Essays / Essay on bereavement - brief description of the bereaved child's grieving process [9]

Thanks so much for your quick reply!!!
The first four lines ar what i was given and what I am expected to do for essay. The max words is 1100.I just cant seem to get a good structure to this essay and its now due tomorrow morning!!

"Only in childhood can death deprive an individual of so much opportunity to love and be loved and face him with so difficult a task of adaption."(Furman, 1994)

Provide a brief description of the bereaved child's grieving process and outline how a child can be supported both within and outside of school.

My essay::

To recover from the loss of someone close it's important that the attitudes of the teacher, bereaved child and the family are stable and consistent.

A bereaved child goes through different phases to overcome the crisis of loss. The way in which the child overcomes the grief is extremely important for the child's developmental process. A child's circumstances and vulnerability both influence the length and ? of the mourning whether it will be a healthy approach or take some other route.

Jarratt (1994) expresses that children move through stages of grief productively and the first stage is early grief. This process includes denial, hyperactivity, alarm and panic. These don't come in any particular order but denial is certainly a mechanism that develops early and helps the child to reduce stress and anxiety but also suppresses their feelings helping to support denial. Though the reaction they use is mostly connected to those around the bereaved child. The child might encounter a brief period of shock at first but this is usually overcome by numbness and disbelief. These feelings may give way to intense anxiety or yearning and longing for the deceased.

These feelings proceed into the second phase of acute grief which has a combination of elements of feelings endured by the bereaved child. Though no one feeling is more important than the other, there is one important fact and that is no to suppress any of the feelings and try to work around them even though one feeling might intercept the next. As children may need more time to overcome their grief in comparison to adults, it needs to be told that these feelings and experiences are common occurrence and need to be expressed. Yearning and pining happens when the child has hopes and dreams of turning back the clock to before the death when their life was 'normal' before the person died. They may relate to T.V. characters and hope their problem will be 'fixed' at the end as a sense of disbelief at the outcome. One other element may be searching for the loved one at the house or place they would have normally resided at and possibly to remember certain memories or in hope that by doing something to reclaim the deceased they might be able to bring them back. Part of this grieving process is also anger. Anger at the parents, the teacher, God and blaming the deceased for the trouble they have caused to the existing family structure. Anger and blame co-inside with one another and may rise unexpectedly. Guilt can also deepen the child's feelings as they cope with blaming themselves for the death. They may be inclined to presume they are responsible for the death for not being 'kind' enough or simply for bad behaviour and they are now being punished.

'A child will often take the loss of someone close as a deliberate rejection and this will lead them to form an image of themselves as someone who is unworthy, unlovable and who deserves to be rejected'. (Markham, 1996)

Reassurance is needed at this stage that the death would have happened whatever the behaviour of those around and encourage the child that life must go on after death and that happiness can be retained once more. Damage to the child's self worth and self image could so easily be done, so care and tactfulness need to be addressed so the child doesn't feel unloved and doesn't feel rejected by the deceased as difficulties may arise if the child carries on these feelings into future relationships with people.

As Connor and O' Driscoll discusses, preparation and involvement in the funeral and remembrance services help the child feel reassured and adjust, it's important to let them have the choice of what they would like to do and also to keep continuity in their daily routines and familiar surroundings.

'The outcome of children's grief experiences hinges to a large extent on whether adults are able to tolerate their expressions of strong feelings about what has happened'. (Jarratt, 1994).

The main information for a child to know is that the dead person is not going to return and whether the person may be buried or cremated.

The provision of support for the student by all members of staff together with the encouragement of further support from fellow students is critical for the healing process of the child. Further assistance by external sources such as a clergy or doctor may be appropriate to talk to the class and the bereaved children to help them understand. For the child, returning to school can be a difficult time as they have to face their classmates again and may be worried what others know or will say. The teacher should talk to the class about the situation before the child returns, to explain the situation and as the teacher it's important to note that honesty is the best policy and to talk to them in the language and terms that they understand. (The bereaved child's feelings make take precedence and there is no quick way to overcome these feelings.) By maintaining the usual rules and routine in the classroom will help reassure the child in this period of upheaval. After major loss, the first year can contain major periods of intense grief and emotion which may reappear especially on anniversaries and birthdays and peers and classmates need to be sensitive around these particular times. Before talking to the child, the teacher must communicate with the parents to elicit what information regarding the death and burial has been given to the child to ensure the same information is being given and not confusing or upsetting the child. It may be useful for the parents to give a simple explanation to the child so they can answer best when questioned by their classmates as they can be hurt with other children's insensitive remarks. It's important to liaise with the parents regularly regarding the child's welfare and to establish the ? In class, the child may ask questions regarding the death and its best to answer them truthfully and directly. Clear explanations help the pupil adjust as explanations that are inappropriate or misled will only increase the child's fears and anxieties. The child shouldn't feel isolated or singled out in the classroom and that the grief can come in waves with some days being better than others even months after the death. Their concentration levels may be affected trying to cope with the recent upheavals and coping to come to terms with the loss which may result in regressive behaviour. They may also find learning and retaining information difficult as well as exploring in detail themes in subject areas such as Reading or History. It depends on the child as different children may have built up anger and frustration following the death.

In the last stage, subsiding grief, the child is starting to organize themselves back into their routine and the loss and bereavement integrates and they start to accept the outcome. To reach this stage may require additional help from outside sources to create a positive integration. They start to concentrate better and understand their loss as part of life and adjust to their surroundings once again. As a teacher there are many roles and can be difficult at times especially if bereavement occurs as this affects the whole class.

Essays / Essay on bereavement - brief description of the bereaved child's grieving process [9]

Oh Wow!!!
Thanks very much for helping me out.Im in Ireland so the pressure is really on as its 11.30 at night here!!This essay is stressing me out big time..!!

Essays / Essay on bereavement - brief description of the bereaved child's grieving process [9]

Do you think the structure of my essay is bad?I dont have a good conclusion as of yet either.Not sure how to go about this?

Essays / Essay on bereavement - brief description of the bereaved child's grieving process [9]

Just wondering if anyone has any feedback for me?
Anything would be greatly appreciated!!

Essays / Essay on bereavement - brief description of the bereaved child's grieving process [9]

Thanks so much for ur help...the essay got handed up today...all thanks to you helping me!!
Thanks again.will definately be back to this site again when my next essay is due, just a lot earlier this time!!!

Writing Feedback / oral history project essay / gender theme [20]

I need to hand in this essay by Monday so if anyone could help as soon as possible it would be greatly appreciated

Writing Feedback / oral history project essay / gender theme [20]

Thanks so much for your response. I have edited the first part like you suggested so this is the next part that I have wrote. In methadology part of the essay I have to provide two quotations which I ahve included and then a short biographical account and then set the life in context-life and policy interweaved. This part is confusing me and even though I have books to use to reference the two themes I dont know what i should be including. Its due tomoro so i really dont have much time so any suggestions and editing would be appreciated.

On the 3rd of December at 1.00 p.m. I called to Mrs. X to conduct the interview and we sat in the lounge and I started by asking her questions about her primary school experience. I asked open ended questions so I would not be soliciting any bias answers and also allowed her to elaborate if she wanted to.

'A second conception of the interview is that of a transaction which inevitable has bias, which is to be recognised and controlled'.(Cohen)
As well as this listening to her response and preparing the next question. If I felt we were losing track of the initial interview discussion, I just fell back on the question sheet I had prepared. After a brief few minutes The individual started to feel at ease and more relaxed as Ken Howarth in The Oral History Handbook calls the 'Warming up period'. Even thought she wasn't being recorded, I think because I wasn't rushing her to answer questions and sticking rigidly to every single question, she was more at ease to answer and recall her experiences.

Biographical account

Mrs. X was born in Cork in the 1940's and a few years later the family moved to Tipperary Town. Her background was very disciplined, her father was a sergeant and her mother was very musical.

She attended the convent primary school which was run by the Sisters of Mercy and she remembers the teachers were very strict. There was corporal punishment in the school but she doesn't ever remember being slapped. There was no formal uniform.

In 6th Class she received a scholarship in the Primary Cert to go to St. Anne's secondary school where she received her Intercert. After the Intercert she went to a boarding school in Doon. There was eighteen children in the class there. She was taught Irish, Mathematics, English, History, Geography, Latin, Domestic Science, physiology and Christian Doctrine. The priest would visit to give an oral exam on the Doctrine. All of the subjects were taught through Irish except for History and Geography. Girls didn't do Honours Mathematics and boys didn't do domestic Science.

Husband did all of his subjects through Irish.

Honours Irish was a requirement for the teacher training course and needed 2,000 marks to get a good job.

Teacher Training 1958-1960

They had a choice of doing a 3yr course In Trinity college in Dublin City but Mrs. X went to Mary Immaculate College in Limerick City and boarded there. Most pupils didnt go to Trinity as it was too expensive.

Had to pay fees of 64 pounds a year and extras.
The I.N.T.O was complaining about the preparatory schools as they felt it was unfair that pupils who went to these schools had a unfair advantage over pupils who completed their Leaving Certificate and who were trying to gain access to the teaching colleges.

All nuns lecturing and they would inspect the cleaning

Sewing was every evening for half an hour and they had a Easter Oral Sewing Exam which included hemming, cross stitching, Running, Back Stitch, Blanket stitch, French seam, Fell seam, hedgetear, Woolen patch, Darn, Knit heel of a sock.

Lot of music =piano, choral work, voice training, Ballroom dancing, Tango
All letters were opened, in and out. They were given at 8.30 in the evening when they were doing sewing.
Silence was emphasised in the corridors and there were penalties if caught talking which was a week without being allowed to talk. Nuns watched at top and bottom of stairs to enforce the rules.

They were allowed a visit one Sunday a month.
Had criticism lessons or demonstrations in the main hall on a Friday afternoon every week or every two weeks. All the lecturers sat on the stage and the students sat in rows against the walls of the hall. The student who was doing the lesson stood in centre and a primary class was brought in for the lesson to be practiced on. When the children left, the lecturers then proceeded to tell you what you had done wrong.

This was a negative approach though it helped in some way and was done in every subject. The directions had to be given in Irish and communicate to class in Irish.

They had a Cert for Christian Doctrine (Like Dip. Religion now)
As Mrs. X was in the Teacher traingin college from 1958 till 1960, the marraige ban that had come into effect in 1932 didnt restarin her as this decision was removed from the code in June 30 1958 by Minister Mr.Lynch and had been operative since July 1, 1958.

Writing Feedback / oral history project essay / gender theme [20]

Thanks for that!That part is the biography part u were correcting and they r bits i had transcribed from the interview but do u think this is a good biographical account or do i need more?

Writing Feedback / oral history project essay / gender theme [20]

the criteria wants me to write a short biographical account worth 5% of the essay and then setting the life in context -life and policy interweaved.this is the part im confused about!!!

Writing Feedback / oral history project essay / gender theme [20]

Hi thanks for your help again. Most of the biographical section came straight from the transcribed interview.They were her own experiences.The essay criteria wants you to set the life story in context -life and policy interweaved of teacher training and gender differences as themes.I got books from the college library on these subjects but im confused as to what parts i should be writing about.

The part you said about context i dont think they r looking for as it is a retired teacher i interviewedand she didnt really comment on her own teaching

Writing Feedback / oral history project essay / gender theme [20]

the sewing and the dancing was all the teacher training stuff.Because it was run by nuns and the priest interviewed the candidate for a teaching position it was all religious regiment, the church was in control at the time and sewing and music was part of the curriculum in schools and music is still there!

Writing Feedback / oral history project essay / gender theme [20]

I have just added the gender difference theme. Does this make sense?Im not sure im hitting the difference properly?

Gender Difference

As already stated, the marriage ban was revoked by the minister Mr. Jack Lynch in 1958.The marriage ban was brought in, in 1932 requiring that all women teachers retire from teaching on marriage. This rule remained for twenty five years and when the rule was evoked the terms of revokement were sent to managers and teachers by the Department of Education. The I.N.T.O. were against this ban at the time of consideration, as in their opinion, as they stated' parents favour married women teachers' and 'the regulation will mean fewer marriages'. This ban was extensively argued and they brought it to the notice of various T.D.'s and other representatives to enlist support for opposition to the proposed ban ,but, in 1932, a letter from the Government informing of their consideration of the proposal still felt there was a need for the ban. The Government gave reasons for the introduction of the ban one reason stating ' the continuance of women teachers on marriage must mean some loss either to the school or to the home'. The Government saw women as inferior after they got married and envisioned that a loss would be made to the education provided. There were a lot of girls in the training colleges at that time who were concerned with their examinations and workload to have noticed what an impact this ban would have on them in their future careers. Their fate was determined for them before they had left the training college.

This ban penalized the young women teachers but they also started to penalize the older generation as well. The 1914 pension rule enforced the statutory age for retirement would be at age 60 for women teachers but in comparison allowed men to retire at age 65. A woman however could remain in the workforce until age 65 only if her service provided was efficient in these years. These two requirements on women teachers happened with five years; a relatively short space of time but in both cases it was a way of undoing the errors the Authorities had made with the overflowing supply of trained teachers entering the workforce and under demand of placements. The Authorities themselves were responsible for this lack of judgment and foresight thus penalizing the women teachers who deserved a long and prosperous career.

Is there anything i should add?

Writing Feedback / oral history project essay / gender theme [20]

I also could do with your advice on concuding the essay.Any ideas?

Writing Feedback / oral history project essay / gender theme [20]

ok thanks. ill start with the conclusion with the tips you gave me. with the gender difference paragraph im not sure that I have got the adequate amount of info as im not describing anything about men but i cant seem to locate anything even on the net( which has scarce info about educational systems in Ireland) to add to the paragraph.

Essays / 'incredibly rewarding career' sociology journal response [6]

Ok thanks for ur advice.The accounts we were given are true so maybe I could open this journal up with a different sentence.
I have started to write but am just not so sure im'deep enough' and doing this correctly.Im really not good with expressing my thoughts on paper!!The note I have included is just what we were told to include.I also havent got to the collaborative part yet am still trying to think of what to write for that. Could you look at what I have wrote and tell me what you think and help me to tie it together.Thanks.I really appreciate it.

[b]Note: always refer to ' I'. Why did u want to become a teacher? What kind of a teacher you would like to be?Look at individualism(disagree) and collaborative cultures-(agree)!!!!Holistic view.

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Writing Feedback / The moral education aim in the Alive 0-8 and Alive 0-4 [8]

do u think there is a flow to it?

Writing Feedback / The moral education aim in the Alive 0-8 and Alive 0-4 [8]

ok now im confused...lol!!!
It has to do with the importance of moral education and I also have to include my own experiences in this essay which i think is difficult. what should i do, shuffle around the sentences??

Writing Feedback / The moral education aim in the Alive 0-8 and Alive 0-4 [8]

So I have to get my intro correct to be able to write my conclusion then?what should i omit?
Im really stuck!!!Its 20 past twelve here in Ireland so not many hours left till morning!!
I need to get finished.

Essays / 'incredibly rewarding career' sociology journal response [6]

yes 'fearas' is Irish word for equipment or resources. I'm ising it cos the author of on eof the readings refers to it.

ive added some more which i would love for u to edit for me.
The q i have left in the middle is cos i might add some more on that when i tink of what to write!!!thx

Sociology Journal

How and in what ways do the fictional accounts of learning, society, values and beliefs speak personally and professionally to me about the teacher I would like to be?

Teaching is a job based around developing knowledge and nurturing individuals- I feel that it would be an incredibly rewarding career and help to safeguard our future generations. Young minds are incredibly vulnerable and can be influenced very easily- I believe that with the correct education, this influence can be extremely positive and beneficial. In my teacher career, I aim to pass on invaluable knowledge to several generations via several multi sensory methods, including...'??

The reason I would like to be a teacher is because I love working with children, helping them to excel in education and for myself the teacher to be consistent and a stable figure in their educated lives. To praise them for their hard work and encourage them to fulfil their dreams. I have dedicated a lot of time in order to fulfill my dream of teaching- it has been my aspirations since childhood, a driving force behind my motivation to succeed. Despite enjoying my school years, I always felt that I could do more and be better, but this was never really encouraged out of me: I want to show my pupils that intelligence isn't just being good at sums, but can evolve in many forms, such as communication. I want to be able to encourage and nurture my pupils in order to allow each of them to achieve their absolute best so they do not have the regrets I am left with from my school days.

McGahern's reason for accepting a place on the teacher training course was because "the teaching hours were short. There were long holidays. I would not have to think about money" (pg.208). I cannot agree with McGahern's reasons of choice. The teaching day is from 9 a.m. till 3 p.m. in most schools Monday to Friday but this is only when the children go home. What about the endless hours of effort put in by teachers for the schemes of work, plans and 'fearas' needed for the week ahead. The organisation of a teacher's day is well prepared days before the teaching of the subject takes place. Of course, the months of July and August are holidays to the teachers and the children but children as well as teachers need a break from learning in the classroom and take in their natural environment. I believe there is no such thing as a 'difficult' pupil: children will only misbehave if they are not challenged sufficiently. In order to prevent disruptions in class I aim to keep all my pupils engaged by providing new and fun challenges for them everyday.

Whilst during the holidays, the teachers may be out of the classroom, but a real teacher is never 'off-duty'. Constantly scouring places for items of use in the classroom for teaching aids, recycling items of use for art projects and planning the next terms work.

To be an excellent teacher needs great commitment, reliability, a good personality and warmth for children. A teacher needs to be good all round in every subject area. The teacher needs to have a mixture of qualities otherwise everyone could be teachers. To be a teacher now in the 21st Century, I feel still enjoys a high status in society though as not as highly paid as looked upon. Overall teaching is a very satisfying and rewarding experience.

After reading Hargreaves account regarding the cultures of teaching, it gave me a different perspective of how teachers form and develop. I can see how teachers develop certain characteristics from being together in classes, paired up on teaching practice, learn from each others mistakes and offer advice on how to teach an area differently if they find it's not working for them.

It's true that the student teachers socialise more with other student teachers on the course than other people as the course is so intense and time consuming. Everything discussed on a day to day basis s teaching, lecturer's talk about teaching subjects areas and Hargreaves sums up this idea well when he states '

'The way teachers relate to their colleagues has profound implications for their teaching in the classroom, how they evolve and develop as teachers and the sorts of teachers they become'.

This idea is vastly true, the relationships we secure when training have a huge impact on our future teaching career to relate to staff in the school, principals and students alike. The strategies of different teachers forms the framework of the culture that evolves to form the identity of all teachers. Hargreaves concern as to whether there is something very 'teacherish' (pg.218) about teachers. I feel this line rings true when looking at the course I am attending. Some of my colleagues I felt looked very 'teacherish' from the moment they stepped into the lecture hall whereas others have formed into the culture within the class. This attitude has evolved I think from lessons learnt from other teaching experiences, the people that I communicate with and getting into the role of the teacher we want to become. I don't think it is a certain look- I think it is the way we perceive the individual. It is just a professional manner and an ability to communicate ideas on all levels.

A successful teacher has a strong presence in the room- this draws people's attention to them and therefore means children are naturally captivated and engaged by them. Based on my own personal experience, I have found that pupils tend to remember the more captivating and exciting lessons above the mundane alternatives. I believe that the success of a lessons hinges completely on the ability of the teacher to engage their pupils in the ideas being taught: you can have the best planned class, with the most exciting tasks, but if it is not delivered in a way which inspires and excites the pupils they will not fully digest the information provided.

At looking at the culture that has evolved into individualism, I can see how teachers can be isolated from their other colleagues, teaching behind closed doors and only socialising for a limited amount of time to eat their lunch and discuss safe conversation starters. Though this could be argued that staffrooms are a place of relaxation for a teacher, after having to stand up and perform in front of the children all day. It is a time to switch off from talking about their teaching ideas and thus reducing the participation of sharing thoughts and tips. This culture could provide a private environment for the teacher but could also negatively reinforce certain teaching practices thus not gaining any support but staying secured and rigid in their teaching practices. It can be safe choice for some, teaching within own perimeters without any criticism but lacking any value or support.

In the limited schools where the culture of collaboration prevails, it is the openness and unitedness of every teacher that forms the bond. I strongly agree that collaboration of colleagues and team mates help form a better school environment for both teacher and student by enabling them to share views and opinions in a natural way: again encouraging communication. I understand this type of workmanship has to be developed in order to achieve the most significant results, but as a basic ethos it is definitely a positive starting point.

Coll---break down why it is so effective- how does it influence the pupils education? does it make things more efficient? does it make learning newer and faster?

Throughout my teaching career I wish to employ the collaborative culture by...
I want to motivate youthful minds in order to achieve optimum results
I believe that to become a teacher is a true privilege: to be able to help children evolve into adults, improve their knowledge and understanding and provide a strong grounding for their whole lives is something I am very passionate about. and as a teacher, I most of all want to encourage my pupils to enjoy the experience of learning, as this is a skill they will carry with them for the rest of their lives

Writing Feedback / The moral education aim in the Alive 0-8 and Alive 0-4 [8]

Thanks for your help...handed in essay today!!!!One job out of the way...lol
Thanks again!

Writing Feedback / Child-centred practice ignores the individuality of children's needs. Essay regarding bullying.... [11]

Does that mean i should be disagreeing with the statement?

Writing Feedback / Child-centred practice ignores the individuality of children's needs. Essay regarding bullying.... [11]

Hi again...okay so i have taken your advice you offered and now have defined child centred and bullying and done some research but im having trouble tying all the pieces together and discovering an intro.could you help...Thanks!

Child-centred practice ignores the individuality of children's needs and is impractical for use when responding to bullying in a class room setting. Discuss

Intro?
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Writing Feedback / Child-centred practice ignores the individuality of children's needs. Essay regarding bullying.... [11]

bullying need help urgently!!please

I have just spent the whole day fine tuning this essay and its due on Monday. Could you please give me some feedback please.Thanks.

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Writing Feedback / Child-centred practice ignores the individuality of children's needs. Essay regarding bullying.... [11]

oh thanks very much...i had lot of mistakes i had not seen.
Do you think that this essay is arguing for and against as im not sure im getting it right??
Thanks in advance...kate

Essays / sociology-emotions of teaching [9]

Thanks, i didnt see those errors.I like the conclusion you have wrote too. I have been writing mad again so can you see what you think. I have used some references too.

I just need this essay to flow now as it has to 'intertwine'and i dont know if i have done this.
Thanks in advance!!

Essays / sociology-emotions of teaching [9]

That last paragraph i wanted to intertwine someplace else but not sure where?What could I write for a conclson.Any ideas?
And do u think the essay has a flow to it?
Thanks for ur help again...your a star!!!

Essays / sociology-emotions of teaching [9]

my essay is due tomoro justg wondering if u get a chance soon to help me..Thanks...i owe u on big time??R u on msn by the way?

Essays / sociology-emotions of teaching [9]

ok thanx...thought maybe nobody was here...thx

Writing Feedback / There is more to teaching than classroom transactions - philosophy [6]

thanks...it took me all day!!!

I have to include the levels of teaching and i have included the rational level but i still need to incorporate the transactional level which is the communication from one person to the other and the occupational level which is the teacher as an employee and as such as no enthusiasm as such....but not sure how i can bring this in?

Any ideas?

also forgot to ask...what essay title suits it best??

There is more to teaching than classroom transactions

The experience of schooling either enslaves or liberates, it cannot do both.

Writing Feedback / There is more to teaching than classroom transactions - philosophy [6]

sarah are you there this evening?