superkaytee
Apr 4, 2007
Writing Feedback / There is more to teaching than classroom transactions - philosophy [6]
sarah are you there this evening?
sarah are you there this evening?
superkaytee
Apr 4, 2007
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.
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.
superkaytee
Apr 4, 2007
Writing Feedback / There is more to teaching than classroom transactions - philosophy [6]
I have started my philosophy essay.can u give me some feedback as to what u think
I have 2 essay titles to pick from but i started the essay not knowing which one i should lean more towards.Maybe you could give me some advice on what title i should use?
There is more to teaching than classroom transactions
The experience of schooling either enslaves or liberates, it cannot do both.
i have completed some of the body of my essay.can i add this too for you to help me edit?
If you are there, this is what i finised up with last night, and i thought i had been leaning towards the other title. Can you tell me what you thin...have to hand it up in the morning. Ill have to think of a line or 2 for the conclusion to link back to the title
There is more to teaching than classroom transactions
Paulo Freire supports the idea that education should be a collaborative process where the teachers and students work together and think critically. Freire is opposed to the education system. He classifies the system as the "banking'' concept of education. Freire classifies this concept as, "Education thus becomes an act of depositing, in which the students are depositories and the teacher the depositor." (Freire; 1). Freire has also proposed a new solution in his text called the problem-posing education where the teacher and student become one, "Each teaches the other and both have the chance to think critically as well as give one's interpretation of the subject" (quote).
With the banking concept, the teacher seems to be far superior and more intellectual than their students. This transactional model refers to the transaction between the teacher and the student. The teacher may intimidate students with his attitude, sometimes making the students seem unworthy of his knowledge. The intimidated students may then refrain from asking questions, therefore, causing them to not fully understand the lesson being taught. Students have absolutely no say in what they learn and how they receive the information that is taught. Since the topic on the curriculum isn't chosen by the students, they are more likely to be uninterested and their creativeness could suffer. As Freire states, "The "humanism" of the banking approach masks the effort to turn women and men into automatons-the very negation of their ontological vocation to be more fully human." (Freire; 3). This is saying that the students will become robot-like and are forced to adapt to the teacher's style. The students aren't able to personally relate to what the teacher teaches and the information seems separated from reality. The teacher teaches only to receive positive recognition, which causes the students to only get enough information to just survive in the real world. The teacher becomes a functionary paid unenthusiastic employee just looking at the job as an occupation. Freire describes the method of teaching where, "the teachers' function is to fill students with the contents of their narration: the teacher speaks, the students listen." (Flanagan, 2006; 186). As seen in chapter two by Dickens in Hard Times, the teacher functions as expected, as he is paid to do so. The relationship between teacher and student is seen as passive, "little pitchers" with the intention of filling the children to the brim (Dickens; 1). To put it differently, the teacher informs, and the student listens in return. The relational level of teaching comes into play as the students are not allowed to challenge the authority and the credibility of the teacher. Therefore, students have no freedom or active participation in education and the transaction of information is one-way. The children do what they think will please the teacher and not what is right or wrong.
There is, however, a time in which this type of teaching is necessary and useful. The act of recording, memorizing, and repeating phrases may have its advantages in certain situations. For instance, this banking method would demonstrate its necessity when teaching a foreign language. This is because, for the first few years of learning a foreign language, the only method of teaching is the memorization and repetition of vocabulary and pronunciation. This is also needed when teaching in a primary school as the students need to learn the basics first before using it to think and formulate their own views and ideas. Therefore, the banking concept should not be eliminated from the education system because it plays an important role during certain stages of education for a student.
As a solution to the banking concept, Freire proposed the problem-posing education method. Freire makes problem-posing seem as a cure for all educational problems. This may seem like a great solution, until its practices are looked at more deeply. As Freire suggests, "They are no longer just instructors, but become equal learners in dialogue with the students" (Flanagan, 2006; 192). Freire emphasises that the banking concept prevents a person's creativity while the problem-posing education emphasizes spontaneity and prepares an individual to face reality as it is. He feels that the problem-posing method promotes an individual's creativity thereby encouraging this learning process. While the banking concept of education is only a one-way communication, the problem-posing education emphasizes a two-way transaction between the teacher and the students in the classroom. There are some subjects a teacher cannot learn from their students like facts, but other subjects they can. Teachers not only educate but are also learning at the same time from their students. "The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow" (Freire; 6).
Although I disagree with Freire at some point regarding the banking concept, I do acknowledge the problem he has pointed out in his text. Freire has opened my eyes to the problem faced by the current education system. Both the banking concept and problem-posing have good qualities that need to be implemented in the classroom. Combining the two concepts and finding a median will be a solution to the problem that Freire suggests we have. The banking concept should not be used entirely throughout an individual's education. It should only be used in certain circumstances. This is the same for the problem-posing method. The problem-posing method seems like the better option in most situations because it encourages critical thinking and allows a two-way street of communication between teacher and student. Thus, teachers not only teach but also learn at the same time from their students. In conclusion, the transaction ns that occur in a classroom
there is not one ideal method of teaching that can solve the problems society is facing. Therefore, we must learn to incorporate both teaching methods to suit the situation we're in.
Bibliography
1. Dickens, C () Hard Times,
2. Flanagan, F. (2006) 'The Best Educators Ever', London: Continuum.
3. Freire, P. () 'Pedagogy of the Oppressed',
I have started my philosophy essay.can u give me some feedback as to what u think
I have 2 essay titles to pick from but i started the essay not knowing which one i should lean more towards.Maybe you could give me some advice on what title i should use?
There is more to teaching than classroom transactions
The experience of schooling either enslaves or liberates, it cannot do both.
i have completed some of the body of my essay.can i add this too for you to help me edit?
If you are there, this is what i finised up with last night, and i thought i had been leaning towards the other title. Can you tell me what you thin...have to hand it up in the morning. Ill have to think of a line or 2 for the conclusion to link back to the title
There is more to teaching than classroom transactions
Paulo Freire supports the idea that education should be a collaborative process where the teachers and students work together and think critically. Freire is opposed to the education system. He classifies the system as the "banking'' concept of education. Freire classifies this concept as, "Education thus becomes an act of depositing, in which the students are depositories and the teacher the depositor." (Freire; 1). Freire has also proposed a new solution in his text called the problem-posing education where the teacher and student become one, "Each teaches the other and both have the chance to think critically as well as give one's interpretation of the subject" (quote).
With the banking concept, the teacher seems to be far superior and more intellectual than their students. This transactional model refers to the transaction between the teacher and the student. The teacher may intimidate students with his attitude, sometimes making the students seem unworthy of his knowledge. The intimidated students may then refrain from asking questions, therefore, causing them to not fully understand the lesson being taught. Students have absolutely no say in what they learn and how they receive the information that is taught. Since the topic on the curriculum isn't chosen by the students, they are more likely to be uninterested and their creativeness could suffer. As Freire states, "The "humanism" of the banking approach masks the effort to turn women and men into automatons-the very negation of their ontological vocation to be more fully human." (Freire; 3). This is saying that the students will become robot-like and are forced to adapt to the teacher's style. The students aren't able to personally relate to what the teacher teaches and the information seems separated from reality. The teacher teaches only to receive positive recognition, which causes the students to only get enough information to just survive in the real world. The teacher becomes a functionary paid unenthusiastic employee just looking at the job as an occupation. Freire describes the method of teaching where, "the teachers' function is to fill students with the contents of their narration: the teacher speaks, the students listen." (Flanagan, 2006; 186). As seen in chapter two by Dickens in Hard Times, the teacher functions as expected, as he is paid to do so. The relationship between teacher and student is seen as passive, "little pitchers" with the intention of filling the children to the brim (Dickens; 1). To put it differently, the teacher informs, and the student listens in return. The relational level of teaching comes into play as the students are not allowed to challenge the authority and the credibility of the teacher. Therefore, students have no freedom or active participation in education and the transaction of information is one-way. The children do what they think will please the teacher and not what is right or wrong.
There is, however, a time in which this type of teaching is necessary and useful. The act of recording, memorizing, and repeating phrases may have its advantages in certain situations. For instance, this banking method would demonstrate its necessity when teaching a foreign language. This is because, for the first few years of learning a foreign language, the only method of teaching is the memorization and repetition of vocabulary and pronunciation. This is also needed when teaching in a primary school as the students need to learn the basics first before using it to think and formulate their own views and ideas. Therefore, the banking concept should not be eliminated from the education system because it plays an important role during certain stages of education for a student.
As a solution to the banking concept, Freire proposed the problem-posing education method. Freire makes problem-posing seem as a cure for all educational problems. This may seem like a great solution, until its practices are looked at more deeply. As Freire suggests, "They are no longer just instructors, but become equal learners in dialogue with the students" (Flanagan, 2006; 192). Freire emphasises that the banking concept prevents a person's creativity while the problem-posing education emphasizes spontaneity and prepares an individual to face reality as it is. He feels that the problem-posing method promotes an individual's creativity thereby encouraging this learning process. While the banking concept of education is only a one-way communication, the problem-posing education emphasizes a two-way transaction between the teacher and the students in the classroom. There are some subjects a teacher cannot learn from their students like facts, but other subjects they can. Teachers not only educate but are also learning at the same time from their students. "The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow" (Freire; 6).
Although I disagree with Freire at some point regarding the banking concept, I do acknowledge the problem he has pointed out in his text. Freire has opened my eyes to the problem faced by the current education system. Both the banking concept and problem-posing have good qualities that need to be implemented in the classroom. Combining the two concepts and finding a median will be a solution to the problem that Freire suggests we have. The banking concept should not be used entirely throughout an individual's education. It should only be used in certain circumstances. This is the same for the problem-posing method. The problem-posing method seems like the better option in most situations because it encourages critical thinking and allows a two-way street of communication between teacher and student. Thus, teachers not only teach but also learn at the same time from their students. In conclusion, the transaction ns that occur in a classroom
there is not one ideal method of teaching that can solve the problems society is facing. Therefore, we must learn to incorporate both teaching methods to suit the situation we're in.
Bibliography
1. Dickens, C () Hard Times,
2. Flanagan, F. (2006) 'The Best Educators Ever', London: Continuum.
3. Freire, P. () 'Pedagogy of the Oppressed',
superkaytee
Apr 1, 2007
superkaytee
Apr 1, 2007
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?
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?
superkaytee
Apr 1, 2007
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!!!
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!!!
superkaytee
Mar 31, 2007
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!!
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!!
superkaytee
Mar 28, 2007
Essays / sociology-emotions of teaching [9]
I have to write a journal response on the emotions of teaching.
This is the Q: How and in what ways are the emotions of teaching related to places and things that call up good and bad memories for me about teachers, classrooms and schools?
Im not sure how to get started on this one.It seems very broad and would love if you could give me some advice.Thanks in advance!
--
Ok i have spent all last night fixing this essay and its due today and still have no conclusion.Please help...sorry to b picking your brain so much!!!
How and in what ways are the emotions of teaching related to places and things that call up good and bad memories for me about teachers, classrooms and schools?
In the course of this journal, I aim to convey the emotions and elaborate on/recall different emotions, either dark or light, and apply them to teaching experiences.
I assume that the utmost positive emotion a teacher can feel is the joy of improving a child's life with education. To be able to see a child in the class progress year after year is a great satisfaction. If a child in the class could not read or write when the year begins, and by the end of the year the child could read books and write stories--that would be a powerful experience. As a teacher, the emotions that I will go through in just one day will be truly incredible: joy and happiness when teaching a child something new that they didn't know yesterday. Frustration when something goes wrong or when there is a problem with a student or even administration. For me, the one emotion that I know I will not be alone on is the fear when I first begin to teach-the fear of the unknown, of doing the wrong thing, or that simply I'm not making enough of a difference.
One of the teachers that stands out in my memory for making a difference to the pupils in her class is one of my old national school teachers. The teacher, a female, was full of encouragement and inspiration and had a strong presence in the room. The teacher had a way of capturing our attention for all subjects, intriguing to watch and always supportive. The children in her class were in awe and would encourage all the pupils to do the best of their ability. She would encourage singing and physical education, while the other teachers couldn't bear to teach the subjects. The classroom environment was strict, she was well able to control the class but also let us enjoy learning through creativity and innovation.
The darker sides of emotion are ones of great concern to teachers. These emotions can appear within work colleagues themselves or between teacher and pupil. I can recall some experiences where sarcasm and negative emotions were conveyed in the classroom when I was a pupil. As with most adults, there is always a teacher who inspired me and makes me think about my own teaching, but there is also one teacher who was extremely discouraging and unsupportive. This experience was in my secondary school days, this was the teacher who took us for mathematics every day. She never helped anybody in the class to do the math she was teaching. The equation was wrote on the board and then explained briefly, I was told to open my book on a certain page and complete the questions. If I put up my hand to tell her I was not able to do them, she would abruptly tell me to ask the person sitting next to me for help. This was her idea of 'pair work' while she painted her nails at the desk. To this day, the odour of red nail varnish--or even the thought of it--makes me nauseous. As I was always a weaker student at math to begin with, it really didn't help to have no guidance for a year. I feel strongly that the purpose of this teacher's experience was for the money only and I think this made me more determined to be a better teacher than this teacher ever was. The essential 'fearas' of this teacher was the textbook. Learning is supposed to be child-friendly and blended into childhood. I don't think any child should have to face education in this way. In the classroom, teachers can choose to distance themselves from their pupils and not form close relationships. They do not know their pupils well and Hargreaves sums this up well when he states, 'Successful teaching and learning therefore depend on strong emotional understandings' (Page, 8). In my opinion it is vital to have a connection with the pupils, to respond to their learning. Distancing myself from my pupils would have a negative effect on their ability to learn. In a workplace where the classroom door is closed and is disconnected from the outside world, a social distance is created as Hargreaves calls it. (Page 8). I think as a teacher there should be more interaction with others, a culture of collaboration should prevail so that the openness and unitedness of every teacher form a bond in the school. I think this helps to form a better school environment as both teachers and students alike can share views and emotions in a natural way encouraging better communication. The majority of emotional experiences involve communication and interactions with parents, some of these situations can evoke negative emotions-fear, anger or anxiety. If my classroom practices and competence or even my purpose of teaching was questioned by or criticised by parents, I would be extremely hurt and outraged that a parent could judge me on my expertise. This may result in 'professional distance' from the parent involved but if confronted then these emotions are 'masked' so as to not show the true emotion that I the teacher is feeling when my expertise is being undermined. I think teachers have to step back a little from the situation to strategically handle the conversation in the best way possible. This may mean collecting our thoughts, staying calm and defusing the situation even when under the surface our emotions are boiling with rage. In my opinion this emotional pattern is largely negative as true emotions are not being portrayed.
'Emotion is integral to all teaching' (Hargreaves, page 4). Teaching calls up memories of my own school days, the good with the bad. The emotions of those experiences will be with me whenever I step into a classroom, but I believe all my past school experiences will make me a better teacher'.
I have to write a journal response on the emotions of teaching.
This is the Q: How and in what ways are the emotions of teaching related to places and things that call up good and bad memories for me about teachers, classrooms and schools?
Im not sure how to get started on this one.It seems very broad and would love if you could give me some advice.Thanks in advance!
--
Ok i have spent all last night fixing this essay and its due today and still have no conclusion.Please help...sorry to b picking your brain so much!!!
How and in what ways are the emotions of teaching related to places and things that call up good and bad memories for me about teachers, classrooms and schools?
In the course of this journal, I aim to convey the emotions and elaborate on/recall different emotions, either dark or light, and apply them to teaching experiences.
I assume that the utmost positive emotion a teacher can feel is the joy of improving a child's life with education. To be able to see a child in the class progress year after year is a great satisfaction. If a child in the class could not read or write when the year begins, and by the end of the year the child could read books and write stories--that would be a powerful experience. As a teacher, the emotions that I will go through in just one day will be truly incredible: joy and happiness when teaching a child something new that they didn't know yesterday. Frustration when something goes wrong or when there is a problem with a student or even administration. For me, the one emotion that I know I will not be alone on is the fear when I first begin to teach-the fear of the unknown, of doing the wrong thing, or that simply I'm not making enough of a difference.
One of the teachers that stands out in my memory for making a difference to the pupils in her class is one of my old national school teachers. The teacher, a female, was full of encouragement and inspiration and had a strong presence in the room. The teacher had a way of capturing our attention for all subjects, intriguing to watch and always supportive. The children in her class were in awe and would encourage all the pupils to do the best of their ability. She would encourage singing and physical education, while the other teachers couldn't bear to teach the subjects. The classroom environment was strict, she was well able to control the class but also let us enjoy learning through creativity and innovation.
The darker sides of emotion are ones of great concern to teachers. These emotions can appear within work colleagues themselves or between teacher and pupil. I can recall some experiences where sarcasm and negative emotions were conveyed in the classroom when I was a pupil. As with most adults, there is always a teacher who inspired me and makes me think about my own teaching, but there is also one teacher who was extremely discouraging and unsupportive. This experience was in my secondary school days, this was the teacher who took us for mathematics every day. She never helped anybody in the class to do the math she was teaching. The equation was wrote on the board and then explained briefly, I was told to open my book on a certain page and complete the questions. If I put up my hand to tell her I was not able to do them, she would abruptly tell me to ask the person sitting next to me for help. This was her idea of 'pair work' while she painted her nails at the desk. To this day, the odour of red nail varnish--or even the thought of it--makes me nauseous. As I was always a weaker student at math to begin with, it really didn't help to have no guidance for a year. I feel strongly that the purpose of this teacher's experience was for the money only and I think this made me more determined to be a better teacher than this teacher ever was. The essential 'fearas' of this teacher was the textbook. Learning is supposed to be child-friendly and blended into childhood. I don't think any child should have to face education in this way. In the classroom, teachers can choose to distance themselves from their pupils and not form close relationships. They do not know their pupils well and Hargreaves sums this up well when he states, 'Successful teaching and learning therefore depend on strong emotional understandings' (Page, 8). In my opinion it is vital to have a connection with the pupils, to respond to their learning. Distancing myself from my pupils would have a negative effect on their ability to learn. In a workplace where the classroom door is closed and is disconnected from the outside world, a social distance is created as Hargreaves calls it. (Page 8). I think as a teacher there should be more interaction with others, a culture of collaboration should prevail so that the openness and unitedness of every teacher form a bond in the school. I think this helps to form a better school environment as both teachers and students alike can share views and emotions in a natural way encouraging better communication. The majority of emotional experiences involve communication and interactions with parents, some of these situations can evoke negative emotions-fear, anger or anxiety. If my classroom practices and competence or even my purpose of teaching was questioned by or criticised by parents, I would be extremely hurt and outraged that a parent could judge me on my expertise. This may result in 'professional distance' from the parent involved but if confronted then these emotions are 'masked' so as to not show the true emotion that I the teacher is feeling when my expertise is being undermined. I think teachers have to step back a little from the situation to strategically handle the conversation in the best way possible. This may mean collecting our thoughts, staying calm and defusing the situation even when under the surface our emotions are boiling with rage. In my opinion this emotional pattern is largely negative as true emotions are not being portrayed.
'Emotion is integral to all teaching' (Hargreaves, page 4). Teaching calls up memories of my own school days, the good with the bad. The emotions of those experiences will be with me whenever I step into a classroom, but I believe all my past school experiences will make me a better teacher'.
superkaytee
Mar 22, 2007
Writing Feedback / Evaluation on a lesson in the Alive-03 religious education book [2]
Hi i am writing an evaluation on a lesson in the Alive-03 religious education book.Its called Follow me and i have to evaluate it in terms of theme, content and methodology in light of moral eduaction.
I have started and would like if you could read it and see if im on the right track and give some feedback as im not very religious myself and dont want to make any mistakes to offend the lecturer!!Thanks in advance.
In this assignment, I aim to evaluate an Alive-O lesson in terms of theme, content, methodology and resources in the light of the moral development of the child in which the programme is aimed towards. I chose to evaluate the lesson 'Follow Me' from Term 3, Lesson 4 in Alive-03 aimed at third class.
The theme of the lesson 'Follow Me' is being followers of Jesus, acting like Jesus and doing what Jesus would like us to do. This lesson explores with the children the Church as people of God. This aims to explore the significance of Jesus' words to deepen their understanding of answering Jesus' call.
Children need to balance their moral decisions and decide what is morally right or wrong in their choices they make at home or school. Within the content of this lesson it includes the song 'Peter Remembers', the lesson reflects the choices we make regarding people. How we judge people on the outside is a moral choice- a choice whether to be friendly or prejudice. We as followers of Jesus have to remember that Jesus loves everybody regardless of personality, body size or disabilities. Or those who have made mistakes in their lives. The goodness comes from when we reconnect with Jesus. Jesus saw the inner beauty of people and to follow in Jesus' way means not judging people on the outside. It doesn't matter what mistakes a person has made, if they are truly sorry then we should forgive them and live in harmony.
Children go through different stages of moral development. Jean Piaget outlines the first stage as being 'The Moral Realism Stage'. This is where children consider the rules as fixed and the consequences of actions are the responsibility of the authoritive figure.If teachers want children to forgive others then they need to model this behaviour in the classroom as this encourages them to make moral decisions on their own.
The methodology of this section of the lesson, is to treat others how you would like them to treat you.
The lesson also includes a story based n John 21:1-13,19.This story emphasises the moral decision of Jesus to feed the five thousand with twelve loaves and two fishes.The relevanc of the story is to highlight Jesus as a moral person, doing what is right and helping others. This story show's Jesus' call to Peter, how goodness can be done for other people, not just doing a good deed just to be thanked for it. In sequence to the story, a poem 'Called', emphasises how Jesus calls us.
'I was sent-I went'.
It identifies how Jesus gives us our call and how we can follow in the words of Jesus.The poem also helps children to realise that they can hear the call of Jesus if they give themselves a chance to hear it.
Hi i am writing an evaluation on a lesson in the Alive-03 religious education book.Its called Follow me and i have to evaluate it in terms of theme, content and methodology in light of moral eduaction.
I have started and would like if you could read it and see if im on the right track and give some feedback as im not very religious myself and dont want to make any mistakes to offend the lecturer!!Thanks in advance.
In this assignment, I aim to evaluate an Alive-O lesson in terms of theme, content, methodology and resources in the light of the moral development of the child in which the programme is aimed towards. I chose to evaluate the lesson 'Follow Me' from Term 3, Lesson 4 in Alive-03 aimed at third class.
The theme of the lesson 'Follow Me' is being followers of Jesus, acting like Jesus and doing what Jesus would like us to do. This lesson explores with the children the Church as people of God. This aims to explore the significance of Jesus' words to deepen their understanding of answering Jesus' call.
Children need to balance their moral decisions and decide what is morally right or wrong in their choices they make at home or school. Within the content of this lesson it includes the song 'Peter Remembers', the lesson reflects the choices we make regarding people. How we judge people on the outside is a moral choice- a choice whether to be friendly or prejudice. We as followers of Jesus have to remember that Jesus loves everybody regardless of personality, body size or disabilities. Or those who have made mistakes in their lives. The goodness comes from when we reconnect with Jesus. Jesus saw the inner beauty of people and to follow in Jesus' way means not judging people on the outside. It doesn't matter what mistakes a person has made, if they are truly sorry then we should forgive them and live in harmony.
Children go through different stages of moral development. Jean Piaget outlines the first stage as being 'The Moral Realism Stage'. This is where children consider the rules as fixed and the consequences of actions are the responsibility of the authoritive figure.If teachers want children to forgive others then they need to model this behaviour in the classroom as this encourages them to make moral decisions on their own.
The methodology of this section of the lesson, is to treat others how you would like them to treat you.
The lesson also includes a story based n John 21:1-13,19.This story emphasises the moral decision of Jesus to feed the five thousand with twelve loaves and two fishes.The relevanc of the story is to highlight Jesus as a moral person, doing what is right and helping others. This story show's Jesus' call to Peter, how goodness can be done for other people, not just doing a good deed just to be thanked for it. In sequence to the story, a poem 'Called', emphasises how Jesus calls us.
'I was sent-I went'.
It identifies how Jesus gives us our call and how we can follow in the words of Jesus.The poem also helps children to realise that they can hear the call of Jesus if they give themselves a chance to hear it.
superkaytee
Mar 10, 2007
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
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
superkaytee
Mar 9, 2007
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.
// deleted by moderator //
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.
// deleted by moderator //
superkaytee
Mar 9, 2007
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?
/ /
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?
/ /
superkaytee
Mar 7, 2007
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?
Does that mean i should be disagreeing with the statement?
superkaytee
Mar 5, 2007
Writing Feedback / Child-centred practice ignores the individuality of children's needs. Essay regarding bullying.... [11]
Hi i have wrote an essay for my psychology assessment.could you give me some feedback please?Do you think I ahve defined the topic well or not?
This is the title:
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.
During the process of this essay, I aim to establish the effect of child-centred practice within a school environment, and identify whether it has a positive or negative influence on individuality, particularly with regards to bullying.
To define child-centred practice in a working environment means being aware of children at all times. Every child has a right to a safe childhood, to grow in safety free from intimidation or too much responsibility. To focus on child practice in the classroom, teachers are to uphold the child's best interest. To promote child-centrism, the teacher must differentiate for each child in the class based on their abilities. A teacher must also recognise the potential of the students. However organisational beliefs in the workplace may be unaware or deny that there is any bullying occurring in the school. This belief needs to be explored and clarified. Besag's definition of child-centred states that it 'aims to enhance the emotional, social, and physical needs of the child' (Pg. 119). In any school, the individual needs of the child need to be met. Confidence and self-esteem are important aspects of child development and factors which can influence their growth could be their backgrounds, family structures, influences from school and peers, their temperament, development and behaviour. For an anti-bullying approach to be established in the school, these factors of a child's growth should be taken into consideration as all children are unique and their reactions vary to different situations.
Bullying others could be caused by negative social interactions with peers or inherited anger, which may cause a lot of stress and hatred. These children only learn to channel their emotions by inflicting hurt on others. Children with low self-confidence issues or a clash of personalities may be the underlying cause of the negative behaviour.
All schools need to have guidelines against bullying and procedures in place so that so that children can co-exist peacefully with students who aren't necessarily their friends and will protect them from bullying.eg; teachers emphasizing that both verbal and physical bullying will not be tolerated. This course of action must be planned and organised so that all teachers are aware of the procedures and are not alone in dealing with situations. Olweus (1987) defines bullying very eloquently in Bergas' book as 'a person who is bullied when he/she is exposed regularly and over time, to negative activities on the part of one or more persons' (p.3). In order to prevent bullying it is essential to provide a safe and supportive environment in order for each individual to feel secure and establish an element of trust. Drama is an excellent example of how this trust can be obtained through teaching, as not only does this create the comfortable environment, but also allows the children to express their emotions in a way in which they feel less daunting.When dealing with bullying behaviour in any way whether its activities regarding bullying of a child in the class or drama role-play, this issue needs to be handled with sensitivity. Children have a right to make their own choices but also need support to handle the situation and judge what method of action is necessary.
The 'No-Blame Approach' coined and adopted by Sharp and Smith is a child- centred one, as it 'focuses on the child's feelings. This method has seven steps and emphasises a constructive solution achieved through a participative, non-primitive approach which involves pupils themselves to resolve the problem' (p.88). This approach can be equally beneficial in the resolution of bullying amongst peers, as it highlights the importance of treating each situation as unique. Teachers and parents equally have a very significant role to play in identifying possible problems and resolving them in the most efficient and suitable manner to that specific incident. Parents need to inform the school if they feel that their child is being bullied and in turn the school has the responsibility to inform parents if their child is involved in bullying. Co-operation and involvement of both parties is necessary to establish a shared understanding of action deemed appropriate.
Teachers are role models to the children in their class. A school needs to encourage respect and self-worth to pupils by modelling this behaviour amongst staff members. A school's attempt to increase the child's self-confidence, self-worth and increase their social skills will be in vain if a system is not in place. In summary, I believe that a child-centred approach could be very beneficial to the learning process if this technique is used and monitored in a controlled environment, however, it is vital to remember that a child's best interest is of utmost importance. It is essential that both the school and the individual teacher are supported in order to achieve optimum results with this method, and in turn the pupils will gain in confidence and self-belief, whilst improving their social skills.
To conclude, child centered practice has a positive effect on the individuality of children's needs, and is very practical when responding to bullying in the classroom.
Hi i have wrote an essay for my psychology assessment.could you give me some feedback please?Do you think I ahve defined the topic well or not?
This is the title:
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.
During the process of this essay, I aim to establish the effect of child-centred practice within a school environment, and identify whether it has a positive or negative influence on individuality, particularly with regards to bullying.
To define child-centred practice in a working environment means being aware of children at all times. Every child has a right to a safe childhood, to grow in safety free from intimidation or too much responsibility. To focus on child practice in the classroom, teachers are to uphold the child's best interest. To promote child-centrism, the teacher must differentiate for each child in the class based on their abilities. A teacher must also recognise the potential of the students. However organisational beliefs in the workplace may be unaware or deny that there is any bullying occurring in the school. This belief needs to be explored and clarified. Besag's definition of child-centred states that it 'aims to enhance the emotional, social, and physical needs of the child' (Pg. 119). In any school, the individual needs of the child need to be met. Confidence and self-esteem are important aspects of child development and factors which can influence their growth could be their backgrounds, family structures, influences from school and peers, their temperament, development and behaviour. For an anti-bullying approach to be established in the school, these factors of a child's growth should be taken into consideration as all children are unique and their reactions vary to different situations.
Bullying others could be caused by negative social interactions with peers or inherited anger, which may cause a lot of stress and hatred. These children only learn to channel their emotions by inflicting hurt on others. Children with low self-confidence issues or a clash of personalities may be the underlying cause of the negative behaviour.
All schools need to have guidelines against bullying and procedures in place so that so that children can co-exist peacefully with students who aren't necessarily their friends and will protect them from bullying.eg; teachers emphasizing that both verbal and physical bullying will not be tolerated. This course of action must be planned and organised so that all teachers are aware of the procedures and are not alone in dealing with situations. Olweus (1987) defines bullying very eloquently in Bergas' book as 'a person who is bullied when he/she is exposed regularly and over time, to negative activities on the part of one or more persons' (p.3). In order to prevent bullying it is essential to provide a safe and supportive environment in order for each individual to feel secure and establish an element of trust. Drama is an excellent example of how this trust can be obtained through teaching, as not only does this create the comfortable environment, but also allows the children to express their emotions in a way in which they feel less daunting.When dealing with bullying behaviour in any way whether its activities regarding bullying of a child in the class or drama role-play, this issue needs to be handled with sensitivity. Children have a right to make their own choices but also need support to handle the situation and judge what method of action is necessary.
The 'No-Blame Approach' coined and adopted by Sharp and Smith is a child- centred one, as it 'focuses on the child's feelings. This method has seven steps and emphasises a constructive solution achieved through a participative, non-primitive approach which involves pupils themselves to resolve the problem' (p.88). This approach can be equally beneficial in the resolution of bullying amongst peers, as it highlights the importance of treating each situation as unique. Teachers and parents equally have a very significant role to play in identifying possible problems and resolving them in the most efficient and suitable manner to that specific incident. Parents need to inform the school if they feel that their child is being bullied and in turn the school has the responsibility to inform parents if their child is involved in bullying. Co-operation and involvement of both parties is necessary to establish a shared understanding of action deemed appropriate.
Teachers are role models to the children in their class. A school needs to encourage respect and self-worth to pupils by modelling this behaviour amongst staff members. A school's attempt to increase the child's self-confidence, self-worth and increase their social skills will be in vain if a system is not in place. In summary, I believe that a child-centred approach could be very beneficial to the learning process if this technique is used and monitored in a controlled environment, however, it is vital to remember that a child's best interest is of utmost importance. It is essential that both the school and the individual teacher are supported in order to achieve optimum results with this method, and in turn the pupils will gain in confidence and self-belief, whilst improving their social skills.
To conclude, child centered practice has a positive effect on the individuality of children's needs, and is very practical when responding to bullying in the classroom.
superkaytee
Mar 1, 2007
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!
Thanks for your help...handed in essay today!!!!One job out of the way...lol
Thanks again!
superkaytee
Feb 28, 2007
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
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
superkaytee
Feb 28, 2007
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.
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.
superkaytee
Feb 28, 2007
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??
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??
superkaytee
Feb 28, 2007
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?
do u think there is a flow to it?
superkaytee
Feb 28, 2007
Writing Feedback / The moral education aim in the Alive 0-8 and Alive 0-4 [8]
Hi I need some urgent feedback for my short essay on moral education.Its due tomoro and i need some help with a good introduction and conclusion as i feel im repeating myself.I have to base my essay on Alive-O ,its the religion book I use for teaching.Please help!
The moral education aim in the Alive 0-8 and Alive 0-4, is to help them grow into mature Christians. To fulfill the c understood that to some degree the considerations of the moral development of school children is similar. The aim of moral education is to help them to grow into mature Christians. To do this, a teacher must foster the children's personal and emotional development and allow the children to understand that learning to live like a Christian are life long tasks.
There are only slight difference's between the Alive 0-4 and Alive O-8. One of the difference mentioned in Alive 0-8 that isn't in Alive 0-4 is the fifth point outlined. This states 'Parent's love and affection for each other and for their children helps the children develop a positive attitude towards the human body and towards sexuality. The attitude of adults to what children may be exposed to in the media is important'. This is very important to the children as they are entering puberty and are more aware of their bodies and the changes happening to their bodies. Alive 0-8 ? if parents have a close relationship with one another and have respect for each other and their children, then this is passed on to the children to have respect for their bodies and for others.
The media has a huge impact on children lives and parents are responsible as to what media content their children have access to. The media can be very harmful in portraying a negative social acceptance regarding body weight and body size. This could lead to a child having body issues and low self confidence because of what the media portrays as being socially accepted.
Another major issue regarding moral education that should be discussed with children in senior classes is the influence of peer groups. This issue is beneficial to the moral and personal development and growth of the child as every child will have an experience of dealing with peer pressure in real-life situations. Group work would be ideal to raise issues and discuss some of the options and choices a child might have to make in certain situations. The children could propose solutions on how to deal with them and also understand that it is ok to say no and that it is very important not to give into peer pressure if they are not comfortable in a certain environment.
In Alive 0-4, the school plays a major role in the child's life, as a good school atmosphere encourages respect for others in the school and this helps the children to understand how to relate to other children and how to relate to God. Alive 0-8 helps the children to develop morally by being exposed to Jesus' love and be inspired to follow Jesus in their own lives like other people for example Mary Magdalene who had a deep commitment and lifelong journey following in Jesus' path.
Hi I need some urgent feedback for my short essay on moral education.Its due tomoro and i need some help with a good introduction and conclusion as i feel im repeating myself.I have to base my essay on Alive-O ,its the religion book I use for teaching.Please help!
The moral education aim in the Alive 0-8 and Alive 0-4, is to help them grow into mature Christians. To fulfill the c understood that to some degree the considerations of the moral development of school children is similar. The aim of moral education is to help them to grow into mature Christians. To do this, a teacher must foster the children's personal and emotional development and allow the children to understand that learning to live like a Christian are life long tasks.
There are only slight difference's between the Alive 0-4 and Alive O-8. One of the difference mentioned in Alive 0-8 that isn't in Alive 0-4 is the fifth point outlined. This states 'Parent's love and affection for each other and for their children helps the children develop a positive attitude towards the human body and towards sexuality. The attitude of adults to what children may be exposed to in the media is important'. This is very important to the children as they are entering puberty and are more aware of their bodies and the changes happening to their bodies. Alive 0-8 ? if parents have a close relationship with one another and have respect for each other and their children, then this is passed on to the children to have respect for their bodies and for others.
The media has a huge impact on children lives and parents are responsible as to what media content their children have access to. The media can be very harmful in portraying a negative social acceptance regarding body weight and body size. This could lead to a child having body issues and low self confidence because of what the media portrays as being socially accepted.
Another major issue regarding moral education that should be discussed with children in senior classes is the influence of peer groups. This issue is beneficial to the moral and personal development and growth of the child as every child will have an experience of dealing with peer pressure in real-life situations. Group work would be ideal to raise issues and discuss some of the options and choices a child might have to make in certain situations. The children could propose solutions on how to deal with them and also understand that it is ok to say no and that it is very important not to give into peer pressure if they are not comfortable in a certain environment.
In Alive 0-4, the school plays a major role in the child's life, as a good school atmosphere encourages respect for others in the school and this helps the children to understand how to relate to other children and how to relate to God. Alive 0-8 helps the children to develop morally by being exposed to Jesus' love and be inspired to follow Jesus in their own lives like other people for example Mary Magdalene who had a deep commitment and lifelong journey following in Jesus' path.
superkaytee
Feb 27, 2007
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.
// the version deleted by moderator //
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.
// the version deleted by moderator //
superkaytee
Feb 26, 2007
Essays / 'incredibly rewarding career' sociology journal response [6]
I have to write A JOURNAL RESPONSE on this title.
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?
We were given to readings on the experiences of two teachers to spring board our thoughts from.I was told to write using "I", including Why i want to be a teacher and what kind of teacher I would like to be. The lecturer wants to see inner depth.
How should i go about starting this kind of a response?Its not a long response.approx 4 pages.
Any ideas???
I have to write A JOURNAL RESPONSE on this title.
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?
We were given to readings on the experiences of two teachers to spring board our thoughts from.I was told to write using "I", including Why i want to be a teacher and what kind of teacher I would like to be. The lecturer wants to see inner depth.
How should i go about starting this kind of a response?Its not a long response.approx 4 pages.
Any ideas???
superkaytee
Dec 17, 2006
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.
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.
superkaytee
Dec 17, 2006
Writing Feedback / oral history project essay / gender theme [20]
I also could do with your advice on concuding the essay.Any ideas?
I also could do with your advice on concuding the essay.Any ideas?
superkaytee
Dec 17, 2006
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?
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?
superkaytee
Dec 17, 2006
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!
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!
superkaytee
Dec 17, 2006
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
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
superkaytee
Dec 17, 2006
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!!!
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!!!
superkaytee
Dec 17, 2006
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?
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?
superkaytee
Dec 17, 2006
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.
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.
superkaytee
Dec 16, 2006
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
I need to hand in this essay by Monday so if anyone could help as soon as possible it would be greatly appreciated
superkaytee
Dec 16, 2006
Writing Feedback / oral history project essay / gender theme [20]
Hi I have to write a 2000 word essay. I interviewed a retired primary school teacher and now I have to write an essay on how I approached the person and contacted them regarding the interview and place the experiences in context with research on teacher training and the gender difference in society in the 1950's in Ireland.
I have only just started but I'm not sure about the introduction.Could somone have a look at it and maybe give me a few ideas. Thanks
Introduction?
Through the course of this project I was required to interview a retired principal about her educational experiences, career as a teacher and teaching life. I then placed the experiences of this individual within the context of social, economic and cultural changes during this period. I could have chosen a few different themes to work with from this interview but I chose the themes teacher training and gender difference. As the individual didn't willingly like to be recorded, I wrote the conversation on paper which can be seen in the appendix.
The person interviewed will be regarded as Mrs. X in this report and the educational experiences described in the interview will not be named for confidentiality reasons.
I contacted Mrs. X by posting her a letter and consent form with a stamped self-addressed envelope for returning, asking would she be willing to contribute to my research project by letting me interview her for one hour, regarding her life in primary school, her teacher training experience and working as a primary school teacher. I informed her that I would like to tape the conversation for my own purposes and that the conversation would be confidential I also enclosed a list of questions that I wanted to discuss so in the interview she would be aware of the questions I wanted to ask even though I did inform her I probably wouldn't ask all of the questions. On receiving the consent form, the individual had enclosed her telephone number so we could arrange a time to suit us both. I telephoned her and we arranged to meet on the 3rd of November 2006 at her home.
Hi I have to write a 2000 word essay. I interviewed a retired primary school teacher and now I have to write an essay on how I approached the person and contacted them regarding the interview and place the experiences in context with research on teacher training and the gender difference in society in the 1950's in Ireland.
I have only just started but I'm not sure about the introduction.Could somone have a look at it and maybe give me a few ideas. Thanks
Introduction?
Through the course of this project I was required to interview a retired principal about her educational experiences, career as a teacher and teaching life. I then placed the experiences of this individual within the context of social, economic and cultural changes during this period. I could have chosen a few different themes to work with from this interview but I chose the themes teacher training and gender difference. As the individual didn't willingly like to be recorded, I wrote the conversation on paper which can be seen in the appendix.
The person interviewed will be regarded as Mrs. X in this report and the educational experiences described in the interview will not be named for confidentiality reasons.
I contacted Mrs. X by posting her a letter and consent form with a stamped self-addressed envelope for returning, asking would she be willing to contribute to my research project by letting me interview her for one hour, regarding her life in primary school, her teacher training experience and working as a primary school teacher. I informed her that I would like to tape the conversation for my own purposes and that the conversation would be confidential I also enclosed a list of questions that I wanted to discuss so in the interview she would be aware of the questions I wanted to ask even though I did inform her I probably wouldn't ask all of the questions. On receiving the consent form, the individual had enclosed her telephone number so we could arrange a time to suit us both. I telephoned her and we arranged to meet on the 3rd of November 2006 at her home.
superkaytee
Dec 6, 2006
Essays / Help with my thesis on link between obesity and suicide [4]
I ave started working on my topic entitled, 'is there a link between obesity and suicide?' However i am finding it difficult to find any information to work with. Any ideas?
I ave started working on my topic entitled, 'is there a link between obesity and suicide?' However i am finding it difficult to find any information to work with. Any ideas?
superkaytee
Dec 1, 2006
Research Papers / Irelands education history in the 1960's [2]
I have to write a research essay on Irelands education system in the 1960's. It has to include the role of the state and church.Political and economic factors.
I really don't know where to start with this one. Could you maybe help me in the right direction as to how to go about this. Thanks.
I have to write a research essay on Irelands education system in the 1960's. It has to include the role of the state and church.Political and economic factors.
I really don't know where to start with this one. Could you maybe help me in the right direction as to how to go about this. Thanks.
superkaytee
Nov 28, 2006
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!!!
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!!!
superkaytee
Nov 27, 2006
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!!
Just wondering if anyone has any feedback for me?
Anything would be greatly appreciated!!
superkaytee
Nov 27, 2006
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?
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?
superkaytee
Nov 27, 2006
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..!!
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..!!
superkaytee
Nov 27, 2006
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.
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.
superkaytee
Nov 27, 2006
Essays / Essay on bereavement - brief description of the bereaved child's grieving process [9]
HI all,
I have an essay due tomoro on the bereavement of the child in a school. I ahve just over 1,000 words written but I just cant seem to place it in order.Im so confused.If i post my essay on here has anyone got time to help me shuffle it around a bit. Any help would be greatly appreciated!!Thanks.
kate
HI all,
I have an essay due tomoro on the bereavement of the child in a school. I ahve just over 1,000 words written but I just cant seem to place it in order.Im so confused.If i post my essay on here has anyone got time to help me shuffle it around a bit. Any help would be greatly appreciated!!Thanks.
kate
