Teacher

An example of this would be a varsity player who has training in the afternoon till evening, then goes home with the notion that he still has to do an immense amount of paper work due the following morning. Furthermore, Roland, a professional writer, graduate of B. S. En may also pull his grades down if he becomes too engrossed [Emphasis mine] with other activities. This all boils down to the fact that poor time management will be the main downfall of an individual’s academic performance. At this point, the question to ask is what’s in it for one’s character formation? Well, the experts have some points on this matter. First, McNealy summarizes that these activities actually are conducive to facilitate effective communication [Emphasis mine] (Francisco) because an individual is put in a situation wherein interaction is a just.

To illustrate this point, there is no such thing as a theatre actor who cannot communicate with his fellow actors, much more to the audience. He cannot be called one if he does not exemplify this trait. Second, confidence [Emphasis mine] is also attained through the process of the venture (Francisco) Nominal 3 for the same reason that one is put in this situation wherein bravery must be exercised with the help of this so called confidence. Again to compare it with an actor, one must be able to deliver his lines with absolutely no evidence of fear while he is carrying the weight of a performance.

These two points presented are further strengthened by ” [a] 2001 survey of more than 50,000 high school students in Minnesota published in March 2003 issue of the Journal of School Health found that those who participated in extracurricular activities had higher [Emphasis mine] levels of social, emotional, and healthy behavior than students who did not participate (Francisco). ” Altogether these findings indicate that confidence and communication skills, two of the many, are integral to building one’s character through extracurricular activities as backed up by the prior evidence that are found in

Franciscans research. On the other hand, there are also a few drawbacks or cons when it comes to character formation when one considers other miscellaneous influences. One would be the parents’ influence wherein they’d force an individual to learn this certain activity but that task isn’t to his liking, thus, all the more he is stressed [Emphasis mine] out (Roland). According to Frederick’s, another drawback would be the unavoidable internal influences that one may encounter such as malicious authorities and peers who will force him to do harmful vices and delinquent actions (Francisco).

What’s more is that the people who are participating in the extracurricular activity may actually be the one bringing themselves down for neglect of their other obligations like family, friends, etc. Without a doubt it would be disastrous if they were to treat their extra undertakings as their own vices. Finally, these findings would certainly be mainly dependent in the kind of educational context one is in. In conclusion, after all the facts have been presented, it all depends on an individual’s choice whether or not he chooses to Join and bestow upon himself the benefits and pay a price or stay free with little or no improvement.

Writing an Essay See also: Super Tips – Differences between Essays, Reports and Journals Super Tips – Writing in an Appropriate Style Essays are usually written: • to inform your reader about your position in relation to a particular issue • to argue for change or recommend action • to analyse problems and present solutions • to present and evaluate research findings Writing an essay is an opportunity for you to develop new ideas and apply concepts and theories from your course.

You’ll develop a thesis (or position) and use reasoning and evidence to support your point of view. A tertiary essay is similar to essays you’ve written at secondary school, particularly those written in your last couple of years at school. However, there are some differences you need to be aware of: • Citing all the sources you use is extremely important. If you don’t, you’ll be guilty of plagiarism, which is taken very seriously by the University. You can find out how to cite your sources and write reference lists in the Learning Links – Referencing leaflet.

Most essays will be longer than you’ve written at secondary school (most are between 1500 and 2500 words) and will be worth a large percentage of your semester’s marks. You’ll usually be expected to analyse issues at a deeper level than you did at secondary school. • • This resource has some useful hints on how to analyse your essay topic, plan and write your essay. Steps in the essay writing process Although no two writers work in the same way, there is a general system that many good writers follow.

This system involves following the step-by-step process outlined below. Skim through the main points now, and when you need to write an essay, check out the extra information about each point. 1. Analyse the question – underline key words – put question into own words – look for hints on structure ‘Brainstorm’ the question – to take stock of what you already know 2. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 1 – to give you a focus for your reading – to give you the beginnings of a plan 3.

Start your research – begin with general reading – look for potential ways to structure your essay – remember to record bibliographical details and page numbers of references as you go Plan the essay – write down the main points/arguments, preferably using a mind map – write any secondary points and their relationship to the main points Continue your research – this is focused research, where you seek further information about each of the main points/arguments Write! most people find it easier to concentrate on the body first, then the conclusion, followed by the introduction • decide on a logical order for your points/arguments • remember that each paragraph should contain one idea, which is stated in the topic • sentence. Other sentences in the paragraph should explain, give evidence for and possibly give examples. • concentrate on one point at a time, but in your final editing, make sure each paragraph is linked to the next • expect to write several drafts • don’t worry about spelling, grammar, sentence structure or finding the ‘right’ word until you’ve finalised the content of the essay. . 5. 6. Analysing the question Once you’ve selected your topic, you need to be sure you understand what it means before you begin any researching or reading. A common problem is to make a quick assumption that you know what it means and what’s expected of you. However, if you’re wrong, even if you write a great essay, you won’t get very high marks if it doesn’t do what the topic says it will do. Here are some strategies: • Underline or highlight the key content words or phrases and direction words (such as discuss, evaluate, analyse, etc. and make sure you understand them. It’s easy to overlook the direction words, but if you just describe something when you’ve been asked to analyse it, your essay is likely to get few marks. Check here to make sure you know the meaning of each. Here’s an example of the process: Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 2 Essay topic: ‘Explain the double-binds that managers are faced with in hierarchical organisations. The key content words are: double-bind; manager; and hierarchical organisations. The direction word is explain. You probably think you already know what these words mean, but it pays to make sure you’re not overlooking some part of the meaning. For instance, if you really think about these words, you might come up with these definitions: Explain: to analyse, focusing on the ‘how’ and ‘why’ of a particular issue; to identify reasons, causes and effects; to go beyond describing and summarising. ouble-bind: a dilemma; an argument forcing an opponent to choose one of two equally bad alternatives a person conducting a business or institution; manager: a person controlling activities of a person/team hierarchical organisations: an organised system, or set of connected things or parts in some type of order such as order of importance. • Re-write the topic in your own words. This is a useful way of checking whether you’ve really understood the question.

For example, for the topic mentioned above, two possible ways of re-writing could be: ‘Analyse why and how the dilemmas come about that are faced by people who lead, guide and direct systems (organised with levels and ranks). Identify the causes and effects of these dilemmas. ’ ‘Analyse the causes and effects of dilemmas faced by persons leading, guiding and directing ranked systems. ’ • Identify what concepts or ideas from your course apply to this topic (refer to your lecture or class notes and any other readings).

Think about any controversies or arguments in relation to this topic (your lecturers or teachers will probably have referred to these). Write out a short statement giving your position on the topic. This may change after you’ve done some research and thought more about the topic, but if you do it at this stage it’s easier for you to keep focused. Write down relevant information about the topic. Make notes about the areas of the topic you need to research. • • • • Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 3 • Write a possible outline of the essay.

This is likely to change as you research the topic but it’s useful to think of the organisation of your essay even at this stage. Brainstorming the question Brainstorming is a useful process to find out what you already know about the essay topic. Get a large piece of paper and let your mind go – write down anything that comes to mind when you think of the essay topic. It’s important that you don’t stop to think about whether what you’re writing is relevant or not. The next step is to look at what you’ve written and look for the beginnings of a plan for your essay.

At this stage you can cross out anything you don’t think is relevant and, of course, add other things you think of. Beginning your research Now you need to locate appropriate references. You need to first read widely to get an overview of the topic, problem, issue or debate, then narrow your reading down to a few specific authors or key issues. You should find reference material in the library, in resources or bibliographies from your teacher or lecturer, and on the Internet. A word of warning when using the Internet, however – check to see that the information comes from a reliable and reputable source.

Remember, also, that the RMIT librarians can help you. Remember to make notes as you go, and to record all bibliographic information as soon as you make a note or photocopy. It can take weeks of backtracking to find out where you got that wonderful quote you need to use! When you feel confident that you’ve read enough material, you need to develop a thesis statement. This is your position in relation to the topic. It’s the driving force throughout your essay. Planning your essay An essay outline is like the skeleton of your argument.

You can do this linearly (writing a list of main points with secondary points indented) or visually (for instance, drawing a mind map or other diagram). Whichever format you use, you’ll need to identify: • the main point • your supporting points or elaborations • the evidence you’ll use to support each point. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 4 For an example of a linear and a mind map outline for an essay and the sample essay that was developed from them, check out the Learning Links – Sample Essay leaflet. Continuing your research

This is the easy part of your research because you know what information you’re looking for. You’ve done your preliminary research and organised this information into an outline, and now your task is to find more information about each of the points on your outline. At this stage, as well as more information about points on your outline, you may find another point or two that you need to add. This is OK – just reorganise your essay outline. Writing your essay Finally, you can begin writing. You don’t have to write your essay in the same order that people read it.

Sometimes you might find that writing the introduction first helps you to be clear about the content and intention of the essay. However, at other times you might find that it’s better to write in this order: • • • Write the body first (because this is the most important part) then write the conclusion (so you can sum up while your main arguments are fresh in your mind) and finally write the introduction (because sometimes it’s difficult to write it until you’re clear about what it is you’re introducing). This is the stage when you need to think of the writing style.

You need to write in an academic style (check out the Learning Links – Writing in an Appropriate Style leaflet) and you need to write clear paragraphs and sentences. Writing the body of the essay In the body of the essay, all the preparation you’ve done so far comes together. Follow the outline you’ve made already and write paragraphs with: • • • Main Points Supporting Points Elaboration Main Point Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 5 Write down one of your main ideas, in sentence form.

If your main idea is ‘private enterprise should not run public utilities’, you might say this: The Longford Gas Inquiry revealed to the community the damaging consequences of private ownership of public enterprises. Supporting Point Next, write down each of your supporting points for that main idea, but leave four or five lines in between each point. One of your supporting points may be: Private companies are obliged to run their operations in an entirely different way to government. Elaboration You may find the visual outline useful here. In the space under each supporting point, write down some elaboration for that point.

Elaboration can be further description, explanation, examples, support from research or discussion: When the main point of an operation is to make a profit, efficiency and safety can be the first to suffer. A private company is not answerable to the Victorian community in the same way that the government is. Public utilities remain a matter of political importance even when they are privatised. You flesh out your body paragraphs in this way, and use joining sentences and quotations. Once you have fleshed out each of your body paragraphs, one for each main point, you are ready to continue.

For example: When the Kennett Liberal government came to power in 1992, it considered that part of its mandate was the privatisation of a number of public enterprises. The first utilities to be sold off were gas and electricity. Although Esso had always operated a gas plant at Longford, (near Sale in East Victoria) it had previously done so in partnership the government through the Victorian Gas and Fuel Corporation. Esso now ran the plant and supplied the gas through Vencorp, a private company that had replaced one of the delivery functions of the Gas and Fuel Corporation.

On Thursday 24 September 1998 a series of explosions at the Esso Longford plant left two people dead and eight injured. The explosion left gas supplies at dangerously low levels, with the only gas available for consumers being what was left in the pipes. Victorians faced a crisis in terms of dwindling gas supplies and naturally enough turned to their government for leadership. Whilst the governments was able to invoke special powers to protect gas supplies, it was not in fact responsible for the continuing delivery of gas to consumers.

In this paragraph, which would probably be the first body paragraph, we have introduced our main point of privatisation, and sub-points of how that particular example worked. We have fleshed it out with factual information surrounding the situation, and closed the paragraph with reference to the explosion at Longford. In the second body paragraph which follows this one we might include a description of the explosion and its aftermath, and possibly why and how it happened Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 6

Writing the introduction The introduction should be designed to attract the reader’s attention and give an idea of the essay’s focus. You need to set out clearly, concisely and forcefully your approach to, and interpretation of, the question as well as your point of view on it. You might wish to agree with part of the question but disagree with other parts. If so, make sure this is clear in your introduction. The introduction should also include a general broad outline of the more detailed arguments you will write about in the main body of your essay.

Most introductions have information organised from the general (broad) to the specific (narrow). Introductions should include: * A general statement introducing the topic * A thesis statement expressing your point of view * A statement outlining the areas and perspectives to be discussed * An outline of the organisation of the topic (optional) * Any definitions necessary for the reader to understand the topic (but if there are many, or if they need explaining at length, it’s better to do this in the next paragraph) Writing the conclusion A good conclusion should draw the arguments together and reinforce points made in the body of the essay.

There is more variation in the contents and organisation of a conclusion than there is in an introduction. However, there are some features many have in common. A conclusion should: • • • • • • remind the reader of the thesis of the essay provide a summary of the main points and arguments point to the significance of your findings point out the implications of the issues not simply restate the introduction. contain no new material (i. e. it should not introduce any new points). Check the instructions for formatting and style Learning Links Super Tips/writing an essay www. rmit. du. au/lsu February 2005 7 When you prepare your final draft, it’s important to follow all of the instructions you’ve been given. Some Departments, Schools and Faculties have a style guide for student writing, or sometimes you’re given a sheet at the beginning of the year with formatting and style instructions. If you haven’t been given any information, ask your lecturer or teacher if they or the department have any style preferences. Here are some style and formatting questions you should find out: • • • • • • How big should the margins be? Is there an official cover sheet?

What information (eg date, lecturer’s or teacher’s name, course number, etc) must you include? Should I double-space my lines? Should I put it in a folder or plastic sheet? What referencing style should I use? Check your writing This is the stage when you need to review, edit and proofread so you can improve the way you present your ideas. A good way to do it is to read your paper when it’s finished and then put it away for a couple of days. Read it again and answer these questions: • • • Does it make sense? Is there a logical development of ideas? Do the sentences flow smoothly from one to another?

If not, add some words to help connect them. Look at transition words you’ve used, such as therefore and however. If you’ve used the same transition words throughout your essay, check out some others you could use. Is your spelling, punctuation and grammar OK? Have you used the formatting requested by your lecturer or teacher? Have you used the referencing style expected by your lecturer or teacher? Have you checked your references list or bibliography to see that it is correctly formatted? • • • • Once you’ve checked your work, give it to someone else to read (preferably someone who isn’t familiar with your topic).

Other people often pick up the simple mistakes or ‘typos’ such as writing and for an. When we read our own work, we often read what we think is there rather than what’s actually there. The final thing for you to do is to make sure you have another electronic copy as well as another printed copy just in case your essay goes astray. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 8 These materials were produced by the RMIT Learning Skills Unit. For further information or comments please email judy. maxwell@rmit. edu. au Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 9

I’m excited to be invited to be a member of National Junior Honor Society (NUNS). And it is a great opportunity for me. As a pre-member of NUNS, I have demonstrated three qualities, which are willingness to serve others, leadership, and character. These three qualities describe the very essence of my being. I’m from Burma which now they call Manner. And went to Malaysia to come to United States because Burma is in war. Live at Malaysia for about 4 years. Learned lots of English at Malaysia. After staying at Malaysia for about 4 years, I came to U.

S. I’ve been at United States for 7 months. First thing that would like to talk is willingness to serve others. Like to help others; help my mom around the house all the times and because she don’t know much English I translate for her. And at school help my friends those who need help; I help them with what I know. Next, I demonstrated leadership. At school when the teachers group she/he always choose me as a roof leader because he/she think I will be a good leader, and to experience leadership.

I help my group member when they don’t know, tell them what to do, make sure the work is done, to participate, and tell them to respect teacher like to keep quiet and follow teacher’s instruction. Last, want to talk about is character. Respect my teacher because they are the one that teach me, and my parents because they raise me until now. When they ask me to do something, do it. They have taught me to be inerrable.

I think whether it is online learning or traditional class learning both should be taken into consideration when planning to further education. I personally did not consider the facts when I decided to further my education. I had started out in a traditional classroom but soon after realized it was not the right choice. It was hard to fully apply myself when I was attending a traditional classroom because I was a working wife and mother. Online learning and traditional learning will show that both of these are great options depending on who the student may be and which educational program the student has chosen.

Online learning and traditional learning each have their merits and faults. Online degrees have become a perfect option for individuals who may not be able to enroll in a traditional classroom. When you compare the two learning classes, the biggest difference is that students studying online have the flexibility to attend classes at their own pace and time. In a campus-based classroom they require that students attend class a certain number of times every week, at specific times. Traditional class learning may not be the option for people who have children or work long hours.

Learning online would be a better option for these people because they can make their own schedule for when they will attend class. Both online and traditional classes give students the opportunity to interact with other students and their professors. With a traditional classroom you can interact with students and professors face -to -face. In online learning there is no face- to -face interaction with classmates or instructors. Online learning interaction can consist of chat rooms, e-mail, main forums, and over the telephone.

Traditional class students have a better advantage of understanding the materials because they can have that one –on- one time with the instructor face- to -face. It may be a little harder for online students to grasp the materials because they do not have that face- to -face interaction. Online learning and traditional class learning work assignments are similar and different in their own ways. In both online and traditional learning classes you still have assignments that have to be completed by a certain time.

In the traditional class your assignments are done on paper and with online learning you have to submit your assignments on the computer. Also with traditional class learning one has the opportunity to present in front of their classmates, while online students do not have that option. They are only able to present their presentations to the instructors. In both classes you still have homework and you have to participate in class. Online learning requires you to participate and attend class a certain number of times but there is no specific times or days.

They have the option to decide when that will be but with traditional class you have to attend class every day you are scheduled and participate every day. Earning a degree at a traditional college can be very expensive but obtaining a online degree can be a lot less expensive for students. Exceptionally less, but they offer students the same loan and grant benefits offered at a traditional college. Online schools and traditional schools offer the same financial aid packages. Students who attend a traditional class usually have to pay traveling cost and living cost.

Online learning students do not have to pay these extra costs because they are learning from home and that requires no traveling. Also with online schools you do not have to pay for facilities like residence halls, dining halls, gyms and libraries. Most provide access to virtual libraries and some even have partnerships with local facilities. There are many similarities and differences between online learning and traditional class learning. The facts show that both are great options to consider, depending upon the person and his or her day- to- day schedule.

One method to determine how well online learning and traditional class learning might work for you is to consider the benefits and disadvantages of both. Researching and planning ahead can help a person in deciding which would better fit his or her needs. I have found online learning to better fit my needs because I can make my own schedule concerning attending class. I am a mother and wife so I have many responsibilities and this option gives me time to take care of my household while still being able to obtain a degree at my own pace. Do the research to see which one is the right option for you at this time in your life.

Most people think that their decision to go to college only affects them but it affects your family also. You have to still be able to do for your family and handle your business at home. I also suggest if you are attending a traditional college and it seems to be too overwhelming for you at times you should really consider trying the online learning. Becoming successful in life depends on the choices you make throughout life, whether they be good or bad choices. So choose wisely which learning class be it online learning or traditional learning is right for you and your family.

>Ms. Andersen’s class has only 25 students, but Each and Patriot’s growing number of disruptions are causing the entire class to GE t off task and become more interested in their constant fighting than learning. According to Ms. Andersen’s observations, Each likes to argue with Patrick, ye Ling (or crying) in response to Patriot’s teasing, and is even prone to pushing Patrick if he doe s not get the response to his requests or comments he desires (Curran, C. & the IRIS Center. , 2003). Pa trick is the cause of more disruptions in class, as he results to teasing Each and other classmates by name calling and/or aging hurtful comments, calls out during class or gives unrelated/ inappropriate responses if called on during class discussions (Curran, C. , & the IRIS Center. , 2003). He results to AR segments if teachers asks him to stop the teasing or stop his other undesired behavior (Curran, C. & the IRIS Center. , 2003). Because of their disruptions, she cannot get the class to complete their assignments and little to no instruction gets done. In order to get things back on track and diminish all of the disruptions caused by Each and Patrick, I will suggest several critical goals for them to focus on, a well as discuss why I chose those particular goals using several strategies will implement that will help encourage appropriate behavior. Irvin 3 Each and Patrick Based on my observations of this case study, I feel that Patrick is more extrovert erred than Each. It is exhibited through his passion for sports, being the center of attention, an d how he never stops talking. Each, on the other hand, is an introverted student, who does not like t liking in class (unless provoked by Patrick), interested in spending time with the class Guiana pig that n his peers, and likes to keep to himself during independent work time.

I would create the following b behavioral goals for Paretic and Each to focus on during this semester: Each Increase the number of reading assignments completed and participation in c lass discussions and conversations by pairing him with Patrick; and ; decrease the number of disruptions in class by incorporating activities pertain inning to animals or geometry Patrick ; Complete independent work quietly by pairing him with Each; and ; Increase interest in class discussions and minimize disruptions by utilizing nit rest in storytelling As a teacher, in these situations, would more than likely create opportunities or the boys to “switch roles,” or complete activities or assignments that the other student fin ads interesting. I feel that because Each is a student who is struggling in reading because of his disability y, he feels he has to counteract by responding to Patriot’s teasing. If there were opportunities in Pl ace for him to channel Carving 4 that frustration and increase his reading capacity, he would not result to such disruptions and his selfsame in his ability to accomplish things will increase tremendously. Air Eng him with Patrick would cause them to interact on a different level and cause them to see the others respective. On the flipped, if Ms. Anderson incorporated plays and activities that were interesting to Patria KC, I believe his disruptions would decrease significantly and he would be more willing to part capacitate in class discussions and not just to get a rise out of the teacher or make his classmates laugh. If h e had to mirror appropriate actions during independent work time, Each would be a perfect partner became use he is always quiet. This will likely help improve the interpersonal relationship between Patrick and AZ chi and help the two be more productive in class without causing disruptions.

The strategies for encouraging appropriate behavior listed on the Star Sheets provided are specific praise (verbal and written statements), criterion specific rewards(posit eve reinforcement system), checkmating (selecting options), effective rules (general rules for the classroom mm), contingent instructions (specific instructions to one individual), and group contingency (r enforcement techniques for groups) (Curran, C. , & the IRIS Center. , 2003). In this situation, would choose checkmating and specific praise for both Each and Patrick, since they are both causing the disrupt options and need to find he same result when it comes to appropriate behavior. For Patrick, I would I implement these particular goals for Each and Patrick because they both desire attention from their teach her and by simply praising them when they complete independent work or correctly answer during class discussions will help them in the long run to become more accustomed to exemplifying appropriate bee favor. If Ms.

Anderson gives the boys the choice of managing their own behavior or the ability to choc SSE between doing as told and being rewarded or refusing to comply and accepting the consequences of this. , I believe that would alp motivate them to do what is necessary in class and allow the learning pr echoes to thrive. carving 5 For Each, believe implementing the strategy of “specific praise” right away w loud be more appropriate for him. Because of his learning disability, he may not feel adequate ate in his ability to read and therefore causes him to act out. He might gain confidence in his reading and schoolwork, which could lead to his behavior improving. If a teacher implements praise. This could “fun action as a tool for instruction and for increasing social and academic behaviors” (Curran, C. , & t he IRIS center. 2003).

However, in order to be effective, Each must feel as if the attention Ms. Ender son is giving him is motivational (Curran, C. , & the IRIS Center. , 2003). The type of specific praise Ms. Anderson could give to Each that is most powerful and appropriate is “nonjudgmental; specific and descriptive; contingent and immediate; and sincere” (Broody, 1998; Duncan, Sample & Smith, 200; Weinstein, 2003). Base d on research, Each may need “to experience success and it is up to his teacher to ensure that he receives some form of sincere and accurate praise or recognition” (Version, Emmer, & Horsham. 2 003). A way for Ms. Anderson to apply praise to Each would be the nonjudgmental approach.

Insist dead of grouping him with his other 24 classmates, she could praise him on his reading alone: “Each, a m very proud of you! You read through that entire chapter with ease and never gave up! Greatest. ” Rest reach shows “effective praise should be individualized for students in its content and deliver rye” (Curran, C. , & the IRIS Center. , 2003). Any compliment towards his interests or improvement in r eating will motivate Each to do better, and that would minimize the disruptions in class. The way would implement this strategy is by following steps I know would ha eve the most impact. First, would assign a reading activity or assignment that is appropriate e and peaks his interest.

For example, a reading assignment on animals (Guiana pigs) may give Each ex excitement about completing the reading assignment. Then, after Each leaves for his daily 30 minutes resource race room support, would Carving 6 have the class do the same. After he returns, we would discuss the assignment t by having several students read various paragraphs aloud and then discussing them. I would ha e Each and Patrick read aloud to the class, alternating between the two between paragraphs and then praising them on their reading. Believe pairing them together would help their relationship and give them a common goal. Patrick is a student who loves to talk and feel like he is in control of his actions and behavior. A strategy to implement with him immediately would be checkmating.

The bail itty for students to make choices themselves could be used to “prevent behavior problems and increase e specific behaviors” (Curran, C. , & the IRIS center. , 2003). Research agrees that if MS. Anderson all Sows Patrick the ability to chose what transpires during daily activities or routines, this would ” enhance positive interactions between teachers and students (Joliet, Stricter & McCormick, 2002), and enhance student task compliance and decreases student resistance as well (Kauffman, Monster, Trend, & Holland, 2002: Poaching, 2000). Researchers believe that “offering choices w ill provide Patrick with decommissioning opportunities that will give him predictability (Joliet et al. 2 002), because for students like him with behavioral needs, it is only a result of their misbehaving ” (Van Cracker, Grant & Henry, 1996). However, it may not be ideal for Ms. Anderson to allow Patrick t o make choices that are not “conducive to her teaching style and classroom environment or that w ill disrupt learning in the classroom (Curran, C. , & the IRIS Center. , 2003). In order to accomplish this, she must learn as much as possible about Patrick ‘s learning preferences, likes, and interests (Curran, C. , & the IRIS Center. , 2003). Options she could provide include “materials and media, seating and grouping, subjects/ instruction, or scheduling” (Curran, C. , & the IRIS Center. 2003).

Patrick could decide what type of materials are to be u seed or which media outlet to use, where he seats and with whom, what subject or learning prefer once he prefers, or the Carving 7 order of activities and assignments (Curran, C. , & the IRIS Center. , 2003). Give Eng him the choice between these options will help him because he enjoys being the center of ATT mention and this will give him the responsibility he needs to manage how he acts in the classroom or intern CT with his classmates. If was Patriot’s teacher, would accomplish this by starting the week off by in forming him of he choice he will be making. I would ask in which area would he feel comfort able choosing and implementing his choice into my instruction the next day. I would then ask Pa trick to help me with my instruction to help him and the class.

A way I would show this by giving Patria k the option to display his understanding through an oral presentation instead of a written assignment. By centering him in front of the class and giving him some responsibility. I feel this would benefit the class and Patrick because he would feel excitement and enthusiasm towards his classroom and learning, w hill also keeping the class n task and allowing them to learn, without focusing on the disruptions. In the e end, his behavior and attitude towards receiving an education would increase while his need for dish irruptions would become miniscule or obsolete. However, with implementing any lesson plan, classroom management plan, o r strategy for encouraging appropriate behavior, there will be cause for concern. In Coach’s c ease, if Ms.

Anderson spends half of the semester overpowering everything he does, this may cause animosity between Each and his classmates or may cause his selfsame to plummet, especially if it is applied towards things he already enjoys doing. It could cause him to rely on the teacher praising him of r everything or could lose its effect. When it comes to Patrick, allowing him the option of checkmating t o often could cause him to become overly confident and continue to disrupt class or lose its appeal to motivate him to continue behaving appropriately. He may try to pressure his teacher into adding in add sectional options that are irrelevant to the instruction or her teaching style.

It may be difficult for any tee achier to find the proper carving 8 balance between praising Each and giving Patrick checkmating decisions, but he more we alter the way we implement these strategies, the more likely they will have an effect on the students and improve their behavior.

We would also look to see how his behaviors in the morning can influence behaviors later In the day. Does he eat a large lunch because the donuts and coffee TLD hold him till noon? Does he drink another three cups of coffee at work because he Is feeling sluggish? After assessing his behavioral chain, we could then determine what the consequences are and construct strategies to help him to break one, or multiple, areas of the behavioral chain. 3. What cognitive strategies wants to be a size 8 for her high school reunion in three months’ time?

I would let her know that although I could possibly help her lose some weight in three months, to drop down to a size 8 would be more of a long-term goal. I would reassure her that she would be Just as beautiful at the high school reunion whether a size 22 or size 8. I could help her try and reach a goal of a size 18 or 20, and tone up a body part that she can show off (such as arms or legs). I would also refer her to a nutritionist who could probably help her, more than me, with the quick short-term weight loss that she wants. 4.

Name three metaphors you could use to make a client feel okay about having relapses in their efforts to switch too healthier diet. One is a metaphor about a baby walking. Babies fall a lot when learning to walk, but we keep encouraging them. We don’t tell them “forget it-?you will never walk”. A second metaphor is using football to demonstrate relapses. In football the team’s long-term goal is to win. But the team also has a short-term goal of gaining yardage. Even though the team may not gain any yardage they don’t give up the game; they keep playing working towards he long-term goal of winning.

I will tell the client to think of the other times he has relapsed, and think how he still came back, and how much he has gained in that period of time. My favorite metaphor from the internet is: saying “Oh Eve already ruined my good eating today I’ll Just eat crap” is like saying “Oh I dropped my phone on the floor I’ll Just smash it till it breaks”. 5. The three-step protocol for behavior management/ lifestyle coaching is: ; Assessment ; Teaching ; Evaluation Why are these steps important? The only way to establish the clients concerns or goals is with an assessment.

It also helps establish rapport between the lifestyle coach and client. The lifestyle coach needs to gather information from the client to learn about his stages of change, behaviors, situation, and family history, expectations, previous behavior change attempts, and exercise history. These help the lifestyle coach to modify plans and support especially for that client. Because most of a person’s behavior are behaviors they have learned, they must learn how to change their negative behaviors. It is essential for the coach to teach the client.

The teacher may give the client verbal feedback or describing observations. With the verbal feedback and/or enlightened by observations, the student can learn behavior modification. Evaluation is also important. Evaluation should be continuously evaluating the effectiveness of the coaching and client efforts. It is used to adjust and modify the goals, implementation, strategies, and effort. Without evaluation there is no way to establish if goals have been met or if the process is successfully working or helping.

What does the term “Normalization” mean?

Normalization is a term that causes a great deal of confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice of words! It suggests that we are going to help children who are not normal to become “normal. ” This is definitely not what Maria Montessori meant. Normalization is Montessori’s name for the process that takes place in Montessori classrooms around the world, through which young children learn to focus their intelligence, concentrate their energies for long periods, and take tremendous satisfaction from their work.

In his book, Maria Montessori:

Her Life and Work, E. M. Standing described the following characteristics of normalization in the child between the age of three and six:

• A love of order
• A love of work
• Profound spontaneous concentration
• Attachment to reality
• Love of silence and of working alone
• Sublimation of the possessive instinct
• Obedience
• Independence and initiative
• Spontaneous self-discipline
• Joy
• The power to act from real choice and not just from idle curiosity

Kay Futrell in her classic little book, The Normalized Child, describes Dr. Montessori’s amazement when the 60 frightened and ill-disciplined inner-city children of her first Children’s House began to respond to the new environment. “What followed seemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom, and the possibility of doing work suited to their needs. They revealed to her not only their enormous capacity for intellectual accomplishment, but a strange character of sweetness and serenity.

They displayed a truly uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labours refreshed, as from a creative experience, and as they worked, they grew in inner discipline and peace. The sight of these children, who displayed the truly “normal” characteristics of childhood, was the force which motivated Maria Montessori for the remainder of her life.

This secret of childhood she pursued with great vitality, and from her tireless observations and efforts, evolved her perception of the child’s psychic personality. As she travelled from country to country, lecturing, training teachers, helping to establish school after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized. This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope to achieve.

However, this child will only appear if we conscientiously prepare ourselves and our classrooms and if we can build on the proper preparation in the child’s home. Normalization is another word for what we call Montessori’s JOYFUL Scholars!

What outcomes can we look for if we give our child a Montessori education?

Here are eight primary aspects we normally find in children who have grown up with a Montessori education:

• Academic Preparation: Montessori prepares students both for higher education and for life. On an academic level, Montessori helps students attain skills that allow them to become independently functioning adults and life-long learners.
• Intrinsic Motivation: Innate desire drives Montessori children to engage in activities for enjoyment and satisfaction.
• Internalized Ground Rules and the Ability to Work with External Authority: Montessori students are normally comfortable with ground rules that set the boundaries for their interactions within the school community. Because these ground rules become internalized, Montessori students normally learn to behave appropriately whether or not teachers are present.
• Social Responsibility: Montessori children tend to be quite sensitive to the rights and needs of others. They tend to make a positive contribution to their community.
• Autonomy: Montessori students tend to become self-directed, composed and morally independent.
• Confidence and Competence: Montessori students tend to become confident, competent, self-reflective, and, thereby, successful. They are generally not afraid of failure and learn from mistakes.
• Creativity and Originality of Thought: Montessori students normally become confident in expressing their own ideas and creativity. They recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk of rejection. Montessori students tend to take great satisfaction in self-expression.
• Spiritual Awareness: Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and the human condition.