To Reach for the Light free essay sample

Last week, I tripped and fell onto the banana tree that grows in the middle of our foyer. I had long before decided that I hated banana trees—we’d actually grown multiple over the years, caring for them as a fond reminder of tropical South India, where my parents had been born and raised. Each year, when autumn arrived with milky skies and chilled weather, the banana plant was hoisted into a hideous, burgundy pot and moved to the foyer, where it had a large window for light and plenty of room to grow. Despite the delectable fruit the tree made so delightfully convenient, as well as the sentimental value it held for my parents, I stubbornly remained critical, eyeing the plant as a waste of time and space. So the stormy morning I first spectacularly fell into that banana tree, comically tumbling over a poorly-tied shoelace and slamming into a giant mass of pale green, I had not expected to look up at its curled stem pointed towards the window and—slowly, wonderfully—realize how much I found myself in it. We will write a custom essay sample on To Reach for the Light or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Reflection is my most cherished pastime; there is nothing I desire more than to go on a summer walk with nothing but the whir of my thoughts in my head, their subject ranging from that morning’s political debate or even a simple AP Biology assignment I am eager to conquer. I enthusiastically participate in discussions at my church over the role of youth and why I am able to make my own decisions as a being of free-will. I tenderly place these thoughts in the journal I keep stuck to me like a second skin, filling it with my plans for my future as a healthcare professional, listing and elaborating on every step I must take to get there. I mull over and dissect the ideas and challenges that lie before me, simply allowing myself to think and attempt finding the answer to the questions buzzing in my mind—until finally, the sigh falling from my lips is one of satisfaction. It is fulfilling for me, an enjoyable challenge, to break apart even the most mundane aspects and study it closely. The banana tree, inching forward to catch any spattering of light spilling through dark clouds and through the window, was one of these topics, and over the week, as the image floated in my mind, teasing me and deepening my thought process, I found the answer in myself. I am full of vibrant, pulsing life. I do not wait for truth to come to me when I can search for it myself, exploring every event and every thought, pressing questions spilling from my lips. I felt this the most vividly during my junior year, during which my classmates and I were tasked with elaborating on an aspect of human character and then presenting on our findings. Naturally, I was thrilled, and after spending three months reading classic literature, studying texts, and analyzing various theories, I presented to the class my conclusion on the destructive power of materialism. I attempted to convince them with genuine and fluid words of why I felt so strongly about this subject—and to my complete delight, they were won over. I was extremely happy, my smile curling at the edges and causing me to realize I had just accomplished something wonderful. I am like this tree—this infuriating, stubborn tree, with its heavy leaves, sticky with viscous sap, that strain and reach in every direction. Like this banana tree, I love the sensation of fighting for what I believe in, searching for light, for truth, and extracting it from wherever I can. I am inexplicably in love with thought and reason, and I refuse to give up finding my answers, even if it causes me a little bit of hard work. Give me a challenge and watch my resilience—watch me reach for the light.

How Teachers Can Make Effective Discipline Decisions

How Teachers Can Make Effective Discipline Decisions A major component of being an effective teacher is making correct classroom discipline decisions. Teachers who cannot manage student discipline in their classroom are limited in their overall effectiveness in almost every other area of teaching. Classroom discipline in that sense may be the most critical component of being an outstanding teacher. Effective Classroom Discipline Strategies Effective classroom discipline starts during the first minute of the first day of school. Many students come in looking to see what they can get away with. It is necessary to establish your expectations, procedures, and consequences for dealing with any violation immediately. Within the first few days, these expectations and procedures should be the focal point of discussion. They should be practiced as often as possible. It is also important to understand that kids will still be kids. At some point, they will test you and push the envelope to see how you are going to handle it. It is essential that each situation is handled on a case by case basis taking into account the nature of the incident, history of the student, and reflecting on how you have handled similar cases in the past. Gaining a reputation as a strict teacher is a beneficial thing, especially if you are also known as fair. It is far better to be strict than to be known as a push over because you are trying to get your students to like you. Ultimately your students will respect you more if your classroom is structured and every student is held accountable for their actions. Students will also respect you more if you handle the majority of the discipline decisions yourself rather than passing them on to the principal. Most issues that occur in the classroom are minor in nature and can and should be dealt with by the teacher. However, there are many teachers that send every student straight to the office. This will ultimately undermine their authority and students will see them as weak creating more issues. There are definite cases that merit an office referral, but most can be dealt with by the teacher. The following is a sample blueprint of how five common issues could be handled. It is only intended to serve as a guide and to provoke thought and discussion. Each of the following problems is typical to what any teacher may see occur in their classroom. The scenarios given are pos- investigation, giving you what was proved to have actually happened. Disciplinary Issues and Recommendations Excessive Talking Introduction: Excessive talking can become a serious issue in any classroom if it is not handled immediately. It is contagious by nature. Two students engaging in a conversation during class can quickly turn into a loud and disruptive whole classroom affair. There are times that talking is needed and acceptable, but students must be taught the difference between classroom discussion and engaging in conversation about what they are going to be doing on the weekend. Scenario: Two 7th grade girls have been engaged in constant chatter throughout the morning. The teacher has given two warnings to quit, but it has continued. Several students are now complaining about being disrupted by their talking. One of these students has had this issue on several other occasions while the other hasn’t been in trouble for anything. Consequences: The first thing is to separate the two students. Isolate the student, who has had similar issues, from the other students by moving her next to your desk. Give both of them several days of detention. Contact both parents explaining the situation. Finally, create a plan and share it with the girls and their parents detailing how this issue will be dealt with if it continues in the future. Cheating Introduction: Cheating is something that is nearly impossible to stop especially for work that is done outside of class. However, when you do catch students cheating, you should use them to set an example that you hope will deter other students from engaging in the same practice. Students should be taught that cheating will not help them even if they get away with it. Scenario: A high school Biology I teacher is giving a test and catches two students using answers they had written on their hands. Consequences: The teacher should take their tests up immediately and give them both zeros. The teacher could also give them several days of detention or be creative by giving them an assignment such as writing a paper explaining why students shouldn’t cheat. The teacher should also contact both students’ parents explaining the situation to them. Failure to Bring Appropriate Materials Introduction: When students fail to bring materials to class such as pencils, paper, and books it becomes annoying and ultimately takes up valuable class time. Most students who continuously forget to bring their materials to class have an organization problem. Scenario: An 8th-grade boy routinely comes to math class without his book or some other required material. This typically happens 2-3 times per week. The teacher has given the student detention on multiple occasions, but it has not been effective in correcting the behavior. Consequences: This student likely has a problem with organization. The teacher should set up a parent meeting and include the student. During the meeting create a plan to help the student with organization at school. In the plan include strategies such as daily locker checks and assigning a responsible student to assist the student in getting the needed materials to each class. Give the student and parent suggestions and strategies to work on organization at home. Refusal to Complete Work Introduction: This is an issue that can swell from something minor to something major very quickly. This isn’t a problem that should ever be ignored. Concepts are taught sequentially, so even missing one assignment, could lead to gaps down the road. Scenario: A 3rd-grade student hasn’t completed two reading assignments in a row. When asked why, he says that he didn’t have time to do them even though most other students finished the assignments during class. Consequences: No student should be allowed to take a zero. It is essential that the student be required to complete the assignment even if only partial credit is given. This will keep the student from missing a key concept. The student could be required to stay after school for extra tutoring to make up the assignments. The parent should be contacted, and a specific plan should be designed to discourage this issue from becoming a habit. Conflict Between Students Introduction: There will likely always be petty conflicts between students for various reasons. It doesn’t take long for a pretty conflict to turn into an all out fight. That is why it is necessary to get to the root of the conflict and put a stop to it immediately. Scenario: Two 5th grade boys come back from lunch upset at each other. The conflict hasn’t become physical, but the two have exchanged words without cursing. After some investigation, the teacher determines that the boys are arguing because they both have a crush on the same girl. Consequences: The teacher should start by reiterating the fighting policy to both boys. Asking the principal to take a few minutes to speak with both boys about the situation can also help deter further issues. Typically a situation like this will diffuse itself if both parties are reminded of the consequences if it progresses any further.

Cost to Taxpayers for Use of Government-Owned Airplanes

Cost to Taxpayers for Use of Government-Owned Airplanes The President of the United States and the Vice President are not the only non-military U.S. government officials who regularly fly on aircraft (Air Force One and Two) owned and operated by the U.S. government at the cost of taxpayers. The U.S. Attorney General and the Director of the Federal Bureau of Investigation (FBI) not only fly - for business and pleasure on aircraft owned and operated by the Department of Justice; they are required to do so by executive branch policy. Background: The Justice Department Air Force According to a recent report released by the Government Accountability Office (GAO), the Department of Justice (DOJ) owns, leases and operates a fleet of airplanes and helicopters used by the Federal Bureau of Investigation (FBI), Drug Enforcement Administration (DEA), and the United States Marshals Service (USMS). While many of the DOJs aircraft, including a growing number of unmanned drones, are used for counterterrorism and criminal surveillance, drug smuggling interdiction, and transporting prisoners, other aircraft are used to transport certain executives of the various DOJ agencies for official and personal travel. According to the GAO, the U.S. Marshals Service currently operates 12 aircraft primarily for air surveillance and prisoner transportThe FBI primarily uses its aircraft for mission operations but also operates a small fleet of large-cabin, long-range business jets, including two Gulfstream Vs, for both mission and nonmission travel. These aircraft possess long-range capabilities that enable FBI to conduct long-distance domestic and international flights without the need to stop for refueling. According to the FBI, the DOJ rarely authorizes the use of the Gulfstream Vs for nonmission travel, except for travel by the Attorney General and FBI Director. Who Flies and Why? Travel aboard the DOJs aircraft can be for mission-required purposes or for nonmission purposes - personal travel.Requirements for the use of government aircraft by the federal agencies for travel are established and enforced by the Office of Management and Budget (OMB) and the General Services Administration (GSA). Under these requirements, most agency personnel who make personal, nonmission, flights on government aircraft must reimburse the government for the use of the aircraft. But Two Executives Can Always Use Government Aircraft According to the GAO, two DOJ executives, the U.S. Attorney General and the FBI Director, are designated by the President of the United States as required use travelers, meaning they are authorized to travel aboard DOJ or other government aircraft regardless of their trip purpose, including personal travel.Why? Even when they travel for personal reasons, the Attorney General seventh in the line of presidential succession and the FBI Director are required to have special protective services and secure communications while in flight. The presence of top-level government executives and their security details on regular commercial aircraft would be disruptive and increase the potential risk to other passengers.However, DOJ officials told the GAO that until 2011, the FBI Director, unlike the Attorney General, was allowed the discretion to use commercial air service for his personal travel.The Attorney General and the FBI Director are required to reimburse the government for any travel m ade aboard government aircraft for personal or political reasons. Other agencies are allowed to designate required use travelers on a trip-by-trip basis. How Much Does It Cost Taxpayers? The GAOs investigation found that from fiscal years 2007 through 2011, three U.S. Attorneys General Alberto Gonzales, Michael Mukasey and Eric Holder - and FBI Director Robert Mueller made 95% (659 out of 697 flights) of all Department of Justice nonmission-related flights aboard government aircraft at a total cost of $11.4 million.Specifically, notes the GAO, the AG and FBI Director collectively took 74 percent (490 out of 659) of all of their flights for business purposes, such as conferences, meetings, and field office visits; 24 percent (158 out of 659) for personal reasons; and 2 percent (11 out of 659) for a combination of business and personal reasons.According to the DOJ and FBI data reviewed by the GAO, the Attorneys General and the FBI Director fully reimbursed the government for flights made on government aircraft for personal reasons.Of the $11.4 million spent from 2007 through 2011, for flights taken by the Attorneys General and FBI Director, $1.5 million was spent to r elocate the aircraft they used from a secret location to Ronald Reagan National Airport and back. The FBI also uses the unmarked, covert airport to initiate sensitive operations.Except for travel by the Attorney General and the FBI Director, GSA regulations provide that taxpayers should pay no more than necessary for transportation and that travel on government aircraft may be authorized only when a government aircraft is the most cost effective mode of travel, noted the GAO. In general, the agencies are required to book air travel on more cost-effective commercial airlines whenever possible.In addition, the federal agencies are not allowed to consider personal preference or convenience when considering alternative modes of travel. The regulations allow the agencies to use government aircraft for non-mission purposes only when no commercial airline can fulfill the agencys scheduling demands, or when the actual cost of using a government aircraft is the same as or less than the cost of flying on a commercial airline. How Many Airplanes do the Federal Agencies Own? In July 2016, the Government Accountability Office reported that 11 non-military executive branch federal agencies owned 924 aircraft, excluding those that are loaned, leased, or otherwise provided to other entities. The inventory of aircraft included: 495 fixed-wing airplanes,414 helicopters,14 unmanned aircraft systems (drones), and1 glider. The Department of State owned the most aircraft (248), making it the federal government’s largest non-military aviation fleet. The combined 11 agencies reported spending approximately $661 million to use and maintain their owned aircraft in fiscal year 2015. Besides basic transportation, the aircraft are used for a variety of purposes, including law enforcement, scientific research, and firefighting.

Assignment( PROJCT MANAGEMENT) Essay Example | Topics and Well Written Essays - 1500 words

Assignment( PROJCT MANAGEMENT) - Essay Example Simple tasks like tying one’s shoe laces or wearing shoes does not require Project Management skills. But large projects like building a house, constructing a bridge or undertaking a major military operation are intricate, complex arrangements which require key critical project management skills and expertise. As a matter of fact, a covert military operation would need a series of divisive project management processes needed to be carried out simultaneously or in concerted independent endeavors. †Project & Program Management Services controls the scope, costs and schedule of programs and projects, handles program planning and prepares scope documents, such as terms of reference and statements of requirement.† (Project & Program Management Services: helping to deliver results, 2010). Critical Path Method models the activities and events of a project as a network of activities depicted as nodes on the said network. Also, it shows lines which form the beginning and end of activities. The longest path in the network is shown as the critical path. Perhaps one of the characteristics of CPM is the activities of a routine nature with â€Å"minimal uncertainty in the project completion times.† (Operations: Critical path method, 2010). Before working out a CPM network Chart, it is first of all necessary to list out the chronological series of events that are involved in the changing of wheels and has been listed as follows: â€Å"PERT is a method to analyze the involved tasks in completing a given project. Especially the time needed to complete each task and identifying the minimum time needed to complete the total project.† (Dr. Khatri n.d., slide 43) It is next necessary to consider Program Evaluation Review Technique (PERT) for this activity. Basically, PERT deals different discrete and interdependent parts of a project. It also allows for

Personal Health Risk Essay Example | Topics and Well Written Essays - 500 words

Personal Health Risk - Essay Example Personal Health Risk I choose well water as my health risk. Well water contains Arsenic compounds that pose a health risk to people who consume water from the well. I identified arsenic in well water as my health hazard from the Unites States Environmental Protection Agency (EPA). Indeed, EPA defines arsenic as a naturally occurring compound that is odorless and tasteless but harmful to human health. EPA established that about 56 million people America were drinking well water with arsenic at unsafe levels (Natural Resources Defense Council, 2015). Arsenic in ground water emanates from human activities, manufacturing activities, or natural activities. EPA considers higher levels of arsenic  as a ground water  pollutant that derives long term and short-term effects. EPA advices citizens using well water to monitor its arsenic levels before consumption. EPA regulates arsenic in ground water establishing health and environmental-based standards through the maximum contaminant level (MCL), at 0.010 mg/L or 10 ppb (EPA, 2013). In identifying arsenic in drinking water as my health hazard considered arsenic in drinking water as a risk since it would cause harmful effects to my health. Indeed, well water can cause short-term health effects like skin cancer, kidney failure, skin diseases, and harms the nervous systems. To identify arsenic in drinking water as a hazard, I followed EPA risk assessment module that included establishing the magnitude of arsenic present in water where arsenic is the dominant public-health problem for drinking water in America.

Clash of identity :: essays research papers

Clash of Identity The difference between Rodriguez’s struggle between identity and Angelou’s struggle is that, Angelou’s identity’s center of focus is her name, while Rodriguez’s identity seems to revolve around his â€Å"complexion†. Although they both wrote about the struggle with their own identity, the views and attitude of the two authors differ. In Richard Rodriguez’s essay â€Å"Complexion† and Maya Angelou’s essay â€Å"Mary† both authors illustrate some hardships they faced during their life, such as their experience with racism and prejudice. In spite of the fact that they are both faced with similar situations, the actuality that sets apart their characters is how they dealt with each of their situations. Rodriguez attitude about himself during his childhood was largely influenced by his family, especially his mother, â€Å"Dark skin was for my mother the most important symbol of a life of oppressive labor and poverty.†(Rodriguez. 451), people who worked in fields and construction sites spent most of their time under the sun, causing their â€Å"complexion† to darken, so it was assumed that a person with dark skin was a menial laborer. Rodriguez’s mother would commonly point out his dark complexion by comparison with the poor and the black, at one time she told Rodriguez, â€Å"You look like a negrito†¦ you won’t be satisfied till you end up looking like los pobres†¦Ã¢â‚¬ (Rodriguez 447). His mother’s friends would also often talk of what a burden or a curse it was, to have dark skin, â€Å"†¦ it was a woman’s spoken concern: the fear of having a dark-skinned son or daughter.†(Rodriguez 449), Rodriguez is illustrating t hat in his culture, people preferred light skin children over dark skin, knowing that a light skinned child would not face as much prejudice a dark skinned child would growing up. In contrast, Margaret wasn’t ashamed of her skin, or being of different color, she was proud of her race and ethnicity, at the beginning she expresses her pride through her relatives accomplishment, â€Å"†¦my grandmother had owned the only Negro general merchandise store since the turn of the century.†(Maya 3), this she said to a Texas women, when asked about her hometown.   Ã‚  Ã‚  Ã‚  Ã‚  Rodriguez and Angelou both expressed their struggled in search for their own identity in their essay. Margaret’s identity was compromised when Margaret was called out of her original name. Margaret’s name was casually changed by Mrs. Cullinan, â€Å"That’s too long she’s Mary from now on†(Maya 6).

Help Improve Own and Team Practice in Schools Essay

Outcome 1.1 How you take note of children and young people’s responses to your own practice It is extremely important to take note of children and young people’s responses to your own practices as by doing this you – †¢Can ensure learning activities are effective in the pupils learning †¢Can recognise the pupils abilities and identify strengths and weaknesses †¢Can reflect on how effective the delivery methods were †¢Can identify if anything needs to be altered for next time Things I monitor during lessons or learning activities – †¢Children who are putting their hands up to answer questions †¢Children who are not contributing much to the lesson (not putting hands up/if working in a group not offering suggestions) †¢Children who seem to be lacking concentration/not showing much interest/not staying on task †¢Children who are behaving differently (maybe because they do not understand the work or are finding it too easy) †¢Children who do not seem to understand the work as much as others or are finding the work particularly difficult (I find this out by checking over their work/answers and by asking them questions about the work/task) I personally always take notes during lessons and activities and always give feedback to the teacher either formally or informally. Read more:  Essays About Team Work in Schools Below are some of the other ways we review learning activities – †¢Letting children feedback (asking them to traffic light their work) †¢Group/pupil reflection †¢Parents evening †¢Pupil’s learning journal – literacy, numeracy, targets †¢Previous progress – read reports, reviews †¢Ask pupil to explain how they achieved the learning objective †¢Writing comments on lesson plan, report card, reading diary †¢Termly assessments †¢Marking work and writing comments †¢Homework Outcome 2.2 The importance of continuing professional development There are many things you can do to continually develop professionally, these include: †¢Do your research to ensure you are kept up to date on new teaching methods, resources and legislation †¢Work based training †¢Participate in further training/courses such as first aid, ICT and SEN training †¢Regularly observe your peers †¢Ask others for help and advice Continual professional development is extremely important for the following reasons – †¢It helps you to understand your role more effectively †¢To apply new policies and procedures †¢To upgrade and enhance your knowledge †¢To enable you to become confident in your job role †¢It enhances and promotes good team work †¢To keep up to date with any changes in legislation †¢To improve the quality of the teaching environment, pupil learning and achievement †¢To ensure you are working to the best of your ability †¢To share good practice relating to different teaching methods †¢To ensure there is a good standard of work in the workplace and standards are kept high and do not slip †¢To ensure that as individuals we have personal goals and also the skills that need updating for our job Outcome 3.1 Why teamwork is important in schools T – Together E – Everyone A – Achieves M – More The ability to work together with others as part of a team is a vital skill used in all areas of life. Teamwork requires people to work cooperatively with others towards a shared purpose or goal. For a team to work together effectively, it takes all members of the team to respect each other’s abilities and opinions. Teamwork is a highly social activity and involves much interaction and exchanging of ideas and actions. Below are some examples of why team work is so important in schools- †¢Effective communication is a key element needed to meet the needs of children †¢By communicating with each other and working in a team you can ensure that you do not miss any vital information †¢It creates a positive and safe environment for both pupils and staff †¢It sets an excellent example to pupils †¢It creates a good working environment and community for staff and pupil †¢It helps ensure that all goals and objectives are being met †¢It helps raise moral and create a positive atmosphere †¢It ensures that the schools aims, values and mission statement are carried out †¢It promotes consistency throughout the school †¢It helps build confidence †¢Enables you to share good practices and ideas †¢It helps ensure that the work load is being shared and completed effectively †¢It ensures children are getting the most out of their learning experience †¢It helps create a conflict free environment †¢It means that constant support and advice is available Outcome 3.2 The purpose and objectives of the team in which they work Princethorpe Junior Schools mission statement – â€Å"Our vision for the school is to create a successful, caring school in which everyone can achieve to the best of their ability.† It is important that every school demonstrates and upholds their aims and values. Princethorpe Junior School have a set of aims for all staff and pupils to follow that support their mission statement. General Aims – †¢At Princethorpe Junior School we aim to provide a safe, secure and happy environment in which all our children can develop and learn. †¢We aim to create a bright and stimulating environment in the classrooms and around the school. †¢We aim to help all our children to achieve their full academic, artistic and physical potential. †¢We aim to enable all our children to have access to all aspects of school life. †¢We aim to promote harmony and understanding of each individual in an environment where all the children are encouraged to flourish whatever their race, gender or ability. †¢We aim to develop a partnership with parents and the community and encourage all parents to share in the education of their children and to feel welcome in the school. Academic – †¢We aim to provide for all the children a broad and balanced curriculum with a strong emphasis on the development of numeracy and literacy †¢We aim to develop our own policies and schemes of work in line with the National Curriculum and the Religious Education agreed syllabus, through a wide range of learning activities. †¢We aim to equip our children with the necessary ICT skills to support their learning across the curriculum. †¢We aim to  provide opportunities for additional activities, which enrich the curriculum e.g. educational visits, clubs and visitors to school. †¢We aim to equip our children with the knowledge, skills and understanding required for the next phase of their education. Spiritual, Moral, Social and Cultural – †¢Through our Collective Acts of Worship we aim to equip all our children with an understanding of differing faiths with the greatest emphasis on Christianity. †¢Through Religious Education and the curriculum we aim to foster a sense of awe and wonder. †¢We aim to value everyone by developing each person’s self-esteem and sense of individual worth. †¢We aim to teach our children to know the difference between right and wrong, to be honest and to have respect for adults, each other and the environment. †¢We aim to develop the children’s awareness of their responsibility to and for their school and the local community. †¢We aim to help the children to take their part as responsible citizens. †¢We aim to enable our pupils to co-operate, to work together, to take turns and to share. †¢We aim to develop the children’s ability to think about others as well as themselves. †¢Through our curriculum and school life we aim to develop knowledge and understanding of other cultures and traditions. †¢We aim through music, art, literature and creative work, to contribute to the cultural development of the children. Behaviour – †¢We aim to equip our children with the skills to be responsible for their own actions and to develop a strong sense of self-discipline. †¢We aim to provide positive attitudes throughout the school for work and behaviour. †¢We aim to provide a positive system of rewards and sanctions. †¢We aim to work in partnership with parents to maintain the behaviour policy of the school. Below are examples of how Princethorpe Junior School uphold these aims and therefore support the mission statement – â€Å"We aim to value everyone by developing each person’s self-esteem and sense of individual worth† †¢All staff members ensure to always offer praise and rewards whenever a child participates in an activity or really tries hard at the work. †¢Every child is acknowledged, the Head Teacher makes a conscience effort to learn every new child’s name at the start of the year and also stands at the front door every morning greeting each child with a ‘Good Morning’ †¢All children are encouraged to have confidence in themselves, the TAs are on hand to ensure this is the case in every lesson with giving the children constant reminders to â€Å"have confidence in yourself† †¢Children are issued certificates and awards for certain achievements for example spellings, reading, writing, attendance and good behaviour â€Å"We aim to develop a partnership with parents and the community and encourage all parents to share in the education of their children and to feel welcome in the school.† †¢Princethorpe Junior School tries to involve parents in their child’s school life as much as possible for example – Parents are daily invited to join their children at breakfast club Parents are regularly given opportunities to volunteer on school trips All parents are invited to a ‘celebration assembly’ every Friday where children receive certificates and awards for various achievements †¢The School holds regular curriculum meetings and workshops for parents, both during and after school, to consult, inform and discuss curricular issues. †¢Each year group organises family workshops during the year so that parents can work alongside their children in class. Various courses are also organised for parents. †¢Termly parent’s evenings are held so parents and carers can be updated on their children’s progress. †¢Parents are always welcome to chat to a member of school staff, without an appointment, about any worries or concerns they may have before or after school. The Head Teacher operates an ‘open door’ policy to enable parents to come and speak to her anytime she is free †¢A school newsletter is sent home with children every Friday updating parents on the week’s activities, reminder of term dates and weekly attendance and behavioural reports †¢Parents are made aware of any behavioural issues their child may be having and together with the parents either the Head Teacher, Teacher, Teaching  Assistant and/or Pastoral Care Worker can then work together to resolve these issues. â€Å"Through our curriculum and school life we aim to develop knowledge and understanding of other cultures and traditions† †¢Children are taught about different cultures and religions by termly topics being held on different countries, cultures and religions †¢There are regular assemblies about different countries, cultures and religions †¢A variety of different festivals and events are acknowledged and celebrated in school †¢Alternative food options are always available during breakfast club tuck and lunch such as halal meat and vegetarian and vegan options to ensure all children are made to feel included and welcome â€Å"We aim to equip our children with the necessary ICT skills to support their learning across the curriculum† †¢Each room is equipped with an interactive whiteboard which is used during most lessons †¢Every child has a personal computer login that enables them to logon to a school computer to access its programs and any saved work †¢Princethorpe Junior School have an ‘ICT suite’ where there are enough computers for a class of 32, classes are on a rota to use this room and every class will use this rooms and its facilities at least once a week †¢The school also has 35 laptops which are again shared out on a rota based system †¢Princethrope Junior School has invested in EducationCity.com’ an internet based program that creates new ways of delivering curriculum content. Children are set homework on this site which they have the option of accessing at home or at school. â€Å"We aim to equip our children with the skills to be responsible for their own actions and to develop a strong sense of self-discipline† †¢Children are taught the difference between right and wrong †¢All children are constantly made aware that they are responsible for their own actions and that their actions will have consequences – either with a sanction or  reward. For example if a child does not complete their homework on time they will receive a detention, whereas all the children who do hand their homework in on time will receive a sticker †¢Children are given opportunities to work independently and make their own decisions â€Å"We aim to enable our pupils to co-operate, to work together, to take turns and to share† †¢Certain lessons and activities require the children to work in pairs or groups with the teacher and TA ensuring the same children are not always working together †¢Playground toys and games that require children to share and play together such as building blocks, skipping ropes, footballs and bat and balls are provided for children during break times. †¢The school offers many different after school activities such as after school clubs, sports matches and the choir which gives children from different classes and year groups chance to work and play together †¢Teachers and pupil support staff are always on hand to monitor the children and to help children work out any friendship issues they may be having Outcome 3.3 Own role and responsibilities and those in the team Working in a primary school as a Teaching Assistant I work alongside a class teacher during guiding reading, maths, literacy, art, ICT and listen and respond lessons. The role of the Primary school teacher is to work with children between the ages of 4 and 11 years. They are responsible for teaching either a number of, or every, area of the National Curriculum, this will most likely mean covering Key Stage 1 (5 – 7 years) and Key Stage 2 (7 – 11 years). Key responsibilities as a primary teacher – †¢Ensuring the optimal development of children, both socially and academically. †¢Preparation and delivery of lessons that cater to the wide ranging abilities of the class. †¢Instill interest to learn, through  enthusiastic and motivating presentation of lessons. †¢Recording and monitoring student progression. †¢Meeting with carers/parents giving feedback regarding child’s performance. †¢Organising activities, classroom displays and class trips †¢Ensuring the curriculum is covered and up to date. †¢Prepare pupils for secondary education and examinations. As part of my role as a Teaching Assistant I am required to support the class teacher with the planning, delivery and evaluation of all learning activities. Whether the learning activity is for an individual pupil, group of pupils or the whole class, all activities must be properly planned, delivered and evaluated in order to work effectively. Planning is usually the first step when organizing a learning activity. Planning is important for the following reasons – †¢To understand learning objectives and what needs to be achieved by the end of the lesson †¢To identify children’s individual needs †¢To identify different teaching methods †¢To review feedback from previous lesson †¢To ensure health and safety is met – Complete risk assessments †¢To ensure you are organised and can allocate enough time for each task Every teacher completes the class planning for the week before school starts on a Monday morning. The teacher will then give a copy of the planning to the class TA. The planning will include the expectations and learning objectives of each lesson, resources needed, if any children need any extra support and how they require the TA to support during each lesson. After I have this information I then have my own planning responsibilities as a Teaching Assistant, these involve the following – †¢Look over previous observations †¢Ensure all learning resources are ready for use – photocopying, workbooks, stationary, laptops, etc. †¢Find out children’s individual needs and prepare different resources to aid them – white boards, enlarged worksheets, etc. †¢Organise seating plans – are there any children that may need to be moved – disruptive, easily distracted, hearing or sight difficulties †¢Prepare extra work for any children who may finish early †¢Think of key questions to ask to support the children during the lesson †¢Feedback to teacher on what you think of the planning, is there anything you could add or change Whether it is myself delivering the learning activity or a teacher I am supporting, it is always important to remember and follow the below every time – †¢Explain to the pupils the expectations and what they need to do †¢Ask questions and observe their reactions, ensure they understand, if they are struggling to understand find other ways to explain/demonstrate/simplify/step by step instructions/adapt lesson plan to child’s needs ensuring it still meets the lessons outcome †¢Give praise and encouragement †¢Rewards – follow schools procedure with giving rewards; let pupils know what rewards they will receive †¢Give one to one support where needed †¢Ensure you are using appropriate body language and eye contact †¢Give good balance of support and letting pupil work on their own †¢Encourage independence †¢Using sanctions when needed – moving children if necessary †¢Using the right teaching methods with the different ability children †¢Keep pupils interested and motivated †¢Re-enforce timing to children e.g. with projects and learning objectives †¢Take notes on children’s understanding, what is working well, what isn’t, etc. It is always important to review every learning activity as this will help plan for the next time. Whether it be having a formal review of a learning activity or an informal chat it is important as a Teaching Assistant to  discuss the following with the Teacher – †¢How the teacher felt with your support? †¢Did the children achieve the learning objective in the given time? †¢Were there any learning needs you picked up (who struggled? who finished early? who asked questions?) †¢Were the resources useful? †¢The overall enjoyment of the lesson †¢Did resources suit learning activity? †¢Is there anything you would have changed or can improve next time? †¢Did anything work particular well? †¢Were there any issue that you need to report to SDP/SENCO? Outcome 3.4 The importance of respecting the skills and expertise of other practitioners It is important to always respect the skills and expertise of other practitioners for the following reasons – †¢It can help us to develop as professionals because we can learn from others †¢Their expertise can provide career aspirations to others †¢To ensure the pupils wellbeing is promoted and we have the knowledge and understanding to provide them with the best education †¢By not respecting other practitioners you are effectively undermining them which will result in having a negative effect on the pupils and overall will not be promoting good team work †¢Those practitioners are there for a reason; they have the skills, knowledge and know the strategies that work †¢It means the work load is shared effectively and fairly resulting in everyone’s job being made easier †¢It ensures consistency in practice †¢It promotes good working relationships †¢It creates a positive working environment †¢It helps children reach their full potential Outcome 4.6 How you respond to differences of opinion and conflict constructively When working in a professional role as a Teaching Assistant, it is important to consider how you can improve your own practice effectively to meet the needs of the children or young people you support and the team you work with. You will be responsible for meeting your own continuing professional development needs. Continuing professional development (CPD) or Continuing professional education (CPE) is the means by which people maintain their knowledge and skills related to their professional lives. CPD will affect you as a member of the team in your workplace for the following reasons- †¢You and your team will be confident with personal job roles, skills and abilities. †¢As a team you will be able to help each other with your own CPD as constant support and advice is on hand from other team members †¢It ensures everyone is working to the best of their ability and therefore creates a stronger team As a TA at least once a year you will have a ‘Performance Management Review’, this may be with the Head Teacher or your team leader. This review offers you the following- †¢An opportunity to reflect and to review your progress and development †¢An opportunity to ask yourself and your team leader ‘How am I doing?’ †¢An opportunity to consider and celebrate your role in raising standards and in meeting the targets in the departmental action plan †¢An opportunity to consider where you are going in your career †¢A discussion about any areas for development †¢An opportunity to set targets †¢An opportunity to identify any training needs †¢A forum to provide information for management †¢An opportunity to look back at your previous review and decide if targets have been met †¢An opportunity to set new targets and goals for the following year There will be times when there is conflict in the workplace, when this happens it is important to recognise why conflict may arise and how you should resolve issues. Below are some examples of conflict in the workplace – †¢Not listening to what the other person has to say †¢Not sharing the work load fairly †¢Taking advantage of the good nature of others †¢Not working to the best of your ability †¢Not working to high standards †¢Not offering the necessary support and advice to others †¢Not being thoughtful and considerate to other’s ideas, opinions and beliefs †¢Not asking for help when needed Scenario: You were asked to plan and prepare an activity for the phonics group that you support. The activity you came up with was fun, eye-catching and included the whole group. When you came to use it with the group, the activity worked really well and, at the end of the lesson, you felt the children had worked hard, even though they became very excited and got quite loud. However, a Teaching Assistant who was supporting another group has since told you that you were not in control and should have training in how to assert yourself. Was the other TA correct to tell you this? Yes, I believe they were but I believe that they should have gone about it in a different way. When working with children it is important that the staff work as a team and offer each other help and advice when necessary but it is also important to be tactful in doing so. Who should you discuss this with and will you ask for help, knowing that you do struggle to gain control? I would let the TA know that I do appreciate their feedback and agree that I did struggle at times to keep my group under control, however overall I was pleased with the activity and felt the children achieved the learning objective of the task. I would also ask if they have any techniques they use to help keep children quiet and calm during activities. I would also speak to the teacher to find out how they felt the activity went and if they had any advice on what I could do differently next time.