Behaviour Issues and Classroom Management Essay Example for Free

Behaviour Issues and Classroom Management Essay Part 1 . Identify and explore Behaviour issues and classroom management. 3. Importance of classroom management Students need to feel a sense of community. Relationships and Experiences. Classroom management and behaviour issues are directly relate to how students feel. 4. Issues relating to behaviour and manaegment A teachers beliefs and values influence classroom environment . The teacher models and demonstrate to students how to act. Unprepared responses add to conflict or negative feelings for students. 5. Issues relating to behaviour and manaegment At risk students see little to strive for. Negative perspective will have a direct influence on the type of behaviour the students demonstrates. Classroom management needs to chang the environment, not try to change an individual’s behaviour (Henley, 2006). 6. Issues relating to behaviour and manaegment Typical Adolescent behaviour : E egocentric E exploring different identities. R ebellion. S ensitive and argumentative 7. Part 2. Discussion on the different approaches to behaviour issues and classroom management. 8. Different Approaches to the Issue: Autocratic, teacher centred, passive learning and controlled classroom management Vs Democratic, student led, interactive learning, activity centred, and co-constructed management 9. Autocratic Managment The teacher dictates and students comply. It values and looks for obedience and curricula control. When compliance is the goal of classroom management, students do not have the opportunity to learn. 10. Autocratic Managment Punishment used to change behaviour. Enforces consequences that will decrease the likelyhood of poor behaviour in the future. Autocratic teaching believes that a well-managed class is a quiet class. 11. Democratic Managment Values the need to increase student motivation. Students are allowed more input into classroom activities. This increases participation and reduces the anount of behaviour issues. 12. Democratic Managment Students are allowed to voice their persective and it is respected by staff. Students can experience participating fully in democratic process by allowing students to establish their own rules for behaviour and sanctions. 13. Democratic Managment Involves a variety of components to maintain students attention. Movement is the only experience that unites all levels of activity in the brain. The more opportunities students have to move and change positions, the better they will behave (Henley, 2006). 14. Democratic Managment Students should be allowed to move and talk together during activities. Activity centred lessons include variety in; curriculum and content, co-operative learning, peer tutoring, learning centres, role-play, brainstorming, and discussion 15. Democratic Managment An autocratic style is when the teacher dictates what will happen and how it will happen. A democratic style attempts to involve students in decision-making and appeals to the stude nts’ intrinsic motivation. 16. Part 3. Solutions to behaviour issues and classroom management strategies: 17. Solutions Strategies and actions n eed to be planned and implemented early. T eacher s must establish rules and expectations early to ensure students know the boundaries. 18. Solutions Teachers should aim to know information on their students. This includes: P ossible behaviour problems S pecific learning and physical need S student names and how to pronounce them. 19. D iscipline strategies M anagement is gained through consistent discipline. Three common discipline strategies are; Preventative Discipline . This includes; Clear expectations A n a ttractive and welcoming environment W ell-planned room organisation Adequate resources Organising curriculum to cater for mixed abilities 20. Discipline strategies 2. Corrective Discipline . This includes; T eachers behaviours and reactions Casual and direct questioning Simple warnings or directions Defusing or re-directing potential conflict Reminding of rules G iving simple choices Taking students aside from the grou p Using appropriate time out. 21. Discipline strategies 3. Supportive Discipline includes; Following up o n disruptions Encouraging students Re-establishing working relationships Developing and maintaining respect Building a positive classroom Applying a team approach 22. Preventitive Managment M aximis ing Academic Learning Time (ALT) ALT increases engagement ALT is achieved by specifically allocating time for variations in teaching 23. Preventitive Managment Give clear, brief and effective instructions A lot of low-level off-task behaviour is from students not understanding Work must be achievable yet challenging for students. Students will engage and achieve when they experience success 24. Preventitive Managment Henley (2006), suggests that solutions for behaviour issues develop over time. Solutions include: Smooth transitions Clear instructions Accountability Procedures Being ‘With It’ Establishing Routines Keeping Students Alert 25. Preventitive Managment Democratic solutions involve disciplining with dignity . Respect is paramount. Teachers must hold the moral high ground. Teachers must allow students the opportunity to reflect on their poor behaviour. REFERENCES Cowley, S. (2003). Managing the first meeting . Getting the buggers to behave 2 (pp.15-16). London: Continuum. Cowley, S. (2003). Behaviour management in the secondary school . Getting the buggers to behave 2 (pp.166-175). London: Continuum. Henley, M. (2006). Classroom management: A proactive approach (pp. 30-50). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Rodgers, B. (1990). You Know the Fair Rule . London: Longman Sen, C. (2003). Classroom Management in a Secondary School. Retrieved February 19 th , 2013 from http://ezinearticles.com/?Classroom-Management-in-a-Secondary- Wilkins, R. (1987). Classroom Management . Set No.1. Western Australian Institute of Technology.

BMW Essay -- essays research papers

BMW and Audi, two German automobile manufacturers, have a reputation for making some of the best cars in the industry. Not only are both companies superior in their production, but their financial statements also indicate stability and efficiency. Looking at financial ratios, we will compare both companies on a basis of management efficiency and debt status. As a bank analyst, we will make a recommendation as to which company would be better to approve a loan for. A recommendation will also be made regarding management effectiveness and which company would make a better investment. BMW has captured the attention of automobile drivers from all around the world with their â€Å"Ultimate Driving Machine.† The BMW Company was originally established in Germany and has extended nationally reaching over 12 countries. With Germany and the United States being the top two target countries, BMW has established their products as a combination of luxury, safety, and comfort with product lines to suit all styles of living. Revenues have been increasing each year since before 1996 with profits coming from product line of automobiles and motorcycles. In 2001, BMW came out with a new product group, the Mini. The Mini also contributed to the revenue increase in 2001. BMW has current developments in their sports cars, the Z8. BMW has created a trustworthy name for the automobiles they produce and has all the potential to continue their success in the future. Audi, one of Germany’s first automobile producers, has been designing and building cars since August Horch, its founder, completed his first car in 1901. Over the years following, a series of innovations and mergers have led Audi to the position it is in today. Audi’s subsidiaries include companies to facilitate international operations, part manufacturers, a vehicle customization company, a technology research company, and Lamborghini Corp, a successful sports car manufacturer. Audi’s current developments include its holding the EU Seal of Environmental Protection, and a number of technological advancements, including new car designs and a â€Å"seeing car† technology that has been nominated for the German Future award for Technology and Innovation.   Ã‚  Ã‚  Ã‚  Ã‚  BMW  Ã‚  Ã‚  Ã‚  Ã‚  Audi Profitability Ratios  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Return on Equity  ... ...reflects this. This again shows BMW’s less efficient cost management than Audi. Through Dupont analysis, we have been able to see the specific strengths and weaknesses of BMW and Audi’s management. BMW’s lower profit margin and asset turnover indicate less efficient cost management and asset management. Their debt multiplier indicates that they’re taking advantage of debt, but the benefit of this isn’t realized because of their problems with cost and asset management. Due to Audi’s more efficient use of their assets, and better cost efficiency, it can be said that their management has performed better than BMW’s over the past year. BMW and Audi both build cars that have a reputation for security, reliability and quality. These traits transcend into their financial statements, making both of them a good investment due to their debt status, and management effectiveness. Our recommendation as a bank loan analyst would be for BMW due to its superior liquidity and low risk. When evaluating management performance for equity investment, Audi is clearly a better investment. This is primarily due to its superior asset management, debt allocation, and inventory management.

How Sweet and Honorable It Is: A Euphemism of War? Essay

Dulce Et Decorum Est is a poem written by a young British Army soldier of the World War I turned poet Wilfred Edward Salter Owen. He was once commended as one of the most important figures in twentieth century and known as one of the best poets, he is also called as the Greatest War Poet in English Language as most of his literary pieces tackle stories of war and relevant topics. Owen wrote the said poem on 1917 during the First World War while he was on military service and tells accounts based primarily on his personal experience and points of view towards war. However, the poem has made available in public three years after Owen got killed in 1918, days before the ceasing of the same war that he condemned. It was published posthumously to honor the author. Analytically, the meaning of the poem Dulce Et Decorum Est has to be a euphemistic narration of war with the purpose of either to promote patriotic deeds of the soldiers or to condemn the act of war per se. Perhaps, the author wanted the reader to provide the right justification and/or connotation about the poem itself whether it has intentionally written to comfort the soldier as the old saying tells how noble it is to die for one’s own country, or sees the other way around, which is to point out something like it is really useless to end one’s life in a battle just like that. The title of the poem alone depicts ironic truth as the Latin phrase Dulce Et Decorum Est has the literal meaning â€Å"How Sweet and Fitting It Is†. Even if it is a commending statement, it could also signifies sarcasm as he questions how sweet and fitting would it really be to die for something. Originally, the phrase has to be written like this: Dulce Et Decorum Est: Pro Patria Mori, which has the accurate meaning â€Å"How Sweet and Honorable It Is to Die For Your Country! †, as the author excerpted this phrase from Quintus Horatius Flaccus’ third book among his four books of poem published on 23 B. C. , which entitled Odes or Carmina in Latin language. Owen’s narrative poem all began on the first line of the first stanza â€Å"Bent double, like old beggars under sacks† which gives us descriptions that in real battle, odd feeling and uncomfortable situation of the ones involved in the chaos especially the soldiers, who are half-standing and half-lying, truly happens. Being in a chaotic war is never easy, and that is what the author trying to tell us. The word â€Å"double† in it offers a feeling of both the physical tiredness and emotional numbness at the same time, which the person involved could not just simply be withdrawn from and got nowhere to run. As the first stanza offers physical and emotional torture being in a battle, the second stanza denotes psychological agony. â€Å"Gas! GAS! Quick boys! † With this narrative, the author wants the reader to feel the state of panic and the urgency that has inflicted once in the midst of a chaotic ambiance where everyone struggles to survive. This could be the reason behind the usage of capital letters and exclamation points on the first line of the second stanza. The third stanza, though it is the shortest stanza of the poem having only two short lines, illustrates clear and dramatic picture of the speaker’s encounter of a dying colleague in his dreams, or should we say nightmare, and how they both felt helpless in the traumatic situation. â€Å"In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning. † Here, we can see that although the war is over, the tragic familiarity of the speaker still haunts him as a sign of trauma even when he’s asleep. Thus, the war creates pain and suffering to the soldiers not only during war but moreso, even when the war is long ended. On the last stanza, the speaker addresses â€Å"you† which denotes direct involvement to the reader. He wishes to personally make an appeal to the public, particularly to the next generation, that the heroic deed of patriotically dying for the sake of one’s country is nothing but purely euphemistic act of injustice and pointless death because such kind of death could be preventable. He concluded the poem by stating the irony of the title Dulce Et Decorum Est Pro Patria Mori, which he emphasized as an â€Å"old lie†. Wilfred Owen got many strong points in this poem that whoever read the text might be involved. Weakness if there’s any, has not obviously seen which make Owen surpass the level of being an amateur poet. The poem was simply a silhouette of Owen’s stand against the ongoing war that his audience would surely agree. Historians and students find this work very significant for the study of History to deeply understand World War I and the people behind it. R E F E R E N C E S Owen, Wilfred. 1997. Dulce Et Decorum Est. Modern History Sourcebook: World War I Poetry. http://www. fordham. edu/halsall/mod/1914warpoets. html#owen21 (accessed October 1, 2008). Barnhill, Candace. 2005. Wilfred Owen’s Dulce Et Decorum Est. http://people. smu. edu/cbarnhil/ENGLISH/ENGL2327/engl2327. htm (accessed October 1, 2008). Osondu, Emmanuel. 2008. Biography: Wilfred Owen. Helium, Inc. http://www. helium. com/items/1167412-biography-wilfred-owen (accessed October 1, 2008).

Essay on The Impact Advertising Has on Children - 1394 Words

The Impact Advertising Has on Children Advertising today focuses on specific targeted demographic groups. There is a direct focus on marketing products to young consumers. This age group sees the commercials, but does not really understand the directed message. This can have an adverse effect on the way children interpret and understand the message being presented to them. The average American child sees more than 40,000 commercials a year, and advertisers spend more than $12 billion annually marketing to them?double the amount of 10 years ago. (APA-1) Children watching television are exposed to every channel running commercials that are sending out a mature message to an immature audience. There needs to be something done to†¦show more content†¦The commercials feature animated characters selling fast food kid meals. Children relate with the cartoon characters and want to eat the foods that are being promoted. Children receive the message that fast food is good for them, and do not understand that eating too muc h fast food can be unhealthy for them. Unfortunately the message from this type of advertising is geared toward the child thinking I need to have the fast food. This is a bad message to leave in children?s minds, because it can also cause problems with their health. The obesity rate in young children has risen drastically over the last twenty years. Health reports have attributed this to the continuing increase in the amount of fast food children are consuming. Television commercials for fast food are on every channel, and the number of channels has risen over the last twenty years. Children who watch television are exposed to a non-stop borage of commercials. This continual exposure promotes a cycle of the child always wanting to go to the fast food restaurants. Parents also are affected by the commercials. Their children want to eat fast food, and the fast food is very convenient for busy families. It is much easier to go through a drive-thru and order the food, then to cook the m eal at home. This can be a harmful pattern for the family to establish. Convenience over a more healthy home cooked meal adds to the childhood obesityShow MoreRelatedAdvertising And Their Influence On Children1516 Words   |  7 PagesEthics in advertising and their influence on children: Introduction Advertising has grown massively due to the expansion of technology and this has transformed the advertising industry. Organisations are spending heavily in advertising to differentiate their brands and cut throat competition among advertising companies is a priority. However, in this race for standing out, advertisers and marketers might overlook the ethical policies. 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