Managing The Learning Environment Education Essay

Managing The Learning Environment Education Essay In terming behaviour as above one could imply that there is a wide variation in how learners conduct themselves in lessons; behaviour may be positive towards achieving learning goals, or as many teachers might fear behaviours negative towards the outcomes the teacher wants to achieve, (Cowley, 2010). Behaviour itself can be indicative of the environment that the learners are in. This can be interpreted as the physical classroom in which the learners are in, so one should consider the layout as an importance: a seating plan can ensure that the more talkative learners are spread out away from one another but may alienate others who need friendship groups to gain the confidence to speak out in lesson. Having plenty of light, preferably natural light through the windows, and colour, possibly in the form of posters, can create a feeling of positivity in the classroom and thus motivate learners to work, (Wallace, 2007). The learning environment can also be the culture of behaviour within the classroom. A classroom of talkative learners can be a noisy environment whereas a silent classroom may be an oppressive environment. Positive behaviours are at the root of a positive environment. Effective strategies for positive behaviours can be negotiated ground rules; getting the learners to agree on what is a reasonable rule means that they are much more likely to adhere to them Positive behaviours within the classroom such as participation in discussions, arriving on time or listening attentively all stem from the learners motivation to learn. Different learners are motivated in differing ways; however, one may draw parallel of a learner basic motivation to the first levels of Maslows hierarchy of needs. Learners will value their security so that they might survive in the classroom situation, (Petty, 2004). Therefore to encourage positive behaviours in the classroom these initial stages of motivation need to be catered for. Simple things such as having access to bottled water, being able to open the windows if too hot can easily meet the physiological needs of learners whilst knowing all the fire exit routes can meet the lower security needs. In considering what might be thought of as misbehaviour, McLean suggests that most are a function of poor or inappropriately directed motivation and that most problems result from self-determination, not self-esteem. He further suggests that in approach to misbehaviour one should recognise learners actively seek control and responsibility and that it is best to offer them an opportunity to achieve this, (McLean, 2009). Common forms of misbehaviour reported include: off-topic discussions during activities; talking when the instructor is talking; aggression such as responding to the teacher by cursing or learners may act out making jokes or trying to get the teacher off-task by asking leading questions, (Steward, 2008). It is suggested by strategists such as Wallace that these behaviours are rooted in underlying factors which vary from learner to learner but all link into the learners need for security, (Wallace, 2007). Wallace states that there are four big demotivators which can lead to disruption within the classroom, (Wallace, p11-16, 2007). She suggests that the first, fear, can be the root of behaviours such as refusal to participate in group discussion or in fact acting out as a class clown so as to move off-topic and away from what they could believe they are not clever enough to do. With these learners it is proposed that we should be approachable, and challenge the idea that smart isnt cool. These learners might feel that they could be set up to fail; we should avoid this and start where the learners are, (Wallace, p11-16, 2007). Fear may link to a further demotivator, previous negative experience. Here learners see the teacher as the enemy and find that winding up that teacher is easier than doing some work. To tackle this, an instructor might want to discourage passive learning and make the experience enjoyable. It is better to break down the tasks into attainable goals and aim to get th e learners thinking that they can be successful at learning, (Wallace, p11-16, 2007). Other learners can experience boredom as a demotivator causing them to move into off-topic discussions, often when the teacher is trying to hold a group discussion or give an explanation. Often this can be because the work is too easy for the learner or the lesson lack activity. With so many learners to cater for in a class, differentiation and strategies such as individual learning plans can be used to tackle boredom. Surprising the learners with frequent change in focus or activity can keep them engaged, whilst discovering their interests and building them into the sessions can further reduce the possibility of disruption, (Wallace, p11-16, 2007). Finally in the four demotivators discussed by Wallace learners may experience a loss of hope. These learners commonly will not want to participate in the lesson as they do not receive praise for their efforts or feel that the teacher has no interest in them; therefore a teacher may decide to praise the learner where ever possible in an attempt to demonstrate that they enjoy teaching the learner so that the learners confidence is boosted and lead them to participate more in the classroom, (Wallace, p11-16, 2007). It is often said that a noisy teacher has a noisy classroom; when one does not manage the behaviours of a class effectively misbehaviour can spread and positive behaviours can become extinct. It is a responsibility of the teacher to model the behaviours that they expect from their learners; it is in fact the teachers behaviours that can impact most on the resulting environment that they teach in, (Steward, 2008). Cowley suggests that behaviour management is about the building and sustaining of relationships with learners even when a learner has no interest in relating to you in return, (Cowley, 2010). One might imply that this is a humanist approach following Mayos (1933) theory of management; being aware of social needs and catering for them to ensure that learners collaborate with the class rules rather than work against them. Using the names of learners is much more likely to focus their attentions on what they are doing and understand you are aware of their misbehaviours. It has also been suggested that a behaviourist approach by teachers, such as methods promoted by Skinner in operant conditioning, can cause a greater impact on the learning environment. When one reinforces positive behaviours by using praise or rewards you demonstrate what is acceptable. Reinforcement can simply be the teacher giving a nod of the head in agreement. Frequent reinforcement in the early stages of learning, then at random or fixed intervals can aid the learning process significantly, (Reece and Walker, 2006). When approaching the management of behaviour certain guidelines are in place to help teachers make appropriate decisions. These range from legislation laid out by governing bodies to policies of the individual organisations. Legislation to consider in the management of behaviour within the learning environment, in relation to punishment of behaviours includes acts such as the Equality Act (2006). The Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote inclusivity, (Ashmore et al., 2010). This means that should a teacher choose to use punishments in managing behaviour it must be done on an equal ground for every learner. Further to this the Department for Education states: In determining whether a punishment is reasonable, section 91 of the Education and Inspections Act 2006 says the penalty must be reasonable in all the circumstances and that account must be taken of à ¢Ã¢â€š ¬Ã‚ ¦ requirements affecting them. (Department for Education, p5, 2012). Whilst one needs to manage behaviours in the classroom it is important to consider that issues are addressed to all learners which display the behaviour in the same manner. One rule for one, one rule for another will only re-enforce insecurity of a learner in your classroom. Learners can attribute punishment of their behaviour as discrimination in these areas; they may see challenges as a negative attitude towards them being an external, stable factor outside of their control and thus not change the behaviour but continue them as a manner of keeping their control of the situation and in their mind stay secure, (Steward, 2008). It is therefore apt to ensure one maintains discipline of smaller misbehaviours rather than letting them escalate to larger ones requiring further sanctions. Organisations will often layout their own guidelines for teachers in dealing with misbehaviour. Blackpool and the Fylde College requires learners to abide by a Code of Conduct which covers areas of behaviour such as respecting their fellow leaners and those working in the college environment to being committed to their choice of course and taking responsibility for their own learning, (Blackpool and the Fylde College, 2012). The college literature defines misconduct as: inappropriate and unacceptable behaviour which breaches the code of conduct whilst being a student attending this College (Blackpool and the Fylde College, p2, 2012) This may include minor breaches of the Code of Conduct such as lateness to sessions or failure to meet deadlines which are written on a Cause for Concern form and incorporated by the learners tutor into an action plan. Further breaches are escalated to a senior tutor who works in a second action plan and inform the learner further breaches will result in a formal procedure being implemented. The policy states that it is the responsibility of a learners tutor to meet with them should they breach the Code of Conduct and to agree a way forward. They are to create together an Action Plan to list the specific behaviours to be introduced/avoided. The policy encourages staff to support and encourage any student in changing their behaviour pattern towards one which co-operates with the Code of Conduct, (Blackpool and the Fylde College, 2012). The policy also states: Where a teacher feels that a students behaviour is detrimental to the work being carried out by the class, the teacher may exclude the student from the duration of the class. The teacher will report this action to the Head of School and record the decision on an appropriate form (SMP1). This temporary exclusion is meant to deal with minor student behaviour problems which require an immediate response (Blackpool and the Fylde College, 2012) Whilst one can appreciate that in an extreme circumstance you may feel that you have to ask a learner to leave, one should remember that there is the responsibility of safeguarding learners. If you ask them to leave, you cannot be sure where they will go to and with FE learners, a majority being between 16-19 years, there is a responsibility of being in loco parentis. The management of behaviour is key skill for any effective teacher so that their learners can get on with learning. A teacher is in the environment to teach but unless the behaviours that occur are dealt with effectively on cannot fulfil this role, (Cowley, 2010). One should remember that whilst behaviour management is something that teachers do have to deal with it is not what the entire focus of their practice should be.

The Character Hester Prynne in The Scarlet Letter :: Nathaniel Hawthorne

Hester Prynne's choice to control the meaning of the scarlet letter transforms her from a shameful and evil person to a compassionate woman. Her refusal to stop wearing the letter proves the letter has a different meaning rather than adultery. Hester Prynne transforms the meaning through her good deeds and deserved redemption. After some time, society begins to construe the scarlet letter as ?Able? rather than adulteress. From this process Hester creates a passionate identity. The scarlet letter claims Hester Prynne?s past but only she can determine whether it will benefit or hurt her future. Hester Prynne sees herself as a strong and independent woman. She realizes that she has committed a sin, and therefore she refuses to remove the A from her chest. She is determined to change her identity and the Puritan community?s views. For example, Hester Prynne does not attend church, nor does she believe in a religion. She sets herself apart from everyone else and chooses to live on the outskirts of town. Hester Prynne does what she feels is right and intends to wear the A as long as she needs to, to prove she controls the meaning of the scarlet letter and not society. The Puritan community?s views of Hester Prynne change throughout the novel. The community notices that Hester Prynne is a very responsible woman and a good mother. She singularly raises Pearl and makes her own living. Moreover, she sells things to provide for her?s and Pearl?s living costs. Hester Prynne performs many good deeds, such as feeding the poor. The responsibility, independence, and good deeds help change society?s views of Hester Prynne and her scarlet letter. The effects of the scarlet letter lie in the hands of Hester Prynne.

One area that I have difficulty with is in making and writing compositions

I am writing this letter to share with you my learning experiences in your class and how much I have enjoyed being in your class. I have had difficulty with my previous language subjects and somehow, I was skeptical about having to take another English class. However, I was terribly wrong; I did learn so much from all the coursework, all the activities and all the interaction in class.One area that I have difficulty with is in making and writing compositions, I do not know how to express my ideas and opinions convincingly before this class. I also was ignorant of the rules and standards of using sources and how cite materials that I researched. I would say that the greatest skill I have gained from this class in terms of writing is how to correctly paraphrase and summarize my ideas as well as to give credit to works that I have used in my essay.All throughout this semester and from the activities that we had, I found that I am good at analyzing statements and ideas of other people. I probably would say that my greatest strength as a writer is to be able to critically analyze arguments to support my opinions and assumptions.As such, the skill that I have used to my advantage is integrating the words of famous personalities into my essay which also gives my essay a distinct quality. Despite the immense number of skills and knowledge I have gained in this class, I also know that I still need to improve on my writing ability and to specifically be able to decide and write the necessary components of my research portfolio. I know that I really have to work on it and I am more confident now that I can attain my goals in this aspect.When I evaluate my performance in your class, I know that I have done well and that I deserve to have an A. I know you might think that I am too brazen to say that but I know that I have done all of my homework, I never missed a quiz; I even did the extra credit tasks. I also participated actively in the writing lab; I interacted with my c lassmates and during discussions. Moreover, I listened attentively to the lectures and discussions, I asked questions when I did not understand something and I always came to class early.I know that you would be evaluating our performance and behavior in your class, but I would like to tell you that even if you feel that I don’t deserve the A I am aspiring for, then I would gladly respect your judgment. I know that the amount of learning I have gained in your class will be something that will stay with me and will be very helpful in my future courses, of which I am already very thankful to you.Sincerely yours,Your name

What Was the Ancestry of Adolf Hitler

Adolf Hitler is a name that will forever be remembered in world history. He not only started World War II but was responsible for the deaths of 11 million people. At the time, Hitlers name sounded fierce and strong, but what would have happened if Nazi leader Adolf Hitlers name had actually been Adolf Schicklgruber? Sound farfetched? You may not believe how close Adolf Hitler was to carrying this somewhat comical sounding last name. Heil Schicklgruber!?!? The name of Adolf Hitler has inspired both admiration and mortal dread. When Hitler became the FÃ ¼hrer (the leader) of Germany, the short, powerful word Hitler not only identified the man who carried it, but the word turned into a symbol of strength and loyalty. During Hitlers dictatorship, Heil Hitler became more than the pagan-like chant at rallies and parades, it became the common form of address. During these years, it was common to answer the telephone with Heil Hitler rather than the customary Hello. Also, instead of closing letters with Sincerely or Yours truly one would write H.H.—short for Heil Hitler. Would the last name of Schicklgruber have had the same, powerful effect? Adolfs Father, Alois Adolf Hitler was born on April 20, 1889, in the town of Braunau am Inn, Austria to Alois and Klara Hitler. Adolf was the fourth of six children born to Alois and Klara, but only one of two to survive childhood. Adolfs father, Alois, was nearing his 52nd birthday when Adolf was born but was only celebrating his 13th year as a Hitler. Alois (Adolfs father) was actually born as Alois Schicklgruber on June 7, 1837, to Maria Anna Schicklgruber. At the time of Alois birth, Maria was not yet married. Five years later (May 10, 1842), Maria Anna Schicklgruber married Johann Georg Hiedler. So, Who Was Alois Real Father? The mystery concerning Adolf Hitlers grandfather (Alois father) has spawned a multitude of theories that range from possible to preposterous. (Whenever beginning this discussion, one should realize that we can only speculate about this mans identity because the truth rested with Maria Schicklgruber, and as far as we know, she took this information to the grave with her in 1847.) Some people have speculated that Adolfs grandfather was Jewish. If Adolf Hitler ever thought that there was Jewish blood in his own ancestry, some believe that this could explain Hitlers anger and treatment of Jews during the Holocaust. However, there is no factual basis for this speculation. The simplest and legal answer to Alois paternity points to Johann Georg Hiedler—the man Maria married five years after Alois birth. The sole basis for this information dates to Alois baptismal registry that shows Johann Georg claiming paternity over Alois on June 6, 1876, in front of three witnesses. At first glance, this seems like reliable information until you realize that Johann Georg would have been 84 years old and had actually died 19 years earlier. Who Changed the Baptismal Registry? There are many possibilities to explain the change of registry, but most of the stories point the finger at Johann Georg Hiedlers brother, Johann von Nepomuk Huetler. (The spelling of the last name was always changing—the baptismal registry spells it Hitler.) Some rumors say that because Johann von Nepomuk had no sons to carry on the name of Hitler, he decided to change Alois name by claiming that his brother had told him that this was true. Since Alois had lived with Johann von Nepomuk for most of his childhood, it is believable that Alois seemed like his son. Other rumors claim that Johann von Nepomuk was himself Alois real father and that in this way he could give his son his last name. No matter who changed it, Alois Schicklgruber officially became Alois Hitler at 39 years of age. Since Adolf was born after this name change, Adolf was born Adolf Hitler. But isnt it interesting how close Adolf Hitlers name was to being Adolf Schicklgruber?