Student-Teacher Relationships in Teacher Program Education s

The learning contained in this example may result unsubstantial for many readers but, in essence, it illustrates a genuine piece of knowledge that is often displayed in schools and has been long time neglected in Teacher Education Programs. Making the student to use the dictionary may be not among any canonical response to the problem (not knowing the concept of condensation). It may be thought that it should have been better to tell the Student Teacher to prepare more consciously the key concepts of the lesson next time. We agree. But we also believe that any form of knowledge should be considered valid as far as it is useful when dealing with practical situations. For us we have in this example, in the very end, an expert teacher’s†¦show more content†¦The mentoring interactions portray habitual classroom situations that help thinking over particular Student Teachers’ performance (Clarke, 2001) eliciting, as a consequence, tacit knowledge that is only in the expert teacher’ mind. These genuine interactions between an expert teacher and a student teacher triggers critical reflection processes on teaching experiences and invites to further think of what can be done in similar future situat ions. In this chapter our objective is twofold: On one hand we aim at (1) stressing the relevance of seizing the practical knowledge that emerge in mentoring conversations –as the one contained in the previous example- leaving other aspects of the interaction behind (i.e. personal engagement, emotional commitment, roles, etc.); and, on the other hand, (2) describing a possible procedure that may help to make that practical knowledge not only explicit but also understandable and useful for other teachers. Along these lines, and according to the objectives, we will structure the chapter into two major sections: theoretical underpinnings in teacher mentoring; and methods to analyze mentoring interactions. The first one will revolve around positioning research efforts around three main viewpoints and highlighting the branch that actually stress that mentoring is a form of making expert teachers’ practical knowledge accessible/explicit. We will end that section by stating that practical knowledge not onlyShow MoreRelatedLooping Is An Alternative Teaching Practice Essay891 Words   |  4 Pagespermits students of any grade level to remain with their present teacher for two or more years. For instance, a kindergarten teacher and her class of kindergarteners all move to the first grade together. The practice of looping can increase student achievement through expanded learning time, develops a stronger sense of community by strengthening student-teacher bond, and parent connections. 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Role of the Family Explored in Slapstick and Grapes of Wrath

Role of the Family Explored in Slapstick and Grapes of Wrath On Maslows hierarchy of needs, the need for belongingness and love ranks only below the need for survival, making it one of our most basic needs (Weiten 267). Many people fill this need for affection by participating in a family unit. However, as the 20th century continues, the emphasis on family in America is decreasing. Divorce rates, single-parent households, and children born out of wedlock are all increasing. Furthermore, instead of the network of aunts, uncles, grandparents, cousins, and other relatives that was prevalent in early America, Americans today are more distant from their extended family. As sociologist David Elkind said in a 1996 interview with†¦show more content†¦Todays nuclear family with mom, dad, 2.3 kids, and dog only came into being just after the Industrial Revolution (Swerdolow 15). This leads to the idea that perhaps the desengration of the nuclear family isnt necessarily a negative things, but more of a retirement of a one way of life in favor of a new one. Even if this is true, the current period of decline still spurns numerous problems and attempted solutions. The changing family isnt a new issue. Over twenty years ago, Kurt Vonnegut presented the idea of the artificial family in his book Slapstick. President Wilbur Swain, the central character in the novel, inacts a plan to bring all people in America together by giving them artificial families based on randomly assigned middle names; the program reaps both positive and negative results. Despite the many science fiction devices used in the book, the story shows Vonneguts deep concern for the family unit. After being asked what was happening to America in an interview, Vonnegut responded by saying, Were lonesome. We dont have enough friends and relatives anymore (qtd. in Reed and Leeds 116) Almost twenty years before Vonnegut started publishing, John Steinbeck began to explore the changes taking place in the family during the Great Depression in The Grapes of Wrath. Though the book has many layers and themes, one of the major ones is the changing family. In 1933, six years before

Kalma Chowk Underpass Free Essays

Punjab Chief Minister, Muhammad Shahbaz Sharif inaugurated the largest Kalma Chowk underpass of the history of the country. Addressing the ceremony held on the occasion, the Chief Minister said that completion of the largest underpass in a record period of 82 days is a great achievement which was possible due to the collective efforts of the entire team working on the project. He congratulated the concerned departments, members assembly, contractors and labourers who worked on the project. We will write a custom essay sample on Kalma Chowk Underpass or any similar topic only for you Order Now The Chief Minister said that the underpass consisting of seven lanes has been completed at a cost of Rs. billion in a record period of 82 days. He gave away cheque for Rs. 25 lakh to the labourers who worked on the project. Shahbaz Sharif said that transparency, quality and speedy completion of development projects, is the hallmark of Punjab government. He said that modern infrastructure is essential for rapid development. The Chief Minister said that Punjab government has spent millions of rupees on the improvement of infrastructure throughout the province and a network of roads, bridges and underpasses has been laid due to which economic and trade activities have increased in the province. Director General LDA while giving briefing about the Kalma Chowk underpass, informed that this project has been completed by working round the clock and one lakh sixty thousand vehicles will pass through this underpass daily. Later, the Chief Minister inaugurated underpass and passed through it. Earlier, the Chief Minister inaugurated the Peco Road Ramp constructed alongside Lahore Bridge by unveiling plaque and offered Dua. Members Assembly Naseer Bhutta, Ramzan Siddique Bhatti, DG LDA, DCO Lahore, officials of NLC and a large number of people were present on the occasion. Talking on the occasion, Shahbaz Sharif said that facility has been provided to the residents of Kot Lakhpat and other adjoining localities due to construction of ramp. Dost Muhammad Khosa calls on Shahbaz Sharif, expresses his complete confidence in party leadership: Former Chief Minister Punjab, Dost Muhammad Khosa called on Punjab Chief Minister, Muhammad Shahbaz Sharif at Raiwind today. Senior Advisor Senator Sirdar Zulfiqar Ali Khan Khosa and Member Provincial Assembly Sirdar Hassamuddin Khosa were also present on the occasion. Dost Muhammad Khosa while expressing his complete confidence in the leadership of President PML-N Muhammad Nawaz Sharif and Chief Minister Punjab Muhammad Shahbaz Sharif, reiterated that he will continue to work as a party worker and make efforts for further strengthening the party in the area. Talking on the occasion, Shahbaz Sharif said that workers are precious asset of the party and they are like children in the eyes of party heads. How to cite Kalma Chowk Underpass, Papers

Australian and British Education Systems A Comparison

Question: Compare and contrast urban and rural life. In recent decades there has been a growing trend for rural to urban migration in many developing countries around the world, and by 2030, over 5 billion people are expected to be living in cities and towns (UNFPA, 2015) as people move in search of employment and a better life for their families. Conversely, in some parts of the developed world an opposite trend can be observed; that is people moving out of urban areas in search of an improved quality of life for themselves and their families. As the pace of change increases, it is important to assess the benefits and challenges of each lifestyle. While it is true that cities offer great diversity in opportunities for education, work and culture, there are drawbacks that go with this, not only lower quality of life, but also environmental factors such as air pollution and higher rates of crime. One of the primary factors drawing people to urban centres is that in comparison to rural areas, t hey offer great diversity and choice, especially as regards education and employment opportunities. For example, parents have a number of choices available for the education of their children and can often select from a long list of both public and private school districts, which leads to the potential for better education. Furthermore, urban areas offer residents more opportunities and employment options at any number of companies or organizations. As Manning (2008) points out, rural places on the other hand, do not offer the same level of choice. Unlike urban areas, residents here do not have the best opportunity to choose from a range of employment options. While they can commute to larger towns, this becomes expensive and is not as convenient as working close to their home. However, in terms of educational opportunities, whilst there are not as many schools to choose from in rural areas, and sometimes these schools are not funded as well as others, children can grow up knowing t heir classmates and experience the benefits of smaller classes. Despite this lack of choice, there are a number of positive sides to rural living in terms of quality of life. For instance, living in a rural area allows residents to enjoy the natural world more easily instead of having to go to parks. In addition, people do not have to fight with the daily stresses of urban life such as being stuck in traffic, dealing with higher rates of crime, and in many cases, paying higher taxes. These absences of stressors can have a great effect on the overall quality of life (Combs, 2006).While there may not be a large number of stores and restaurants to choose from, those in rural areas have the benefit of land upon which to grow their own food, which is much healthier. Although urban populations have large numbers of social networks and networking opportunities, rural communities offer residents the ability to have long-lasting and more personal relationships since they encounter the same p eople more frequently. Answer: Introduction: The following essay aims at investigating and comparing the funding and the structure of the English primary education system by considering the problems that are related to the continuous changes in the years that follow and also highlights the comparison between England and Australian primary education systems. However it is believed that the two countries are completely different in their natures like for instance a public school in UK is usually owned privately and is very selective and exclusive in nature whereas a public school in Australia is run by the State Government. Therefore to begin with it can be seen that the main logic behind the two education systems are very different in both the countries. In UK the main aim of the education is to learn the facts of life that would help you in the later stages of life whereas in Australia they focus on the teaching to think, learn and adapt by oneself and thus many Australians do not stress on the facts as much as they do on the t eachings of independent thinking and the various skills of life (Barr, 2010). There is a lot of difference between the students in UK who have a very rigorous curriculum and also have loads of homework but the Australian students have a lesser rigorous curriculum and also are seen to spend more of their time in carrying out many group and independent researches that are based on many different topics. However both systems are very similar initially in the field of compulsory education and thus many direct comparisons can be made between the two curriculums. The Australian and British systems of education are very similar in the first few years of schooling and have the system of the two cycle which means there is one primary school that is for the is for seven to eight years and one secondary school of five to six years. Also both have very similar looking school uniforms but however it is when that the students get their leaving certificates that the two systems diverge drastically and quite suddenly (Schleicher, 2010). Funding and Structure: England and Australia are considered to be very strong in terms of its primary education that is provided to them. Children are usually placed in classes with one teacher who will be primarily responsible for their education and welfare for that year. This teacher may be assisted to varying degrees by specialist teachers in certain subject areas, often music or physical education. The continuity with a single teacher and the opportunity to build up a close relationship with the class is a notable feature of the primary education system Chapman, 2011). In studying the flows of the private and public funding in both the countries it is essential to consider if there is a correct balance in the contribution of both the sectors that they main goal is for as it is believed that they are many benefits of the private and public funds in relation to the primary education. However it is widely seen that private rates have received a great deal of attention in both the countries because they j ustify in their use of the private contribution through different modes of fee payments. On the other hand the major goals of primary education are achieving basic literacy and numeracy amongst all their students, as well as establishing foundations in science, geography, history and other social sciences. The relative priority of various areas, and the methods used to teach them, are an area of considerable political debate. However compared to Australia, in UK there are many different types of punishment given to the students as an early integral part of primary education (Dynarski, 1994). The roles of the structure of the UK system of primary education covered the appointing and support of the government in relation to being the teacher or employer of the teaching as well as the non- teaching staff. The Governors and principles are responsible for what goes on within the school such as they decide on the use of the school premises, delegation of school budgets; performance target setting in relation to National Curriculum assessments and also pupil discipline. Therefo re the two aspects of school structure have attracted more evaluative consideration in England and the other countries in relation to the school size and starting age. The available evidence suggests that neither of these has a strong impact on childrens attainment or progress at school (Hackett, et al (2013). Therefore in terms of structure it can be seen that the Australian schools usually are run in a more centralized system as compared to the UK system of education. The schools in Australia are mostly funded and run by the Department of Education within each State and therefore all the decisions about the amount of funding each school should receive and also about the staff allocation and its curriculum are all made by the State Government level and then is implemented within each school. However in England the schools are run and funded from a local board level. Also many students tend to attend their local high schools only after they have made an entry to a selective school as compared to the system in UK (Johnston Barr, 2013). Conclusion: In conclusion it can be said that there is a comparison of structural features in other countries shows considerable variation in such features as age of starting school, length of the school year, average size of school and length of primary schooling. This diversity may be of potential interest to those wishing to consider alternatives to the prevailing structures in primary education in England as compared to the structure in Australia. Hence in each of these areas both the countries and their approaches are similar yet different enough to be able to be inspected more closely (Norton, 2013). However it is very challenging to identify the influences of the specific structural arrangements that are to be considered in the various factors that highly influence the teaching and learning in primary schools. Thus there are many reasons as to why England would benefit from a closer policy with Australia in terms of growing a sense of cooperation, shared learning and also collaboration be tween the two countries and their system of primary education. References Barr, N. (2010). Paying for higher education: what policies, in what order? London: Independent Review of Higher Education Funding and Student Finance. Chapman, B. (2011). The Australian university stduent financing system: the rationale for, and experience with, income-contingent loans. In S. Armstrong, B. Chapman, Financing higher education and economic development in East Asia (p. Chapter 5). Canberra: Australian National University. Dynarski, S. (1994). Who defaults on student loans: findings from the national post-secondary student aid study. Economics of Education Review, 55-68. Hackett, L., Shutt, L., Maclachlan, N. (2013). The way we'll work: labour market trends and preparing for the hourglass. London: University Alliance. Institute for Fiscal Studies. (2011). The public expenditure and distributional implications of reforming student loans and grants. London: IFS. Johnston, A., Barr, N. (2013). Student loan reform, interest subsidies and costly technicalities: lessons from the UK experience.Journal of Higher Education Policy and Management,167-78. Norton, A. (2013). Mapping Australian higher education. Melbourne: The Grattan Institute. Schleicher, A. (2010). Is the sky the limit to educational improvement? UUK Annual Conference, September 2010. Cranfield: OECD and UUK.