The Observation and Influence of SpongeBob on Children

SpongeBob Square Pants Effect on Children. Introduction Have you ever thought about how much time our kids spend watching SpongeBob? When you think about it, the number is a tad bit scary. That being said, this paper outlines SpongeBob’s massive impact on kids in elementary schools, and the effects that this has on children. It is hoped that the results and the conclusions here will assist in finding the most appropriate solutions that are socially desirable. Since SpongeBob aired on the television screen, there has been a rapid growth in viewership among children below the age of 4 years instead of the realities in which the children live. Elementary school Kids seem to feel entertained by the SpongeBob program. Because of its fast pace, it can be assumed that the SpongeBob cartoon program does not entirely fit into the genre of such young children on the grounds of their capabilities, realities in which the children live. Therefore this research considers that SpongeBob had a dissembled relationship with young kids as it constructs a different worldview as well as creating perceptions that are beyond their mental capabilities. Research Methods The research will utilize the casual observation and focus groups discussions on verifying the data collected. Casual Observation This is a tool that would be used to provide the actual behavior of every participant.

Observation and group observation would require the experimenter to put into context the behavior and thus understand it much better. Observations were made will be made on the actual patterns of behavior. This research will observe the behavior of the focus group while watching the cartoon and immediately after taking the tests. Research Design I will be carrying out critical research. The nature of the study will be quantitative. A total of 35 4-6-year-old kids were selected from a list of families that have agreed to take part in the study. Most of the kids that participated were from medium to upper-middle households. First, we will seek permission from the parents through telephone and explain to them about the objective of the study. Later we shall make an appointment with willing parents to come of the laboratory, where the study will be mentioned to them again. Finally, parents will have to sign a form approving the study to proceed. The primary objective of this investigation is to study whether fast-paced “SpongeBob Square pants ” directly influence the executive functioning of preschool-aged children.

Children will randomly be assigned the fast-paced “SpongeBob Square Pants,” educational program or drawing. The viewers of the cartoon will watch a truncated episode of the program. Free Drawing using markers will be the control condition. Method The entire study population of kids between the age of 4-6 years would be far too high to include in the study. Therefore, it would be essential to draw the most appropriate population to be sampled. This research will use a non-probability design. This method purposely targets a group of children that are believed to be reliable for the study. The study will also employ judgmental sampling by selecting kids between the ages of 4-6 years of from a database. This is because children attending a single school would enable the study to access both terrestrial programs. This implies that the selected children are constantly exposed to televisions and watch cartoons and can speak English fluently. Data Collection Procedere and Analysis The experiments will be carried out with every child in a small room within the laboratory. 10-minutes clips of SpongeBob Square pants and an education program will be played on a television. While these tests are being conducted, parents will be completing a media questionnaire on which they would indicate the period the child spent watching TV every week. Next children will be given HTKS test which the experiment tells the participants “when I tell you to touch your ears, you will hold your fingers, but when I tell you to point your finger, I want you to hold your head.” After a short orientation, ten trial pieces will be provided to every kid. Every kid gets 2 points for every correct response and one point for every wrong response.

If a child received all the 10 points, a shoulder-knee test would be added and an addition of 10 points. If a child receives at least 14 additional points of the second part of the pasty m they went to the third stage. This is where the rules were switched. For instance “when I tell you to touch your head, I want you to touch shoulders. After completing the HTKS test, participants will complete a rate-of-gratification test. First, they will be showed a basket full of small snacks and another bag containing Goldfish snacks and requested to choose the one they would prefer as a snack. This experiment will put ten pieces of the selected goodies on one bowl and two pieces on another and place a buzzer between the two bowls. The participant will be instructed that they could eat the 10 bits if they waited for the analyst to get back, or they could hit the buzzer every moment they wanted the analyst to get back straightaway, in which they possibly will only get two pieces. The attention related items in this study will be:” being restless, overactive, and fidgeting, being distracted easily, concentration wanders” “seeing the task through to the end, the good p of attention and thinking before taking any action. We shall look up the relevant online sites for international secondary data. The sites used will be listed in the references. In analyzing the data collected, the first step will be coding. This would ensure proper preparation of a codebook, which would define the meaning of the various question provided to each variable. The codebook will be the guide during the analysis stage of the research in analyzing the data. The first step will be qualitative processing.

Therefore, it is essential to have the code book which defines the meaning of the assigned questions. V. Findings The study offers empirical evidence that watching 10 – minute episode of the past pace cartoon would immediately damage the executive function of the children relative to watching the education programs of drawing. Children in the fast-paced television are expected to perform much worse than expected despite all of them being attentive at the outset. The findings of this results are consistent with others that have shown negative implication of watching SpongeBob on the overall attention of the children. Given the popularity of the program among kids, it is vital for parents always to stay attentive to the likelihood of declining executive functionality on their children. On matters concerning pacing, we expect that the offensive of fast-pacing events that were present in the cartoon program might further exacerbate executive functionality. While standard procedures are decoded by established neural circuitry, there is usually no space for new or uncertain events, in which fast-pacing events are part. Programming fantastical events can probably decline the cognitive processes are there is the constant engagement of the orienting responses to such a novel function. Due to the depletion of cognitive capabilities, we can conclude that the fast pacing aspect of the cartoon is fully accountable for EF impacts. This will be further studies in other studies. Kids usually watch a lot of cartoon programs. This has long been associated with problems in maintaining attention for a long time — however, the limited research on the impact of such fast-paced cartoons on EF.

Furthermore, this study seeks to find out whether viewing Spongebob Squarepants would impair the Executive functionality of 4-6-year-old kids, an outcome about which close relative of young kids should better understand. It is understandable that parents are the busiest today than ever before and as a result children usually spend most of their time alone and spend most of their time watching television programs. However, this being busy does not mean limiting screen time including movies and video games. Therefore, parents should offer their kids with alternative ways of spending their free time as well as entertainment rather than just watching television. References Anderson, Craig. Ph.D. Violent Programming and its Impact on Children. IOWA State University of Science and Technology Anderson, D. R., Lorch, E. P, Field, D. E., Collins, P, & Nathan, J. G. Television viewing at home: Age trends in visual attention and time with TV Child Development, 57,1024-1033. Ahammer, I. M., & Murray J. P. Kindness in the kindergarten: The relative influence of role-playing and prosocial television in facilitating altruism. International Journal of Behavioural Development, 2,133-157. Blair, C., & Razza, R. P. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development, 78, 647-663. Bryant, Jennings, Dolf Zillman, ed. Media Effects: Advances in Theory and Research. Choma. C.J. “Effects of cartoons on children, ’’quoted in Ward S. and Wackman D. advertising and infra family influence; purchase influence attempts and parental yielding. 516-25. Gerbner, et al.

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Quiz Study Help

Take a deep breath and tell him what you’ve learned in this class that could be a cultural reason for this phenomenon. References to specific theories required. The sociological approach toward social problems differs and is divided into two areas: basic research and applied research. The main reason is to focus more on self-consciousness and building awareness to expand knowledge and understanding on how individuals interact with society and among each other. Researchers rely on scientific methods to determine a person behavior how individuals would act outside of their comfort zone.

The first step is knows that there is a problem that needs immediately attention this is how research gains statistics by approaching it with different variables to reach a reasonable solution. While taking this course (Food and Culture) I learned from a sociologist perspective we seem too visualized more on how the society plays a role in our society. I thinking this will be an interesting class because it gives different aspects of the world we live premise of this class is, basically, getting familiar with learning how to ask and answer critical thinking questions and problem solving techniques.

In today’s society two of the most important tools sociologists seem to use to study the impact on individuals’ subjective experience are participant observation and long form interviews based upon individuals social behaviors, social relationships, social interaction, and social awareness. Both data collection methods are widely used to conducts research in field of sociology and perform observation study in the social world. In participant observation, the sociologist primarily participates and focuses on the aspects of humans social activity.

Typically, how he or she conducts their study is by taken role in the social situation under observation, which actually means being a part of what they are studying whether it is an ongoing activities and records observation. The main priority is to use knowledgeable structure while gaining deep understanding, and familiarity with the group of individuals you are studying personal levels. However, while working in the fields you cannot get discourage letting emotions and feelings influence or affecting the way you think when observing or finding information.

Long form interviews give sociologists a different approach of insight because we are being asked a listed of questions which can last for hours. In this world we were giving common sense to think and it’s entirely up to us to use it. The sociological perspective assures us that we live in a diverse world filled with people from different culture and background. It’s our decision to isolate ourselves from getting involved with such negative social activities as these. There is a diversity of people’s life styles, still we may consider our way of life as superior, right, and natural. All others are no good.

The sociological perspective encourages us to think radically about the relative strengths and weaknesses of all ways of life, including our Question 2 of 4 12. 5 Points A friend suggests that gender equality is a reality in the US. He is certain that men have the same load of domestic responsibilities that women do, statistically speaking. Cite statistics from your Readings and LEN that refute his belief. Consider both physical labor and time, and emotional burdens, as drains on the average woman living: in a family with children; living with only a male partner; living with children and no male partners.

Leave the statistics on gay/lesbian families for another day; oh don’t want your friend’s head to explode with too much data all at once. “The female gender role in family life as the person wholly or almost wholly responsible for all labor related to food is deeply ingrained in American, and some other cultures. ” (FOOD & CULTURE). According to the LEN woman work 40 to 80 hours per work; however, this does not conclude the overtime hours they work provide and support their families’ needs and wants. The achievement of full equality between women and men has not change much from the way things were back in the sass’s until now.

However, there is always going to be a slight difference not only illogically, but also socially. In the past, women were given more responsibilities Department statistics say that 65% of mothers with young children are working FT; 75% of mothers overall. ” (FOOD & CULTURE) Women duties were consisted of nursing babies, cleaning, cooking, and performing other household chores while the men were working outside on the plantation getting paid minimum wage trying to support their family needs. While the men’s duties are consisted of outside work; such as cleaning the lawn, working on cars, and etc.

See women weren’t allowed to go to college only men. In 1855, Oberlin College was first college to admit education to both African American and White women and men. Women were are more educated now than they were back then; although they did not know much about reading, writing, degrees, and careers. I truly believe we’re close to gender equality now. “Consequently, gender stratification varies from one society to another. Whereas sex refers to male or female, gender refers to masculinity or femininity’ (Heinlein, 2012).

I think women and men both have equal opportunities composed to the past Journey. As of today they both are well educated in certain careers. Honestly, I can say when you consider the fact not even people within the same social group, males, females, blacks, whites, achieve complete social equality with each other. Certainly women have much room for improvement by gradually making significant gains and changes in the workplace, the home, and entering politics. Hillary Clinton came close to making history as being the first female President of the United States.

With that being said, there are still a high percentage of women withhold high positions in the politician offices today. “Every society sorts men and women into separate groups and gives them different access to property, power, and prestige” (Heinlein, 2012). The women’s movement is stronger than ever. The reason why I say that is because in the late sass’s women did not have any objective or voice to say how they feel and they did not know the different between right or wrong, nor the difference between fighting for what they believed in.

Men let’s not forget us women were the ones who produced you in this world. The Nineteen Amendment of the Bill of Right Constitution gave women the right to vote. As of today, we women are well prepared to face whatever life throws at us no more running, ducking, or hiding. Some men still feel they have authority over women and that woman has to obey by their rules. For example, no person is going to speak for me, physically or verbally abuse me in any kind of way I refuse to be anyone living made. In the social world there are a few women and men who are too lazy to go out and make a living for themselves.

Instead they prefer someone to give them substructure they won’t something for nothing. Women are still being discriminated and treated unequally. There are a lot of Jobs that women perform better than men. For example, working in an office setting is a bob for women not man but now in days you find more men receptionist operating computer typing more words per minute than women. In college you find more men majoring in business than hard manual labor. Men work need to be more challenging and complicated such as construction or truck drivers.

I think I’ll stick to I am feminist. Feminist refer to a diverse variety of beliefs, ideas, movements, and agendas for action. “the view that biology is not destiny and that stratification by gender is wrong and should be resisted?met with strong opposition, both by men who had privilege to lose and by women who accepted their status as morally erect” (Heinlein, 2012). The black suffrage and the struggles for civil rights is still an issue today. The point is we have these rights to freely do whatever we please to do.

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Hockey Observation Report

Yesterday was the first time bought a ticket to watch a live game of junior hockey. I sat behind the net of Pets for two periods and watched the game. That’s a great place to see if London boys are going to shoot the puck into the net or not, but also, it’s hard to look at the left way of the rink to follow the game. It was a great time, and it is much better than watching on TV or internet. I can really fell the atmosphere at the stadium and enjoy the game. That was the game that people expected London Knights will get the ten-game winning streak, but London boys were lost before over 9,000 fans at

Budweiser Gardens. Subculture Members Senior was the largest group of audiences in Budweiser Gardens. You probably could see them everywhere, and they also are one of biggest fans of London Knights. It’s easy to recognize them by their outlooks, drinks they had (mostly were beer for men), clothes (they dressed London Knight Jerseys with old design, not the new one). They have huge knowledge not only about Indo Knights hockey, but also about other subcultures of hockey: women hockey, NIL, Olympic hockey… Junior and minor also are big parts of fans.

They normally had a group of friends and watched the game together. They wore hoodoos or hockey jerseys with jeans and sneakers. You could hear them talk about the game and players that they adore not only London Knights but also other teams from NIL such as Toronto Maple Leaf, Detroit Red wings, Winnipeg Jets Young adults came to the game alone or with their friends. They drank beers, and their outlooks are different with: Jeans, shirts or T-shirts, caps… Beside the topic about London hockey, they also talked about NIL, works, loves, lives… Its not hard to define them with other groups.

Families came to the game with their children. They talked to kids bout hockey, players, the rinks, the puck… I believe that a passion Of a kid was developed by their parents, especially their fathers. Kids and then Will become a big fan of hockey and could be a good player too. Beliefs and Values At the last two minutes, after the coach of London decided not to put the goalie on the rink to protect the net after they got the first shot, but another player, Petrography got the chance to shoot the third score in the net of team London. A lot of audiences felt angry and disappointed; they screamed loud.

They stood up and left their seats to go home because they believed hat London would lose because no more chances for London to get 3 shots into the net of Petrography to win the game, and finally, Knights’ boys were lost. When one player of Petrography had to get in the penalty box and London Knights had a good chance to score, all of audiences that Loon’s fans started standing up and chanting: “Go, Knights go! Go Knights go! ” to cheers for the boys because fans believed that London could get one shot for that big chance. They were absolutely right; London boys slapped grateful shot into the net with all hard try.

The scaffold was blow upped by those screams of London fans. Customs and Behaviors Before the game began, everyone stood up and Sang the song “O Canada”. Almost everybody just stood up and listened to children’s choir sing the song, but the man who stood behind me sang it out loud. I could feel that Hess so proud of Canada and also respect to it and all other people. A fan sat right behind the net of Pets punched on the protected glass when London boys missed their shots so many times. He punched and screamed loud: “Shoot that puck into the net” to show his anger on the boys and the way they played.

At the corners of the rink, players of both Pets and London usually push heir rivals into the bar to make them cannot move and get hurt. Therefore, players could create chances to get the puck or help their team mates get the puck to score or protect their goal. Loon’s goalie normally went out a little too far from the goal and he stood more on the left of the net. That created chances for Pets boys to get two scores into Loon’s net. Lineup is a normal thing but it shows people’s behaviors. Audiences waited on the line to get into the arena and also to get out during the break time. People just usually line up to buy foods, tickets… ND other things else, but inning up to go washroom and waiting for quite long time is really polite and culturally. It shows people’s good ethics and behaviors. It’s absolutely right to say that Canadians are very polite. A London boy broke his stick while he was trying to get the stick from a Pets boy. Then he decided not to care about the stick but moving follow Pets boy to hinder him pass the puck to his team mates. He also tried to get another stick from the other boys when he got a chance. My seat is not the best place to follow all over the rink because it’s hard to see what’s happening on the left corners at our seats.

Teases why every time suck was passed to that place, people normally tried to leaned and moves their body up a bit, so they could watch the game easily; therefore they would not miss if London boys score. Clapping your hands to make applause for your home team is normal thing, but when it’s done for Loon’s competitor- Pets is a different story. A man that is London Knights’ fan, who sat beside my section made applause for Pets boys after they had hit London boys one shot. In my opinion, that was really great shot from the left side of the net, and it should be appreciated not only by Pets fans, but also other people that are not.

Almost everyone stood up, clapped their hands, and screamed loud right after London boys got one shoot into Pets’ net. That’s the way people cheer up for their boys and show their excitations. They kept doing it for a while until the game started again. The referees normally did not move after they dropped the puck until boys get it or shot it far away from him. They do not want their movements affect to the puck; therefore, players could easily to follow and throw or pass it to their team mates. Social Relationships Few parents came to watch their sons play on the game.

They came to enjoy he game and cheer not only for their boys, but also the others too. Taking pictures could not be forgotten because they want to capture the moments that their sons were skating, playing and enjoyed the game. Couple groups of minor players’ sibling socializing cam to watch the game of London Knights. They could enjoy watching their favorite sport, but also that could be an example for them to learn how to play, what can be happened, how they can solve problems… They sat together, talked to each other, and commented about the game. A few couples of husband and wife came to watch the game as the way to relax on the weekend.

They sat beside each other, shared foods and drinks… During the second break, kiss cam moved around to catch people’s kisses and ask people to make kisses. It was wrong for few times when it mixed up two couples and made people laughing. A group of Pets fans came to Budweiser Gardens to support their boys. They sat together and talked about both London and Pets, how they play, about London… They were very happy when Pets beat London boys with ratio 3-1. Some journalists also were there to watch the game and also record about it for London local newspapers. Hind that they watch it more carefully than there people because that they have to write a report later to provide the information about the game for people who did not came to. Institutions and Organizations When got into the gate, saw few groups of minor hockey organization was selling 50-50 tickets for their upcoming game next week. If you buy a ticket at Budweiser Gardens that was sold by minor hockey organization, you just need to pay half of price (it was around 10 bucks), and a lot of people like junior, parents purchased couple tickets for themselves and their kids to enjoy the game while support for minor hockey organization.

Aluminum Associates sold stuffs of London Knights team such as: hats, stickers, pucks, jerseys… That are provided to Loon’s fans. They get involve with Budweiser Gardens to sell things while supporting for London boys and also bring revenue to run the team. Banshee College sold ticket of the game for Banshee students with price that under regular price to bring students to the game. They work with Budweiser to get tickets for students with cheaper price. You probably could see a lot of Banshee students with their tickets that was purchased at Biz Booth. Material Goods

Since I got into the Budweiser Gardens, could see a lot of people wear Indo Knights’ jerseys: kids, men, and women, senior… Not only that, they also dressed Knights’ hats and scarf. Everything made a wonderful picture of white, yellow and green. A lot of people ate pizza of Pizza Pizza while they were watching the game. During the brake time, the line of people waiting for pizza at Pizza Pizza store was as long as other stores’. Pepsi is favorite drink for kids during the game. They also grabbed few bags Of popcorn to get ready for the show. For adult men, they bought a cups or bottle of beer like Bud

Light or Budweiser with French fried from Harvey’s or other brands. In the second breaking time, London Toyota Company showed audiences their two brand new cars for 2014. Everyone kept talking about it for a while until the game start the third period. After the breaks, two girls sat beside me came back with a bag of Lays’ chip and a Harvey’s’ burger. I saw some women and kids wore yellow and green cheer gloves, the main colors of London Knights. There was a kid sat in front of me with a small hockey stick with London Knights’ sticker on his hand since the game starts until the end. Language

I probably have to say that the man sat beside me during the game is one of the craziest fans Of London Knights. He screamed out loud at the guy of Pets, who put a guy of London team on the rink: “Shut the f*** up Devils! ” He looked very serious and tried to protect the player of the team he likes. “Go, Knights go! Go, Knights go! ” was chanted to cheer up the spirits of players by audiences (kids and seniors almost) when they have good chance to attack and score. The sound kept going around and around with the applause, the sound of the bell from a woman, and the vaguely trumpet.

It made both audiences and players feel exciting and happy. Some other young guys from the section beside me got mad when the game almost finished. When London players shot the puck out of the net of Petrography, they screamed: “That net must have a big hole! ” Fans got really angry because London boys missed too many chance to get the puck into the net. When the game almost finished, referees decided to put both players Of Petrography and London into the penalty box because they got fight. The Petrography player yelled at referee: ‘What the h***? Why do I need to go there? ND continued fighting with the boy of London. Both of them finally were eliminated out of the rink. The two boys sat at the 2 lines in front of me attracted me while the discussed about the game and players: “He should shoot it immediately when he was close to the net, not waiting for others… ” They talked about it with a wonderful passion, and they are in live with the game. Ill. Conclusion Attending the game was the great time to relax for the weekend and finish my reading week, but got a bit disappointed because London boys were defeated 3-1 by Petrography Pets.

Anyway, enjoyed the game, mingled tit the crowd, and were a part of the game like other London Knights fans. It was a good chance for parents to bring the hockey passion to their kids while showing their passions also. Junior hockey in London is great subculture for everyone who loves Hockey. It is not only the key to help junior players to become a professional hockey player, but also, it is the game for people to show their loves to hockey and Loon’s team. In addition, London is a door for kids to see that hockey is an important passion of their lives. You cannot have the felling how London fans get crazy until you are a part Of it.

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Personal Cultural Observation in Mexico

In my adventure to find the right store for this assignment, I solicited the assistance of my neighbor. My neighbor, Edith Harbor and her husband Larry own a convenience store in Gaga Priest, located in the northern region of Sonata, Mexico so this was the venue of choice for me to observe for a few hours. Before entering the store, the first thing I observed was the modest appearance of the building. The building was not as fancy or modern as mom of the building in American.

It was covered in traditional Mexican colors and language written on the walls as well as locals seated on a bench outside the door. This reminded me of some of the local stores I was accustom to when growing up in Georgia. The local people were as observant of me as I was of them, paying close attention to what I was saying to my friend Edith. Edith was very familiar with many of the people in the area so she was able to introduce me to some of the people entering the store. One of the main things saw as well as smelled was garlic.

The reason for this is he Harbor own local garlic farmers and they just recently harvested the garlic which was being sold in their store. Edith also makes and sells tamales in their store, which are a traditional Mexican dish made out of corn. As I reflect on this experience, it forced me to pay very close attention to better understand what people were saying because they were primarily speaking Spanish. English being my native language, I had to watch what I said to ensure that I did not say anything offensive. I was very impressed with the way each person presented themselves in the way they interacted as well as he way they dressed.

Most American is not very courteous or considerate to their elders but I noticed how they would address their elders. This is something I was accustoming to from a youth growing up in the south being respectful Of my elders and this was displayed by many in Mexico. This observation also affected my intercultural communication in a way that has forced me to want to perfect my Spanish so could better interact with Edith and her family.

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Mixtures And Solutions Candy Chromatography

1 Mixtures and Solutions: Candy Chromotography Background Information and Research Biochemists often use this method of separation when studying amino acids or other chemicals from living things. Also they use it to separate a solution with multiple components with different polarites. People use chromoography to find the things in milk,find out what chemicals are in black ink, also determine whether something is hazardous or not. Purpose The purpose of this experiment is to see what kind of dyes and colors are in the candy’s colored coating. Also to see what kind of things are in it.

Materials: Candy with a colored coating, like Skittles® or M&Ms® (4 different colors) • Rubbing alcohol or isopropyl alcohol • Coffee filters (2) • Tall glasses or plastic cups (2) • Pencil • Ruler • Tape • Foil or paper plate • Table salt • Water • Toothpicks or cotton swabs (4) • Measuring cups/spoons • Clean pitcher or 2-liter bottle Procedure: 1. Coffee filters usually are round, but it’s easier to compare your results if the paper is square. So your first task is to cut the coffee filter into a square measuring three cm by nine cm square from a coffee filter.

You will need two of these strips to complete the lab. 2. Space four drops of water (or however many colors you are testing) equally distant on a piece of foil or plate. Position one candy of each color on the drops. Give the color about a minute to come off into the water. Dispose of the candy. 3. Using a pencil (do not use a pen), draw a line one cm (1/2 inch) from the edge of one end of one strip of paper. 4. Make four pencil dots (one for each color of candy you will be examining) along this line, about 0. cm (1/4 inch) apart. Underneath each dot, label the color of the candy you will test on that spot. You won’t have space to write the whole color name, so try abbreviations like B for blue, G for green, etc. 5. Before you complete the rest of the lab, make a prediction of the components you expect to see from each candy color. 6. Dip a toothpick or cotton swab into one sample of colored water and dab the color onto the pencil dot for that color. Use a clean toothpick for each color. Try to keep each dot as small as possible.

Allow the filter paper to dry, and then go back and add more color to each dot, repeating this step a total of three times for each color. 7. Prepare the salt solution by mixing 1/8 teaspoon of salt and three cups of water in a clean pitcher or 2-liter bottle. Stir or shake the solution until it is dissolved. This will produce a 1% salt solution. 8. Pour the salt solution into a clean tall glass so that the liquid level is 1/4 inch (0. 5 cm). 9. Tape the strip to a pencil and rest the pencil on top of the jar so that the strip hangs into the jar.

The goal is to have the end of the chromatography strip just touching the surface of the solvent solution, with the colored dots above the surface of the liquid. Make sure that the colored spots do not come in direct contact with the liquid in the bottom of the glass. 10. Capillary action will draw the salt solution up the paper. As it passes through the dots, it will begin to separate the dyes. When the salt water is 1/4 inch (0. 5 cm) from the top edge of the paper, remove it from the glass and place it on a clean, flat surface to dry. 11.

Repeat steps two through nine (using the second strip of paper and a clean glass) to test the same four colors using the alcohol instead of the saltwater solution at the bottom of the glass. Data and Observations Original Predictions: • The red M&M will travel the farthest and be the strongest. • The The dye in the yellow M&M will travel less and be the lightest color. • [pic] Other observations I noticed was the stationary phase matters. Both the red and yellow travveld to the front but had little separation. Red showed the lowest travelling distance.

Discussion and Conclusion: The first part of this section discusses the observations and results of the lab as well as any mistakes that may have been made (or what measures were taken to try to avoid mistakes) and what improvements, if any, you can think of for the procedure for the next time the lab will be conducted. The discussion section of this lab should also include discussions on the following: • A comparison of how each solution (salt water and alcohol) separated the pigments from each color of candy or ink type.

Which solution worked better at separating each of the pigments (it may be different for different candy colors or inks), and why do you think that is? • If you had allowed less time for the lab (stopping the separation process when the solution was half way up the paper) how do you think that would have affected your results? • What pigment colors traveled farther up the paper? What pigment traveled the least? Was it the same or different when those pigments appeared in other candy colors or inks? Was it the same or different when separated by alcohol instead of salt water?

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Classroom Observation Report

Table of contents

Introduction

The school that we have chosen for our classroom observation is SMK Mutiara Rini which is situated at Jalan Persiaran Utama, Taman Mutiara Rini, Skudai Johor Bahru. This school consists of 2250 students from various level of proficiency. We have decided to observe Miss Niwashini Nambiar d/o Aravindan whom are one of our group mates for this classroom observation assignment.

Miss Niwashini Nambiar has been teaching English language for both lower and upper secondary for three years. We observed the lower secondary group students whom are in form 2 UKM. There are 32 students in 2 UKM and their English language proficiency level is intermediate.

Teaching Methodology

Before we went to observe Miss Niwashini, we already prepared an observation checklist to make sure that by the end of the observation, we will be able to discuss on the methodology used by the teacher during teaching and learning session. Throughout the lesson, we observed that the teacher minimized the use of mother tongue. She only used it when it was the last resort to make the students understand a particular term or word used during the lesson.

The teaching techniques were organized for learners to learn communicative function. During the set induction for example, the teacher came out with something that triggered students’ prior knowledge, thus we can see that the students were mostly eager to speak and participate in the conversation. This is parallel with the principle underpinning Communicative Language Teaching (CLT) where according to Brown (2001), CLT involves the use of language productively and receptively where the teacher facilitates and guides the learners to practice language skills in the classroom.

For the activities chosen by the teacher during the lesson, we observed that it involved real life communication and also rich mix of classroom activities were implemented, where group work, pair work were all integrated during the lesson. For the group work activity, it allows the students to interact with one another, even some of them still communicate using their mother tongue but, we observed that some of them did tried to use English as much as they can.

The lesson was not focused mainly on the form of language but its function as well, where the teacher tried to make the students able to use the target language using the activities done during the lesson. We found that the set induction as well as the activities conducted by the teacher bounded to what has been suggested by Larsen-Freeman (2000) that true communicative activities have three main features: information gap, choice and feedback, using authentic material in a small group activities.

By taking the first activity conducted for example, where the students get into a group of five, it applied task-based learning which the students need to complete the task at the same time used the target language and the language acquisition will eventually happen. Another thing that we observed during the class lesson was that the teacher’s goal of teaching was to develop students’ communicative competence. The opportunities for the students to develop fluency and accuracy were provided by the teacher especially when the students were given a chance to present their work to the class and they got to receive feedback from peers as well as from the teacher.

Parrish (2004) advocates that in CLT class, teacher’s role is mainly as facilitator to guide the students in the interaction that takes place during teaching and learning session. This can be seen throughout the lesson, where Miss Niwashini did not dominated the lesson and the students’ speaking time is maximized by being the main communicator in classroom. From what we have observed, we can conclude Miss Niwashini had integrated Communicative Language Teaching (CLT) in her teaching and learning session where she had emphasized on the communication in real-life situation to deliver the lesson. In this report, we also included her lesson plan for that particular lesson to give a clearer view on her teaching and learning session that day.

As what is believed by Mustapha ; Yahaya (2013) that the successful implementation of CLT in English language teaching depends largely on the teacher’s understanding. We can say that Miss Niwashini’s lesson truly has almost all the beliefs under CLT which it was reflected through the way she conducted her lesson in the classroom. This can be seen from her methods and techniques applied during the lesson, the way she designed the activities for her students and the materials used for the activities.

Learning standard

  • Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and pronouns
  • Use with some support familiar print and digital resources to check meaning.

Learning objectives

By the end of the lesson, students should be able to

  • Create a balanced meal.
  • Identify healthy and unhealthy foods in each of the food groups.
  • Create a balanced meal and explain about the meal with accurate pronunciation based on the given reading text.

References

  1. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Ed.). New York: Longman.
  2. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2nd Ed.). Oxford: Oxford University Press.
  3. Parrish, B. (2004). Teaching Adult ESL: A Practical Introduction. 3L Journal of Language Teaching 3(103-109). Oxford: Oxford University Press.
  4. Mustapha, S. T. ; Yahaya, R. A. (2013). Communicative Language Teaching (CLT) in Malaysian Context: It’s Implementation in Selected Community Colleges. Social and Behavioral Sciences 90 (788-794). Malaysia: Universiti Teknologi MARA.

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Tesol – Observation Journal 1

Table of contents

Duration: 1 hour

Location: International House London

Level: Upper Intermediate

Teaching Aim

Past Subjunctive (structure lesson) Use of “I wish” for regrets and criticism Lesson Pace During the first half of the lesson the teacher moved at a particularly fast pace. Whilst understandably a swift pace is required in order to fit the breath of information into the lesson I feel this was to the detriment of student learning in some instances. For example when asking questions of students it was common for the teacher to answer before providing sufficient time for students to answer.

This had the consequence of stopping all but the quickest students a chance to be involved with the lesson. Again this was also seen when individual students were picked out by name to repeat a phrase paying specific attention to their intonation; on numerous occasions at the start of the lesson upon speaking the requested phrase the teacher was very quick to repeat the same phrase using the correct intonation. This style of teaching limits student talking time which is a key aspect when trying to engage the active memory of the students in order to promote retention of the material being taught.

A better structure would have been to elicit the correct repetition of the request phrase from another student and then returning to the initially asked student to repeat the phrase once more. Using this suggested structure would promote student talking time and allow all students more time to hear the correct intonation of the phrase. The benefits of the fast pace were that all students stayed engaged for the duration of the lesson however I believe a lesson can move at a swift pace whilst still allowing sufficient time for students to repeat phrases and answer questions.

I have learnt that a quick pace is generally beneficial when all students are able to keep up however my opinion is that allowing students the time to answer questions and not always giving the correct answer to quickly is paramount to student learning. By permitting this additional time to elicit answers from students you will more readily be able to establish whether or not the class is in fact following the lesson as expected and therefore be able to continue or adjust the pace accordingly. Teachers Manner

Overall I felt the teacher was engaging and authoritative whilst also being able to display humorous traits which worked well to keep the class involved for the duration of the lesson. For the majority of correct answers the teacher would affirm the answer given by saying “good”. This was a positive aspect of the teacher’s manner as she used this phrase repeatedly as opposed to varying this affirmation with phrases such as “excellent” or “very good” which may have led to a degree of favouritism within the class. On one occasion however the teacher, in accompaniment to the introduction of a new concept, asks a particular student “is it clear? In a typical classroom setting I find it unlikely that any student would want to profess to a lack of understanding and thus the lesson moves on without really knowing whether or not the concept was correctly understood. In this situation a more appropriate tactic would have been to request the student provide an alternate example of the concept being taught. This would allow any lack of understanding to be identified whilst also presenting an opportunity for the teacher to involve the rest of the class when eliciting a correct response.

Oftentimes the teacher would call students by name and with the exception of one instance where the teacher got the students name wrong this worked well to firstly engage the class throughout the lesson and secondly concept check important lesson points. The teacher also made an effort to select students at random when eliciting answers; something which I believe is key to keeping students focused, as it is all too easy for students to switch off if they know they are fifth or sixth in line to answer a question.

A couple of times the teacher admitted to making mistakes on the hand-outs, which is an aspect of the lesson that could easily have been corrected by proofreading all materials beforehand. This didn’t appear to be a problem for the class as they looked comfortable with the teacher whom they have likely worked with before. Although for students with which the teacher had not worked with before this could have been a problem because students wouldn’t necessarily have the same confidence levels in a teacher they are unfamiliar with.

Classroom Management

Students were arranged in a semi-circle formation facing the teacher. My belief was that this particular arrangement benefited the students, as it allowed all students to face each other and thus lower any barriers to peer-group interaction which may have existed with some students sitting behind others. This structure also helped when students were asked to talk in pairs and allowed the teacher to easily monitor each conversation without being disruptive. For my own lessons I aim to use this same layout where possible as it would appear to be the best way to involve all students to interact within the lesson.

Towards the end of the lesson the students were instructed to form new pairs for the free stage. This worked by splitting the class into “husband” and “wife” pairings which also had the added impact of adding some fun to the exercise. This use of stereotypes for the “husband” and “wife” was an effective way to set context for the exercise. The benefit of which was that the students were quickly able to get into the role playing game, which would likely not have been so enjoyable for the students if the class had not been segmented in such a way.

Teaching Point Ultimately the teacher achieved her aim and had the students using “I wish” in the correct manner for the most part. The free stage was the most successful contributor towards the students achieving the aim and the teacher did well to leave the correction of the free stage to after it had finished. The free stage was corrected at the end via a board review and the students appeared to have a strong grasp on the past subjunctive.

Whilst adjacent to the stated teaching aim of the lesson it was also identifiable that the teacher was incorporating aspects of past lessons into her teaching. In particular requesting that students state the tense of a sentence proved effective in eliciting what would be passive memory from previous lessons. This naturally also underlined the primary aim of the lesson and at one point the teacher highlighted the point, after eliciting the correct tenses form the students, by stating that “the only difference is in the subjunctive of to be”.

I felt this gave clarity to the students as they progressed through the lesson with a core concise definition of what they were learning as referenced by this example. Focus was sustained throughout the lesson on a couple of occasions and this allowed the teacher to continue with the lesson whilst wasting little time discussing points that were outside the scope of the initial objectives. An example was when the teacher asked the students to identify the difference in tense between two sentences where one student identified the difference in meaning rather than tense.

On this occasion it could have been easy for the teacher to become side tracked whilst discussing the meaning of the sentences however she simply dismissed the answer in a polite fashion and brought focus back to the topic at hand. With respect to the teaching aim of this lesson my main takeaway was the importance of sustaining focus on the stated objectives. When teaching myself I imagine students will be eager to explore different aspects of the English language, which if indulged could lead to the primary focus not being reached within the time frame.

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