth diversity positively through resources, and materials that do not sustain stereotypes.
It is also essential that a multicultural education, from pre-school onwards permeates the whole curriculum. It is inadequate to commit a component regularly reputed to be ‘ethnic studies’ to a corner of the syllabus or to a half hour period for every week. Most desirable is that interpersonal relations ought to be passed on by long-term and rational modeling and that knowledge gained ought to be by first-hand experience. Important implications need to be addressed before infusing it into the early childhood curriculum and equal collaboration between children, teachers, parents, administrators, employers and the wider community is essential. (Vuckovic, 2008)
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Child Marriage Essay
Child marriage is India is an important human rights violation because many girls are suffering throughout their marriage. Girls’ ages 3-18 marry older men ages 30-80. Parents send their daughters to get married because they need money to help their family. It is very depressing to see young girls marry a stranger they never met. The addition problem with child marriage is their health risks. One solution is, people in India need to show a documentaries to the government of how many girls suffers in child marriage. Secondly, the government in India should make a law banning parents from forcing a child marriage. In addition, women in India should be united. Finally, a way to prevent child marriage is education. This is important to me because this is a human rights violation and child marriage needs to stop immediately. The addition problem with child marriage is their health risk. Once when they get married girls are taken to their husband’s household, where they need to be accepted as a wife. While they are with their husband in a new environment rather than being with their family, this can cause them depression. They will feel rejected and lonely that they missed their families. Girls who were married before 18 were twice as likely to report being beaten, slapped, or threatened by their husbands as girls who married later.
They don’t have power over the men for their decisions but if they do, they’ll get beaten by their husbands. If they escape from their marriage, husbands will get them back. For example: One journalist named Stephanie went to a hospital and saw many young girls that are beaten, burned, and have cuts in their skin by their husbands. The girl told Stephanie she didn’t want to be with her husband because he’s being very cruel to her and he beat her when she broke his favorite TV. To be abused can be a health risk. Another health risk is girls underage get pregnant. Girls ages 3-18 often feel raped because they don’t want to have sex with their husbands. In addition, Young girls ages 9-19 are giving birth causing them a big health risk. For example, “girls that are younger in 12 years old, died giving birth and some who are not gets miscarriage. Mostly important of all, they get HIV infections and died giving birth during their younger age.” (Childline)
Secondly, people in India need to show documentaries to the Government of how many girls suffered in child marriage. If one person in India shows their government their documentaries everything will change. Let’s say the government saw a documentary about girls living a hard life in India throughout their child marriage. For example, they viewed death or girls that were beaten by their husband and died during child birth. This will show the Government how girls were suffering. For example, the girl who is named Bibi Aisha, told her father that she did not want to get married to a stranger. Her new husband and her father took her to the mountains and cut her nose and her ears. She did not know where the blood is coming from she said. (Too Young to Wed: The Secret World of Child Brides). But it’s very depressing how hard she has to accept the child marriage because of her father and her family. Girls in young ages don’t understand why their parents are sending them to marriage and are afraid to say no. Girls who got married are living a hard life like pregnancy. Today young girls ages 9-19 die giving birth and have miscarriages. Husband’s get furious with their wives and kill or abuse them.
This is the documentary should be shown to the Government how these girls are suffering so the Government can change the law and help the girls too. If no one made any documentary in India to show the Government then child marriage will continue in every generation. The Government should enforce the law for not banning parents from forcing child marriage. Many young girls are forced to married by their parents. If they say no to their parents, their parents will abuse them and kept forcing them. The reason that they send their child to marriage is because they don’t have any money to feed for their family. For example, many girls kept saying no they don’t want to get married but instead of saying no, their father’s would kill their child or abusing them. Forcing child marriage is a very bad thing but families are more concerned about money than their children. Other parents says that it is a law to force a child marriage. Was there a law made to force children to marry? For example: “Whoever, being male above twenty one years of age contracts a child marriage shall be punished with simple imprisonment which may extend to three months and shall also be liable to fine.” (The Child Marriage Restraint Act, 1929)
Then why do the parents disobey the law? Throughout generations, mothers who were once a child bride married with an older man forcing her child to get married like she did. Since, the parents noticed that they can’t afford to feed their families, one of their daughter needs to get married with an older man. Why the older men? Because older men in India who had worked hard and got educating well make a good money so the father can sell his daughter to get married. When their daughters are going to get married, their parents and the village made a private place to celebrate their marriage at night. They celebrate at night so no one even the government, would know what is happening there. If one government can disguised himself like the rest of the people and watched the child that are getting married he will stopping them and says it is illegal and they should be punished what the laws says. In addition, women in India should be united. Many years have passed since any girl stood up and said no to marriage. Perhaps, some may have said no to their child marriage but it’s tough.
For example, if any girls escape their child marriage, their family or their husband will find her and take her back with her husband. Many girls are getting married every 3 seconds no matter what ages they are. If any women’s stood up, made protest and awareness says no to child marriage then this can change the worldwide view that child marriage is wrong. If any country like in United States sees it in the news they would help them too. This is why women in India needs to be united to say no to child marriage because they had known what they are suffering for, and they don’t want the same for their children.
The last solution is how to prevent from child marriage is education. In India, girls who are not married were still in school but their parents that don’t had money can’t feed their families so they will send their daughters to be married. Every girl who gotten married and has children wishes they can continue to go to school so they can have a better job. Example of the video says, that not many girls don’t get educated in India because they got married and gotten pregnant). Why can’t the parents supposedly know that going to school can provide their daughters a good job in the future? It seems that their fathers are the one who wanted their daughters to get married in early ages because in their present time with the family now are very poor and had nothing to eat. So the fathers know it will take longer for their daughters’ to finish school till they grow up. That is why their fathers who met Indian men who have money are sending their daughters to marry them so they can get money. If a girl gets education she can have normal life with their families so they won’t get married. The more they will study they can get a job and help their families with money. Even when they get good education after they finished school that is where they can get married and have a good life.
In 1929, in India they had made the law about the child marriage. The law says any men above twenty one years of age contracts a child marriage shall be punished. But throughout generations in India, parents said it is the law to force a child marriage. Parents that can’t afford money to feed of their families has to send their daughters’ to get married. Older men who had worked hard and get good money will be married the child bride so the parents will have the money. If any girls gotten married, they will not be able continuing educated in school because of their pregnancy. Their pregnancies will be a health risk for young girls because they had die during child birth and miscarriages. If any girl in India shows the Government their documentaries about living a hard life throughout their child marriage. Then, the government would know how girls are suffering. Women in India should be united to make protest and awareness that will show the worldwide view that child marriage is wrong. Today in many countries like in India continuing the child marriage but if anyone can make one voice to change it’ll be changed for the good.
Value consensus Essay
The main function of education is to maintain a value consensus in society As stated in Item A, functionalists believe that value consensus, or agreed social values are necessary for the well-being of society, and this correlates through to education as well. For example, when you are educated, you aren’t solely taught about lessons, but you are also taught about responsibility, and how you are expected to act as a member of society. However, not all sociologists agree with the statement. For example Feminists argue that the only way value consensus can be maintained is through abolishing patriarchy. Functionalist Durkheim identified the two main functions of education were, creating social solidarity and teaching specialist skills. He argues that society needs a sense of solidarity, without social solidarity, social life and cooperation would be impossible because each individual would pursue their own selfish desires and educations role is to produce social solidarity.
Schools also act as a ‘society in miniature’, preparing us for life in wider society, school serves a function that cannot be provided the family or peer groups and that individuals must learn to cooperate with those who are neither family nor friends. He believes that education provides necessary skills needed in working life later on. Also, schools provide secondary socialisation, taking over from the family, to instill societies beliefs and values in children and this is important to maintain social order by ensuring value consensus. Durkheim saw this secondary socialisation as being the main function of the education system. He says the school is a place where these skills can be learned. He also argues that society is held together by value consensus, and the education system and others perform their functions, and help maintain society as a whole.
However, Durkheim has been criticized, with other theorists saying he assumes that the norms and values transmitted by the education system are those of society as a whole. Functionalists also believe that education within schools, and the existence of the hidden curriculum, is positive. According to Parsons primary socialization amongst the family, teaches us to share views and social values, and this can be gained through schools. On the other hand, Marxist Gramsci believes that society is based not only on a class struggle for material capital but also for ideological capital, where a minority owns the means to produce ideological capital, which includes education,
TDA 3.1 Communication and professional relationships with ch
TDA 3.1 Communication and professional relationships with ch
Effective communication is very important. It helps develop positive relationships that benefit the children and allow them to participate and learn within the setting. It is also important in many other ways; It prevents misunderstandings that can lead to bad-feelings and/or bad working relationships. It can help engage and involve parents/carers in their child’s learning. If we model effective communication skills the children are more likely to follow and to understand what is acceptable. It means important information will be passed on to the relevant people e.g. If a child has a medical condition such as asthma and needs an inhaler at certain times. All staff who may work with the child must be made aware of this. Positive relationships don’t just exist, they must be built. In order to communicate effectively you must think about the way you relate to others.
Communication is more than just what you say. Often non-verbal communication speaks the loudest yet it is that that we are least aware of. The main forms of this are body language, facial expressions, gestures and posture. For example, you are talking to a new parent about how their child has settled in and you say “She is doing very well and has made lots of friends” but you stand with your arms folded, avoiding eye-contact and frowning. Instead of being re-assured the parent is likely to feel upset and worried. Principles of relationship building
Effective communication – This is the most important point and should go hand-in-hand with all other principles. Showing respect – Listen to and respect other people’s point of view. If you show respect to others it is likely they will respect you. Being considerate – Be understanding about possible factors behind people’s behaviour and don’t be too quick to make judgements. Remembering issues which are personal to them – A good way of building positive relationships is to show an interest in things that are important to others.
Be clear on key points – Nods of the head and repeating words/phrases show that you are clear on what is being said. When you are giving information ensure that the other person understands. For example, if speaking to a young child ask them to repeat what you have said.
Active listening – Listening is a skill and requires a certain amount of self-control. You have to ignore your own needs and focus on the person speaking. You must pay attention to what is being said and follow it closely. Make eye-contact and keep your body open. Sometimes you need to adapt the way you communicate depending on the situation; Different cultures
Some cultures have different norms on what is offensive or polite. It is important to understand this but ensure you do not assume or stereotype. Where possible you should try to have an awareness of the culturally acceptable behaviour of the person you are communicating with and adapt your approach accordingly. For example, if it is not acceptable to them to have eye-contact do not keep trying to do this. Also be aware of language barriers. You may need to use other non-verbal forms of communication to ensure they understand. Social and professional contexts
You should make sure you use the appropriate language and behaviour dependant on the situation. For example, if you were in a meeting with a parent and other professionals you would speak a lot more formally than you would in the staffroom at dinnertime. You should also remember other factors such as your body language and the way you dress. Other forms of communication
Non-spoken forms of communication can be mis-read. Be sure to be clear and prompt when responding to e-mails or phone messages. If you are unsure of the message ask questions or para-phrase. It is often useful to make notes as you may need to pass the message on or refer back to it at a later date. Skills needed to communicate with children and young people
Children learn how to communicate by example and by the responses of others. All children should have the opportunity to express their thoughts and opinions and be listened to. You should ensure you give them sufficient time to do this. Just saying you are listening isn’t enough. You should show that you are interested in what they are saying by giving them your full attention. It is important to show you are approachable. Use positive body language and facial expressions. Speak to children on their level and repeat key words to show your understanding. It may be necessary to question them further, if this is the case give them time to answer. Children may lack confidence and may need to be prompted. Adapting communication for children
Some children may have difficulty communicating; thought should be given to individual needs. You may have children who have a speech impediment or have English as a second language. You should give them plenty of time to speak so as not to make them feel pressurised. Some children may not be given time to talk outside of school and may feel anxious. Others may lack confidence. Gently prompt children to join in discussions, ask them open-ended questions and encourage children to take turns in speaking and listening. Always be mindful of the age and/or stage of the children.
You will need to adapt your vocabulary and the way you respond. For example, older children may be offended if they think you are speaking to them ‘like a child.’ Although it is important to develop positive relationships through communication you should ensure that you remain professional. When the children are on task you should try to prevent interruptions and keep the conversation to do with the activity. In other situations give the children time to talk freely but always maintain boundaries.
Communicating with adults and children/young people
Adaptations for children/Young People
Similarities
Maintain carer to child relationship and remain formal.
Maintain eye contact
Communicate what is expected of them.
Respond to what is said
Age/stage appropriate
Show interest
Ensure they understand.
Positive body language
Don’t encourage physical contact.
Active listening
Give praise and encouragement
Sometimes you may encounter adults who have different communication needs and will need to adapt the way you communicate with them accordingly; Hearing impaired – Face them and maintain eye-contact as they may need to lip read. Use hand gestures to enhance what you are saying. Write down important information. English as an additional language – You may require a translator. Sometimes if the child is older they can translate messages. If there isn’t a translator available speak slowly and clearly. Visually impaired- Often schools send out letters and forms to parents. These may need to be in large print or Braille or you may need to speak to the parent/carer directly. Disagreements
Disagreements are often down to miscommunication. There may have been a misunderstanding with a member of staff, information may have been perceived wrongly or it may be differences of opinion. Sometimes disagreements occur with parents. This could be due to information not being passed on, a lack of time to talk at the start/end of the day or different views to how situations should be dealt with. It is important that any disagreements are resolved as quickly as possible so as to maintain positive relationships. Children pick up on negativity and it makes an uncomfortable environment for all. You should talk only with the person involved and find a way forward. Do not ignore the problem as the longer it is allowed to go on the more difficult it will be to resolve. Confidentiality, data protection and the disclosure of information All adults that work in a school environment should be aware of the legislation regarding confidentiality and data protection. Data Protection Act 1998
It is essential for schools to hold certain information so that children can be cared for effectively. This may include; Health or medical records Records from previous schools Records for children with special educational needs Any organisation which holds information on individuals needs to be registered with the information commissioner. This is designed to ensure that confidential information cannot be passed on to others without the individuals consent. The eight principles of practice are that information must be: Processed fairly and lawfully
Used only for the purpose for which it was gathered
Adequate, relevant and not excessive
Accurate and kept up to date where necessary
Kept for no longer than necessary
Processed in line with the individual’s rights
Kept secure
Not transferred outside the European Union without adequate protection As a teaching assistant I have access to a wide range of information about the children in my care. I ensure that I keep all information confidential unless otherwise necessary and if I am unsure I speak with my line manager. Sometimes when people think of passing on confidential information they think of to other adults outside of school but it involves professionals, other parents and even other children in the school. Any of these would be a breach of confidentiality.
Confidentiality
In some instances parents may be wary about giving out private/personal information that the school needs. In this instance every effort should be made to reassure them about confidentiality and that the information will not be passed onto anyone else without their permission. Each school should also have a confidentiality policy that can be referred to. Sometimes you may attend meetings with other professionals. Parental consent should be gained before any information about the child/family is shared unless the child is ‘at risk’ or there is a legal obligation on the school to disclose such information. You must be mindful of students, helpers or visitors in the school and what information is revealed in their presence.
Some information must be passed on such as if a child is asthmatic or has an allergy but the majority of information should be on a need to know basis. It is always important to remember there may be a situation where you will need to tell others. If a child confides in you about certain issues and you suspect child abuse or that the child may be ‘at risk’ you should ensure the child knows that you cannot keep the information confidential. You must pass the information on to the delegated person. In cases such as this you should makes notes on what the child has told you and allow them to speak freely but do not push them for information or ask leading questions.
Nature is our friend Essay
Time has come now to realize that the energies of the Earth’s own kingdoms are very precious! The plants own natural state of love, joy and pride, is the core essence of Life. This is the understanding we all need to free ourselves from limiting thought forms.
The new consciousness contains a great love both for the planet and the nature. The new thinking will make us change our attitudes to plants and animals that continuously give us gifts. Many people on Earth have taken the nature for granted. It is here as en obvious part of life, it seems, and very few of us have really noticed how many gifts we are receiving from plants and animals. Every single particle in what we eat is conscious. Everything we take into our bodies comes from nature!
The development has now entered a new track. We will all soon feel the connection to nature in a new way and start giving thanks to the specific plants that we love to eat and use as a part of our life, for example cotton an linen. It is really a gift from the plants to us. As they consist of conscious particles, they receive the gratitude from us by the particles’ mutual togetherness system.
The Earth is an interesting planet for beings from many dimensions because it is very special… because we have water and we have the rich life in nature as a consequence of that. This is an enormous abundance, consisting or the light particles of our solar system. It is really time to appreciate that we live on the most precious planet in our galaxy. The journey through the suffering and separation is soon over. The next years to come, we all will open our eyes for the true gifts of nature. It will lead us to new choices. When we chose to incarnate in physical body, one of our goals is to enjoy nature because this is the only planet where we can do it. When we one day move on, our love for nature and our ability to visualize what it looks like, make us able to create trees and flowers in our gardens in higher dimensions..:) by our own thought power.
We live on a planet where we originally have developed from simple beings, like Darwin discovered. However, we have not developed because the strongest won like Darwin said. The human race is what it is because we were transformed from Neanderthals by creating masters that originally came from other civilizations in our galaxy thousands of years ago.
Why I Do What I Do Essay Essay
Why I Do What I Do Essay Essay
Never forget why you do what you do and who you do it for, and make sure everything you do honors that. What I’ve seen happen often times (especially in… yup, you guessed it: the education reform movement), is that intentions start out good but the sword starts to swing the other way when money, power, and statistics are valued over the lives and humanity of students. “Kids first” and “For the kids” becomes merely rhetoric, as people jump to enact radically dangerous and untested policies that do anything but put kids first. It’s even scarier when these policies are put in place by people with power and money, because then they are blinded by their power and money and fail to see all the intricate parts of the matter. This scares me, because I believe my intentions are good, and the last thing I want to happen is for what I fight for to put students at a greater disadvantage. But I know that won’t happen, as long as I make sure that everything I do for my students stems from why I do what I do. I need my vision to be clear and for that vision, story, and root of my passion to drive me. I need to stay humble and true to my roots. So why do I fight for educational justice?
Well for starters, I want to be a teacher. Every time I play that “nine lives” game at conferences where in each life you can choose any career you want, high school civics and social studies teacher is written in #1-9. But why do I want to be a teacher? Is it so I can watch people’s face fill with disappointment and bewilderment when I tell them my life’s ambition? Is it so I can work 2 other jobs to pay for my first job? Is it so I can have my impact measured by my students’ test scores? Is it so I can get weekends and summers off? The answer is simple: I want to devote my life’s work to inspiring and fostering young, bright, creative, and passionate hearts and minds. The thought of crafting creative and engaging lesson plans, bringing them to life in my classroom, sharing my stories and wisdom with young minds, taking my students to places they’ve never been (both intellectually and literally on field trips and such), and watching them grow into conscientious, open-minded, kind-hearted, passionate people excites me like no other. I’ve gotten a taste of it through working with children of all ages during my high school and early college careers, and I really cannot wait until I am finally fully trained and prepared to teach my own classroom. But why become active in educational policy and activism?
Well the answer to that connects to what I want to teach and how I was taught. Let’s start with the latter. I am very lucky to have gotten the education that I got. It completely changed my life. As I’ve mentioned before in my other posts, I didn’t realize what learning was until I was exposed to a full, well-rounded curriculum that included the arts, humanities, and social justice education. Before, I depended on my high test scores to know that I was learning. Today, I know that no test score could ever reveal how much I had truly grown and learned through my education. For the first time, I was experiencing what I was learning, rather than passively regurgitating information that I barely internalized (something I’m really excellent at doing… I could be a professional test taker and that’s something to be ashamed of). I was finally opening my eyes to the intricacies and complexities of our global society and the field of education, and finally understanding concepts like solidarity, inequality, privilege, human rights, justice, and my role in all of these things. Social studies and civics woke my mind and heart and sparked such an immense passion in me that in my spare time, I found myself delving into the issues I studied more and more, as well as becoming more involved in my local community through organizing work and volunteerism.
During this time in my life was when I found my passion in education, partly because realized the magic of education through my own transformational experience, and partly because I decided to write my sophomore year research paper on standardized testing and it shattered my long-held (arrogant) faith in tests as well as everything I thought I knew about education. As time went on, I slowly developed my biggest belief: that EVERY student should receive a free, quality, democratic, and well-rounded public education, unhindered by huge class sizes, dilapidated infrastructure, terrible working/learning conditions, inadequate funding, child poverty, high stakes testing, or other broken reform policies. I believe that this is a fundamental human right and true justice. This is why I am fighting for educational justice now. My education helped me find my voice and understand the importance of standing up for justice and equality for my brothers and sisters. When I look at the current attacks on public education, especially by a group of people I used to trust to improve education, I get this intense emotional reaction that mirrors the kind I would get in high school every time I read about or discussed a social injustice.
My insides burn, my heart races, and every inch in my body longs to get up and do something because what is happening to students, teachers, and schools today is not reform; it’s destruction. I cannot possibly stand by while countless students are literally robbed of true education by neoliberals under the guise of “innovation”, “high expectations”, and “accountability.” I cannot possibly stand by while I hear my students’ stories of feeling unheard and powerless in what should be THEIR fight for THEIR education. I cannot possibly stand by while students continue to be silenced and invisible, their humanity reduced to digits and their futures determined by people who ignorantly implement harmful policies without considering student voice. I cannot possibly stand by while people who don’t want to devote a day of their life to educating a child use their money and power to manipulate and profit from a system they destroyed in the first place (Why is there a billionaire boys club? Oh right, because poverty and economic inequity exist and are silently hurting public education).
I realize that I could not care about any of this, live a very easy life, float through grad school, get my teaching credential, and just be a teacher in a high school somewhere. I’m sure the reformies would love that. But I refuse to do that. And that has as much to do with how I was taught as it does with what I want to teach. I want to teach the things that made me a more open-minded, empowered, and justice-seeking person. I want to be a high school teacher of social justice and civic engagement. I believe that true education can and should awaken the mind and heart by fostering critical thinking (mind) and a commitment to social justice (heart). Yes, learning about all the terrible injustice and oppression that has marginalized groups of people throughout history is naturally discouraging, but I feel that there is also such beauty in looking at how the marginalized have historically risen up against their oppressors and fought for the justice and freedom from oppression. When students engage with learning material that relates to them and their cultural histories, they are more empowered to think and learn for themselves and take action. This kind of social justice education brings not only knowledge and enlightenment, but also hope for students. Hope that they too can not only live in a better world someday, but also be the reason for that better, more just and equal world.
This is what I hope to bring to students. Hope. Light. A true sense of wonder for the world and love for those living in it. Motivation to learn and turn learning into positive action. A sense of empowerment. But how can I possibly begin to teach social justice in a system with so much injustice? I fight for educational justice because I believe that I myself have the power to contribute what I can now so that by the time my future students reach my classroom, the education system will be a more just place. I believe that empowered students like myself can and will stand up for what they believe is right and demand educational rights for all. I believe that education is liberation from oppression. I know I’m going to get a lot of opposition for fighting for what I believe in. Social justice education is equally liberating and threatening to authorities that pray for compliance. But I will not comply under policies and rules that put students at a disadvantage. I will not comply with people who wish divergent perspectives and beliefs be silenced. I will not comply until there is justice. Instead, I will continue to hope. Hope that I can not only teach in a better education system one day, but also be the reason for that better, more just and equal system. Hope to live my lessons now and one day have my lessons come alive.
A Good Man Is Hard To Find Essay
A Good Man Is Hard To Find Essay
How many people do you encounter each day whom considers themselves to be a righteous person? Do you agree or disagree with this persons judgement of their own character? Often a person might hide behind his or her religion as a justification for the actions made in every day life. Perhaps some people may decide that commiting enough positive actions can some how cancel out their negative actions, allowing them to consider themselves a righteous person. In Flannery O’Connors story “A Good Man Is Hard To Find”, the author challenges her readers to consider what it truly means to be a “good man” and why these qualities are so hard to find in a person.
As the story opens we are introduced to a grandmother who is having an external conflict with her family over the vacation location they have chosen. The grandmother thinks very highly of herself and her decisions, so she begins to try and manipulate her family into agreeing with her on going to a different place. The author hints to us that the grandmother thinks highly of herself by the way that she descibes her clothing to the reader. She picks out her clothing based upon her thoughts that “In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady.”(Paragraph 12) The reader can only wonder why such a self righteous woman could be so focused on the opinions of others even in her thoughts of afterlife. The grandmother also selfishly brings along her cat in secrecy, despite the fact that her son Bailey “didn’t like to arrive at a motel with a cat”. (Paragraph 10) She puts herself to such importance that she does not believe that she needs to listen to her sons requests, but rather do what she wants to.
She scolds the children about the way they act in the car and claims that she herself would not act in that manner, which also signifies the fact that she thinks of herself as a righteous person. Immediately after scolding the kids for their actions, the grandmother points out a child to the family with the words “Oh look at the cute little pickaninny” (Paragraph 18) which tells the reader that she is describing the child by his or her skin color. She even uses the childs skin color to pass a judgement that as a “little nigger” he probably did not own any britches.(Paragraph 19-20) The author uses this as more evidence to the reader that the grandmother thinks of herself as superior to others, just by her skin color. She continues throughout the story to attempt to manipulate her family with stories of a huge house that she wanted to go back and visit. The more she tells of the house, the more fired up the children become about going to it and they begin to make a fuss to their parents. The grandmother is pleased with this and continues to feed the fire she has built in the children, despite the fact that she knows it is causing distress to her son. The elderly woman even offers up small suggestions stating that the trip to the house would be very “educational for them” (Paragraph 53) in an attempt to say anything so that she can to get her own way.
After she has finally got her way, the grandmother finally realizes that she was so caught up in what she wanted that she had not correctly remembered the location of the house. At the realization that someone like her has made a mistake, she becomes embarrassed and her feet jump up. This is when we see another one of her selfish actions come back to haunt her, since the cat becomes startled and causes the grandmothers son Bailey to lose control of the car. Through her horrible actions, the grandmother has caused her family to wreck their car and put them all in danger but yet she has no remorse to apologize for her mistakes. The reader Bailey’s wrath would not come down on her all at once”. (Paragraph 67) Even with all of the trouble she has caused the elderly woman is so concerned with the belief that she is a good person that she uses it as a justification for her wrongdoings.
It is not until the family is faced with a criminal who calls himself “The Misfit” that the truth behind the grandmother really comes to the surface. The grandmother immediately recognizes him and ignorantly calls him out on his identity, which puts her family into more danger than before. Her son Bailey is so angry with his mother at this point that he “says something to his mother that shocked even the children” (Paragraph 85) and it becomes even more evident that the woman has been provocing angry feelings from her family for some time now. Even the children have made remarks towards the woman throughout the story, which is a devastating blow when even your own family has negative feelings towards you. Throughout all of the responses from her family, the grandmother still continues to act in her usual selfish ways.
Once she is faced up against The Misfit, the grandmother begins trying to manipulate him just as she has done to her family. She tries to persuade him into trusting that she believes him to be a “good man at heart”.(Paragraph 91) At this point the grandmother has always been able to manipulate those around her, but The Misfit proves to be not so easily fooled by her. The grandmother even begins to try and use her religion as a way to persuade The Misfit into letting her go. The elderly woman makes the remark to him that “If you would pray… Jesus would help you”(Paragraph 119), but The Misfit can easily see through what the grandmother pretends to be. The grandmother has always believed herself to be a righteous person, but she has not proven herself to be one through her actions. She has not mentioned the Lord until she is faced with a circumstance of certain desperation and this is obvious to The Misfit. He has never claimed to be a devout person but it is shown in his talks of Jesus with the woman that he has thought long and hard about religion. There is a glimmer of hope in the thoughts of The Misfit that allow the reader to believe that, in the slightest moment, he could actually be a good person if given the right guidance. The Misfit seems as though hes considering religion at one point, but the grandmother pulls him away from it more with her insencerity. She goes from speaking to him about relying on Jesus and begins offering him money in exchange for her life, which is something that crushes all possible visions of her being a truly faithful woman.
Though he can see her for who she is, the thoughts of religion can still be seen bouncing around in his head a bit and this becomes evident to her grandmother as well. She sees that there is a possibility of a good person in the man who she described earlier as a “criminal” whom she would not take her children in the direction of. (Paragraph 1) This makes the grandmother open her eyes to her own life and she begins to realize that she doesn’t have to be the selfish person she has been, but her realization comes far too late. In the line “She would of been a good woman if it had been somebody there to shoot her every minute of her life” (Paragraph 141) we see that The Misfit saw the difference in her in her last moments, but that these last moments could never cover up the evidence of who she had always been before.
The grandmother spent way too much time in her life focusing on what a good person she was, rather than reflecting on the actions she took. The irony of the story is that there is more good seen in the sincerety of The Misfit, rather than in the grandmother who thought so highly of herself. Any person can claim to be a righteous person and manipulate those around them into believing this to be true. Although in the end, it all comes down to the evaulation of the actions that a person makes as to whether or not they can truly be classified as a good person. It is evident by the end of the story that a “good man” is hard to find simply because so many people are going around claiming to be one themselves.
Plastic bags Essay
Plastic can be defined as: any group of synthetic or natural organic materials that may be shaped when soft, which will later harden. Plastic has been around for more than 150 years. In 1839 Charles Goodyear accidently discovered the process of vulcanization, the process of making rubber more durable, which evolved into the creation of plastics later on. In 1846, Swiss chemist Charles Schonbein discovered how to produce the plastic polymer known as celluloid. In 1909, chemist Leo Baekeland created Bakelite, the first true synthetic polymer that could be molded and shaped into a solid object. Due to the scientific discoveries of these men, one of the most used materials in the world to this day was created. In the United States plastic materials are used in both industrial and commercial life.
It is a material that is largely integrated into today’s common lifestyle, and can be used in many product areas. The creation of plastic was scientifically ground breaking, however there are consequences to using this moldable material. New York is a city that generates a lot of revenue for the state. With many stores, businesses, and busy people the use of plastic materials is a luxury. Without even realizing it, the people of New York City use plastic materials more than they think they do. Such as, the early morning business man who commutes to Wall Street to go to work. He takes the subway within the city, using a metro card. He then sits on the plastic seats inside the train, then gets a coffee in a plastic cup at a nearby café. He goes into the office and then sits on his office chair which can be made up of plastic material. Since plastic materials are used frequently in our daily lives, I believe it should be banned as a good first step in reducing the use of plastic materials. New Yorkers should strive to lessen the use of plastic by replacing plastic bags with other material alternatives, such as biodegradable or reusable bags. Plastic bags are very popular with both retailers and consumers because they are inexpensive, sturdy, lightweight, functional, and hygienic in means of carrying food as well as other goods.
Even though they are modern conveniences that make our lives easier, they are responsible for causing pollution, killing wildlife, and using up the precious resources of the earth. Americans use up to a billion plastic bags per year. However, we do not realize the harm that plastic bags emit. For instance, plastic bags are among the items that are non-biodegradable. It can take up to thousands of years for plastic to decay into small pieces. This is because decomposing bacteria cannot feed on plastic. Companies that produce plastic bags deplete Earth of its natural resources. Most common plastic bags are made from polyethylene. This material is made from crude oil and natural gas. These resources need to be conserved and the production of plastic bags does the opposite, thus lessening the already limited amount of natural resources. Plastic bags are difficult and costly to recycle and most of the time ends up on landfill sites where they take a long period of time to decay. They break down into toxic particles that contaminate the soil, they also impact the waterways by clogging up gutters and drains causing water and sewage to overflow and become the breeding grounds of germs and bacteria that cause diseases. It is also easy for plastic bags to enter the food chain when animals accidentally consume them.
Plastic bags are amongst the top items of debris most often to be found along coastlines. Animals and sea creatures are hurt and killed by discarded plastic bags because they mistake plastic bags for food. Plastic clogs their intestines and leads to slow starvation. Others can become entangled in plastic bags and drown. These are all-important factors that have a profound effect on our environment and the organisms we share our planet with. We should not put our own selfish needs before the needs of everything around us, and the lives of future generations. Society’s involvement with plastic bags is harmful to humans and the environment. This can be looked at as a chain effect because eventually if one factor of an environment becomes greatly affected then it will affect many other factors, all leading up to catastrophic effects. Such as, if plastic bags are overused in the future, there is a chance of reduction of the fish and wildlife population. This can contribute to the various diets that humans have. Also, if plastic bags are continued to be overly manufactured and take up a lot of natural resources, it will take thousands of years for Earth to naturally replenish these natural resources.
Thus, society will have a decrease in the use of natural gas. For example in New York, some city buses are run on natural gas. This is why plastic bag banning should be a public concern. If New York can reduce the amount of plastic material it uses, then why not? However, one might say that no one has the right to tell New Yorkers that they cannot use a plastic bag. There is a misconception about plastic bag ban regulations. Some feel that a plastic bag ban imposes on individual rights. However, they do not take away individual rights. Instead, a plastic bag ban regulation ensures individual rights. Individual rights can be defined as the rights held by individual people. Being able to choose and have choices in certain situations fall under having individual rights. The plastic bag ban regulations ensure individual rights because a bag ban forces the retailer to give a choice. The laws prohibit retailers from giving you a plastic bag. By prohibiting retailers from giving away plastic bags, society then must figure out another way to get their goods home. As an individual you can go buy all the plastic bags that you want. No law prohibits you from doing this. However, you will pay for those plastic bags. Society has been given plastic bags by the merchant when we purchase their goods. It has become a convenience.
However, in reality, we have always paid for those bags. The merchant has to figure the cost of the bags into the stores budget. They add a few cents to the goods to pay for the bags. For example, if the cost of milk is $3.26 the retail merchant will increase the price by a couple of cents to pay for his profit for the plastic bags. The retail merchant has to pay a cost when they buy the plastic bags from the factories that produce them. In fact, one statistic says you pay around $50 per year for those “free” plastic bags. With a plastic bag ban, everyone has a choice. Without a ban, everyone pays. If you want a bag, then you pay for it. That is what makes it a choice.
Dozens of countries and cities around the world, including 47 towns in California alone, have adopted laws for banning plastic bags. The factors that convinced them to ban the plastic bags were that cities must spend a lot of money to clean up the bags and the damages caused by them. This is money that would be better spent elsewhere. Also, plastic bags are a threat to the environment, polluting waterways and other natural areas and killing off animals. Many activists say that banning plastic bags will redirect funds to come up with alternatives to plastic. In San Jose, California, it costs about $1 million a year to repair recycling equipment jammed with plastic bags. San Francisco estimates that to clean up, and recycle landfill plastic bags costs 17 cents a bag, or approximately $8.5 million a year. A ban would save approximately $18 to $30 per person annually.
Bans are often considered a government attack on private business. With plastic bags it is a product that is naturally flawed. The bags are lightweight, aerodynamic, indestructible, and made specifically to be easily discarded. Hence the reason why they can easily be found floating in the streets. The universal plastic bag serves many purposes, but it is not irreplaceable. With a ban on disposable plastic bags, consumer demand will shift toward alternatives, such as biodegradable bags, this will lead to opportunities for entrepreneurs. Companies that manufacture reusable bags will continue to grow and expand their product lines, and will create environmentally friendly jobs. The sale of reusable bags will also generate sales tax income, unlike the disposable bags, which are given away. It is time New York City joins the banning of plastic bags, and uses its money on education, roads and firefighters and not cleaning up the plastic industry’s mess.
Many people who feel strong about the banning of plastic bags are able to influence others and show them the harm that the innocent looking plastic bag produces. Special interest groups such as Ban the Bag, established in Portland, Oregon has such a powerful message for getting rid of plastic bags that it was able to make huge strides in the cutting down of plastic usage. These types of organizations give a positive outlook for advancement in the reduction of using plastic products. Not only do these interest groups bring awareness to people, they help influence certain debates persuading why plastic bags should be banned. They also bring success stories. In the United States, attempts by legislators to ban or restrict the use of plastic bags have been derailed several times in recent years by the lobbying efforts of the plastic manufacturers. But recently, as of October 15, 2011, the City of Portland has banned single-use plastic bags at major grocery outlets. A similar ban has gone into effect in cities such as San Francisco and Washington, D.C. In Washington D.C., as of January of 2010 a five-cent fee went into effect, the result was seen in only five months with a 60 percent reduction in plastic bag litter in the Anacostia River. The more people know about the effects of plastic bags through interest groups the faster we can get New York City to ban them, and add New York City to the list of success stories for banning plastic bags.
Plastics are one of the world’s most commonly used materials. Everyone has seen, touched, smelled, and used plastics. It is so commonly used that many don’t think about what life would be like without plastics. Since plastic is so heavily produced it makes sense to reduce the production of it. New York has to take the first step for the benefit of people, animals, the environment and the future and ban plastic bags.
Is Homeschooling More Beneficial for Students Than Public Sc
Is Homeschooling More Beneficial for Students Than Public Sc
Is homeschooling more beneficial for students than public school?
Deciding whether homeschooling is good for your child or not, I’ve always been caught off guard with the topic. When I think about it, I wonder if my son would do better in public school with a bunch of strangers, or would he do better with me teaching him one-on-one with no distractions? 1. Social Interaction
2. Safety
3. Performance
4. Cost
When thinking about homeschooling your child, one thing that comes to mind is wondering if the isolation will affect your child physically and/or emotionally, or possibly causes them depression in the future. “The homeschoolers scored as “well adjusted.” In one study, trained counselors viewed videotapes of mixed groups of homeschooled and schooled children at play. The counselors didn’t know the school status of each child. The results? The homeschooled kids demonstrated fewer behavioral problems. Dr. Lines’ conclusion? “There is no basis to question the social development of homeschooled children.” (Social Skills and Homeschooling: Myths and facts’ By: Isabel Shaw). This article would be a pro to those who are looking into homeschooling their child. What parent wouldn’t want their child to have less behavioral issues? So far, homeschooling is sounding more and more like a good idea. Every parent thinks about their child leaving home to go to school with so many strange people they don’t know, and of course they worry. Some think of it as a good duration for a break. While other parents are extremely worried due to past unfortunate experiences that have occurred in public schools. Is homeschooling safer? As a parent myself, I definitely wouldn’t hesitate to say that my son staying home is a lot more safe than sending him to school. But is it worth it? What is the likelihood of something bad happening to a public school? “5. Safety To my knowledge, I would say it is safer to homeschool. Last year, there were reports of serious school violence on a daily basis.
I’ve been told the number of families that chose to homeschool skyrocketed after the murders and shootings at the various schools around the country.” (‘Ten Questions About Homeschooling’ By: Isabel Shaw the Homeschooling expert). The biggest concern that I would see with parents regarding homeschool would be performance. Will the child actually learn things while being homeschooled? Will they take it seriously? Will it be boring for the child, or will they love to do school activities? It’s unpredictable. “Statistics do not just speak favorably about minorities but all students who homeschool, regardless of their demographics. The study “Strengths of Their Own: Home Schoolers Across America” completed in 1997, included 5,402 students that homeschool. The study verified that on average, homeschoolers were performing higher than their public school equivalent “by 30 to 37 percentile points in all subjects” (Klicka, 2006, p. 1). This seems to be the case in all studies performed on homeschoolers; however, due to the lack of standard test practices in each state and no unbiased collection of these scores, it is hard to determine the exact average score for homeschooling families.” (‘Homeschooling Student Performance Why Homeschooling is on the Rise’ By: Autumn Burke).
Last but not least, the most concerning part of homeschooling is the cost. I have always heard that the cost of homeschooling is very expensive, especially if the parents want the child to be successful. It takes a lot of money and a lot of patients to thoroughly teach your child what they need to know. Paying for homeschooling is a lot more expensive than public school but from the research I have applied to this writing, I would say that it’s worth every penny. In an article named ‘Cost of Homeschooling VS Public School’ shows that the average parent who pays for public school costs can pay at an average of $10,000 per year! That’s a lot more than what I expected. On the other hand, the average cost for a student whose homeschooled states to cost no more than $1000. (‘Cost of Homeschooling VS Public School’ By: Sopater).
As a result to comparing homeschooling to public school, I would say homeschooling would be the most beneficial for your child and you.