Renewable Energy Opportunities Research Paper Example | Topics and Well Written Essays - 1000 words

Renewable Energy Opportunities - Research Paper Example The research will be conducted using both primary and secondary sources, whereby, primary research will entail field surveys that will be conducted in areas where solar and wind energy has been used. The main method for data collection during the study using this method is going to be interview and observation. The residents shall be interviewed on the motivation that has made them invest in renewable energy. Additionally, they will be required to give a list of challenges that they have faced in harvesting energy from renewable sources. Similarly, the researcher will observe to give a report on the possible factors that might have made the region a suitable place to set up energy harvesting plants.Secondly, in secondary resources, the researchers will be required to read from relevant materials that have been researched and recorded by others in the past. The researcher will be able to have enough material in supporting the research topic. The research is conducted to establish usef ul measures that can be implemented to increase energy production from secondary sources to reduce overreliance on non-renewable sources electricity. The research will create a platform where the researcher will be able to get feedback from the public hence will be able to make informed recommendation about the steps to be taken to improve the situation. Globally, there have been organizations and institutions that are keen on ensuring the implementation of projects on harvesting energy from sustainable sources.... researcher will be able to get feedback from the public hence will be able to make informed recommendation about the steps to be taken to improve the situation. Project Background Globally, there have been organizations and institutions that are keen on ensuring the implementation of projects on harvesting energy from sustainable sources. There are organizations that have received international recognition in renewable energy and they include: international Energy Agency among others. This organization supports the use of renewable energy to diversify energy sources (Langwith 112). Motivation Overreliance on non renewable sources is leading to depletion of the resource. Additionally, such sources of energy lead to pollution of environment since global gases are released to the air during combustion. Continued exploitation of fossil fuels to get energy will lead complete depletion of the resource. Use of renewable sources of energy will lead to flexibility in energy provision system a nd residents will not suffer following failure of energy supply (Bazia & Abdollah 26). Research objective The aim of this research is to establish whether there is a way in which harvesting of energy from renewable sources can be implemented for large scale harvesting of the energy. After carrying out the study, it will be established that it is possible to harvest energy from renewable sources in large scale as an alternative to non renewable energy. Literature review Across the world, the market for renewable energy is growing rapidly. Most people who are focusing in renewable energy are motivated by high prices for oil, climate change due to global warming and support from the governments. Government agencies in many countries are for the idea of investing funds and skills in improving

Why cinema should be allowed in saudi arabia Research Paper

Why cinema should be allowed in saudi arabia - Research Paper Example By 1917, 80 movies were produced in Egypt (Kraidy, 2007 pp.49). In Saudi Arabia, the production of cinema was not accepted until the 1960’s and 1970’s. This was after King Faisal dealt with the negative attitudes of the Muslim religious school in regards to film production. Even so, movie theaters are still not run in Saudi Arabia and this is because of the religious suspicions. In addition, the introduction of most Arabic Cinemas is due to the influence of foreign residents. The first film in Egypt took place in the year 1927 and was known as Leila (Fandy, 2003 pp 27). In addition, there are filmmakers in the Arab world including the qualified and skilled artists and technicians in the industry. Moreover, there is adequate equipment that is used for the production of a film. On the other hand, in some Arab countries the production of cinema is not encouraged or is very limited. Additionally, the first film in Syria took place in 1928 but by the year 1968, less than 20 films had been produced in the country. To support the film production industry some Arab countries like Syria and Egypt took crucial steps in the 1960’s to support the production of cinema (Kraidy & Joe, 2009 pp. 22). The government has not been supportive of the film industry. In 1980, the government banned the cinema industry and the entire cinemas operating at that particular time were closed (Dubai press, 2010). On the other hand, there is a huge possibility that the government will support the cinema industry. In addition, many government officials have been heard saying that they will lift the ban of the industry. Rumors were circulating in regards to the issue of film production but became true when the minister of labor of Saudi Arabia gave details on the processes and procedures that allow for the registration of cinema as well as obtain license in Saudi Arabia. Some of the

Political Impacts Of Andrew Jackson And Theodore Roosevelt Politics Essay

Political Impacts Of Andrew Jackson And Theodore Roosevelt Politics Essay Our seventh and twenty-sixth presidents, Andrew Jackson and Theodore Roosevelt are both recognized for their subsequent impact on history. These two men are considered two of the greatest presidents of our history for their reformative actions. Despite their obvious differences such as backgrounds, time period and political stand points, their personalities, moral opinions, and character link each another. Furthermore, the different contributions that both presidents have made have left a great impact on the history of the United States. The two opposing political parties today, Democrat and Republican, were also the different standpoints of Presidents Jackson and Roosevelt. Andrew Jacksons presidency, also known as the Jacksonian Democracy was based on the ideals of the old Republican party of Jefferson. It positioned itself around a limited government, white male suffrage and strong state governments. The Democratic Party mostly consisted of people like Jackson himself- Southern farmers, Westerners and urban workers. Theodore Roosevelt however, differed completely. Born into wealth, he automatically took the position of any other wealthy men, northern businessmen and professional workers- a Republican. Republicanism, based on former Whigs, and free-soil Democrats believed in supporting banks, business and gold standard- the complete opposite of democratic ideals. The different time periods of Jackson and Roosevelts presidencies also increased their dissimilarities because of the different issues each had to suffice . Due to the time difference of approximately 70 years from when Jackson was in office to Roosevelts administration, the different time periods have emerged and resolved different social issues. Because Jacksons term in office lasted from 1829-1837, his presidency concerned social issues that did not also exist during Roosevelts term which lasted from 1901 to 1909. For example, Roosevelt is responsible for adding the corollary to the Monroe Doctrine which expanded it and authorized the United States to intervene with any foreign powers and affairs. This was a result of the Venezuelan incident with Great Britain and Germany. Germany and Great Britain were attempting to collect money owed them by Venezuela, but Roosevelt considered this a violation of the Monroe Doctrine. He then took out his big stick and ordered a U.S. fleet to the coast of Venezuela. It was then decided by the British, Germany and Venezuela to negotiate with Roosevelt as their mediator. This declaration was called the Roosevelt Corollary. Rather than letting Europeans intervene in Latin America, Roosevelt declared that the United States would intervene instead. Roosevelt, unlike Jackson, had to encounter foreign matters such as the Venezuelan incident, and the Panama Canal. Nevertheless, Jackson also had to resolve other issues that did not exist in the later years, the opposition and dispute of the National Bank, the issue of the Nullification theory and the debate over the Indian Removal Act of 1830. These two men with different views however, had the same approach to dealing and reforming America- they did not have the same ideals but they both had the same moral principles and same approaches in resolution and reformation. Theodore Roosevelt and Andrew Jackson were both known for their tough, aggressive tactics in resolving issues and these two presidents have shown activism in government. President Roosevelt, who did not only believe in Republican ideals, was also considered a Progressive President for the social reformations he completed. Roosevelt, unlike his precedent Republican presidents did not only side with big business, but tried to mediate the workers and their employers instead. In 1902, the United Mine Workers held a strike and Roosevelt became the first President to intervene in a labor management dispute by forcing both sides to settle on a compromise. This was called the Square Deal for labor. It helped improve the equality between laborers and workers rather than just siding with the wealthy as former presidents have always done. Roosevelt further increased reformation when he enforced the Sherman Antitrust Act, regulated railroads, and passed laws such as the Pure Food and Drug Act an d the Meat Inspection Act. During his two terms, he helped increase labor standards which helped the poor, and working class. Andrew Jackson, as a Southern famer, also revolved his presidency around helping and favoring the low, working and middle class. Jackson believed that the bank hurt the working class and only benefitted the upper classes and therefore vetoed the second re-chartering of the National Bank. He once said It is to be regretted that the rich and powerful too often bend the acts of government to their own selfish purposes. (sfgjkkdfjsodkfj) It was Jacksons belief that the bank hurt the working class while benefiting the wealthy upper class, and he never stood for the disenfranchisement of the working class. The banks charter expired in 1836 after Jackson refused to renew it and used one of his presidential vetoes to override congressional votes. This was one of many battles that Jackson felt strongly about, fought, and won. Similarly, Roosevelt fought against instit utions he felt harmed the working class. Both these presidents believed in actively participating in the government but still, these actions could not have been achieved if it werent for the unconventional techniques they used. These two war-time heroes displayed their aggression in dealing with political issues. For example, Theodore Roosevelt had only accomplished the Square Deal by threatening to take over the mines with his federal troops if they did not compromise. He also displayed hostility while dealing with foreign affairs, referred to as the Big-Stick policy by acting boldly and decisively and intimidating other foreign powers. Jackson also threatened and used aggression to achieve what he wanted. During the nullification theory crisis, Jackson debated against John C. Calhoun of South Carolina against the tariff of 1828. Calhoun argued that each state had the right to decide whether to obey a law or to declare it null and could leave the union. Jackson, who wanted to preserve the union, passed the Force Bill which gave him the authority to use military action against any state who threatened the union. At the same time, he privately threatened to kill Calhoun by public hanging. Calhoun gave into Jacksons demands and compromised, thus upholding the tariff without bloodshed and winning a battle against the doctrine of nullification. And although the Indian Removal Act of 1830 was ultimately overturned in the case of Worcester v. Georgia, he supported forcing the Cherokee Indians to move and resettle in the West of the Mississippi to satisfy American citizens. In effect, both these presidents earned the reputations of being tough because of their assertive actions. They both believed in the morality of helping the working class and used aggression to achieve reformation. Reform of social equality for the common man was the principle improvement during both administrations, but Jackson and Roosevelt found different institutions to reform. The contributions and accomplishments that Jackson made during his presidency were mostly political- the spoils system, the pet banks, and the specie circular. Andrew Jackson started the spoils system which rewarded people to federal jobs for one term if they voted for his Democratic party. Because he did not believe in a national bank which he considered to be constitutionally impute, socially unequal, corrupted and instable, (ndfujsfkgjdfg) he vetoed the re-charter of the second bank and withdrew all federal funds and transferred them to various state banks referred to as pet banks. He then hoped to help the effect of inflation by requiring purchases of federal land to be made in gold and silver rather than in paper banknotes. The contributions that Roosevelt made were predominantly social- the Panama Canal, the Ro osevelt Corollary, railroad regulation, the Square Deal of labor, natural conservation and regulatory laws. Roosevelt also worked to trust-bust by enforcing Sherman Act and protective tariffs effectively. He also supported bills for shorter workdays for women and children and state safety inspection of factories. When these bills passed, he appointed inspectors to oversee enforcement of the new rules. He was applauded by working people, social workers, union officials, and citizensà ¢Ã¢â€š ¬Ã‚ ¦ (Whitelaw, 107) Of the two, President Roosevelt had a greater impact on American history because unlike President Jackson, Roosevelts reformative actions and policies are still adequate today. The actions by President Jackson were however, later reversed or repealed. Although his spoil system helped build a strong two-party system, it was later criticized for being corrupted and was later destroyed. Jacksons pet banks eventually caused inflation and specie circular did not help the crisis b ut instead caused the Panic of 1837. This too was eventually overturned and formed into what we have today, a national bank and paper money. President Roosevelt, known as the first modern president has made a bigger impact because his ideals have lasted and has helped politically improve the nation. Trust-busting, the square deal and railroad regulation has economically and morally helped the low working class, and regulatory laws have improved consumer protection. Roosevelt also set aside 150 million acres of land to help build parks. His nature conservation is one of the biggest impacts that still exist today. Though they improved different areas of society, the impacts of their actions were significant. Both Roosevelt and Jackson took on duties that Presidents before them would not have imagined. Their assertive personalities allowed them to get things done that other presidents could not have achieved. They are known as presidents who have set lessons for future leaders. For example, Jackson stood up against a strong British army and won. That gave him the courage to take on foes like the Second U.S. Bank (Kliff) and Theodore Roosevelt understood the power of personality and how much it can aid a presidents success. (Kliff) They protected the common man, and stood up for the working class. Jackson worked to cripple an aristocracy driven, government monopoly in the Second Bank of the United States. Roosevelt used his power to foster a settlement between miners and their employers who mistreated them. They pioneered new policies, while ensuring old laws already in place. Although Roosevelt and Jacksons lives and presidencies were not exactly similar, they share some very unique parallels such as their moral principles and characteristics.

Angola Essays -- essays research papers

In past centuries, Angola was among the areas most-devastated by the slave trade. In recent decades, it has been afflicted with wars. However, in both eras, much of the violence was driven by powerful external forces. This is because Angola, with an abundance of oil and other resources, could develop into a very prosperous country if led and controlled by the right power. In 1975 Angola was released from colonialism by Portugal. This pivotal event in history sparked the beginning of a massive conflict between many of the key players in world power. These key players included the United States, Cuba, China, and the Soviet Union.   Ã‚  Ã‚  Ã‚  Ã‚  After reading three separate accounts of the crisis in Angola (U.S. Senate hearings led by Secretary of State Henry Kissinger, a personal memoir by 1975 Assistant Secretary of State Nathaniel Davis, and a biography entitled In Search of Enemies: A CIA Story by John Stockwell), I have come to several conclusions. Although these three men all held important positions in the U.S. government, multiple contradictions exist in their chronologies of events. Of the discrepancies I found, all of them put Stockwell in opposition with Kissinger and Davis. I believe this is due to his position in the Central Intelligence Agency, where the greater availability of information was his advantage. Moreover, since all three accounts agree that the U.S. involvement was essentially a covert operation led by the CIA, I feel the account written by Stockwell was the most valid of the three.   Ã‚  Ã‚  Ã‚  Ã‚  When looking at the differences in chronologies, it is necessary to start from the beginning of the conflict. The first difference I found dealt with CIA involvement in Angola. Stockwell, â€Å"an experienced, senior CIA case officer† (Stockwell, 31), marked early July 1974 as the start of CIA support.   Ã‚  Ã‚  Ã‚  Ã‚  In July 1974 the CIA began funding Roberto without 40 committee   Ã‚  Ã‚  Ã‚  Ã‚  approval, small amounts at first, but enough for word to get around   Ã‚  Ã‚  Ã‚  Ã‚  that the CIA was dealing itself into the race...During the fall of 1974   Ã‚  Ã‚  Ã‚  Ã‚  the CIA continued to fund Roberto, still without 40 committee   Ã‚  Ã‚  Ã‚  Ã‚  approval... (Stockwell, 67). However, Davis describes that covert support did not begin until ... ...ola.   Ã‚  Ã‚  Ã‚  Ã‚  In terms of Henry Kissinger, I believe that his knowledge of covert activity was underestimated. However, his immense focus on the Soviet Union throughout his entire account precluded such information.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  With any event of such historical significance you are going to have many different opinions about the order of its events, especially when the event concerns a number of world powers. In this case, all three accounts supplied factual information. However, the explanations of Davis and Kissinger did not account for classified information. Stockwell was at an advantageous position to view the Angola crisis unencumbered. He was a member of the CIA and knew the interworkings of its plan, and for this reason I see his account as the most substantial.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Marilyn Monroe Biography

What began as a brunette beauty by the name of Norma Jeane Baker born in LA, California, soon transformed into the blondest, biggest sex symbol Hollywood has yet to cross paths with. Marilyn Monroe belonged to the public from the moment she stepped onto the screen and the voluptuous, 50’s goddess knew it. In combination with Monroe’s fascinating personal life and alluring pout and sensuality, the bombshell left an ever-staying impact on Hollywood, still yet to be outshined by any sex icons to come. Baptized Norma Jeane Baker, the soon to be starlet, spent most of her childhood migrating through foster homes after her mother, Gladys Baker, was instituted and her father’s identity remained unidentified. This was up until Norma Jeane was taken under the care of a family friend, Grace McKee Goddard. Unfortunately, after Mr. Goddard was transferred to the east coast, the family could not afford to travel 16-year-old Norma Jeane along with them. When faced with choice to return to the orphanage or get married, Norma married her 21-year-old neighbor Jimmy Dougherty. They were wed in 1942 after dating for six months prior. It was smooth sailing until 1944 when he was transferred to the South Pacific with the marines. During his absence, Norma Jeane took a job on the assembly line at Radio Planes Munitions factory where she was discovered by photographer David Conover. Conover came across the â€Å"photographer’s dream† as put by David, while taking pictures of women contributing to the war effort for Yank magazine. Conover began her career by sending her modeling jobs and within two years she was a reputable model with plenty of covers to her credit. In 1946, Norma Jean divorced her husband Jimmy and signed with Twentieth Century Fox. It was at this point that she officially transformed into the blonde Hollywood babe known as Marilyn Monroe. Two marriages later, one to baseball player Joe DiMaggio and the third and final to playwright Arthur Miller, Marilyn Monroe was found dead in her Brentwood, California home on August 5, 1962. Although only age 36 when she died, Marilyn Monroe was a global sensation in her lifetime and will always remain that way. Over Marilyn Monroe’s career span, the icon was nominated and won ountless awards. Among these, Monroe won the Golden Plate at the David di Donatello Awards for her acting in The Prince and the Showgirl, two Henrietta Awards for World Film Favorite-Female and a Golden Globe for Best Motion Picture –Musical/Comedy for Some Like it Hot. She also won Most Popular Female Star and a special award at the Photoplay Awards and received a motion picture star on the Hollywood Wa lk of Fame. Along with these prestigious awards were her many, many nominations which she always came close in. Marilyn began her acting career with 1947’s The Shocking Miss Pilgrim but it was her performance in the 1953’s Niagara that grabbed the public’s eye. She was also one of the most photographed people in the world and has been recaptured in numerous paintings. Many of the best in visual art has had a shot at Marilyn Monroe. Even after her death, the bleach blonde has been subject to some 600 books, newspaper and magazine articles, musicals, a ballet, plays, an opera and a famous Elton John/Bernie Taupin song. All of this proves the impact of Marilyn Monroe and just how much the public still loves her. None can deny the influence Marilyn Monroe had on Hollywood and the public alike. Marilyn Monroe’s influence in Hollywood and on the public can be seen everywhere. During her lifetime it was exemplified through her numerous box-office successes and massive publicity. Monroe did much to make her influence everlasting while the provocative super starlet still graced the world with her presence. She notoriously negotiated a tough contract with her studio involving her artistic rights and was the first woman to set up her own production company. There was clearly more to Ms. Monroe than her seductive pout. Marilyn launched her close friend, Ella Fitzgerald’s career when she made a deal with the owners of a popular club that refused Ella the opportunity to perform due to her race. Monroe told the owners that if they were to let Ella perform, Marilyn herself would be at every performance. Marilyn broke down the norms for typical actresses and women in general within society. â€Å"Marilyn was one of the first women to be overly sexual and play sweet, naive and innocent characters at the same time. as put by Time Magazine. This was only one barrier Monroe’s influence knocked down. She was a widely accepted and adored sex symbol, making the 1950’s society more permissive of sex. This also contributed to the sexual freedom women have today. The Edmonton Journal in Canada wrote about the popular face piercing titled â€Å"The Monroe† after the world famous sex symbol. As written in the journal, â€Å"It’s a testament to Marilyn Monroe’s enduring coolness that the piercing is named about her, because her real mole was on her left cheek. Part of the reason why Monroe’s influence is so strong is due to the manner that she came and left. After almost every actress prior to the 50’s being brunette and vampy or blonde and entirely lackluster and innocent, Marilyn was a breath of fresh air on the cinema screen. On the other hand, her departure seemed to showcase â€Å"the wonder and tragedy of Hollywood and the entertainment business. †(Glatzer,33). By dying at such a young age, Marilyn Monroe became a legend, ergo her gripping influence. It can be understood that the individuals who are remembered and beloved are â€Å"the tragic heroes and heroines who loose their lives in Hollywood. †(Glatzer,33). Among these are Kurt Cobain, Elvis Presley, James Dean and of course Marilyn Monroe. â€Å"They didn’t have the opportunity to bow out gracefully, they were ripped from our midst and society mourns them all the more. †(Glatzer,35). Marilyn Monroe was undoubtedly the most famous and iconic actress of her generation. Many voluptuous blondes attempted to reinvent Monroe after her death but none had the right alchemy of â€Å"va-va-voom† and virtue. In a recent survey, Marilyn Monroe was ranked seventh in â€Å"The Highest Paid Dead Celebrities† and was the only woman in the top thirteen. In combination with Monroe’s fascinating personal life and alluring sensuality, the bombshell left an ever-staying impact on Hollywood, still yet to be outshined by any sex icons to come. Marilyn Monroe will never be forgotten, whether it’s her scandalous life or her incredible impact, we all just can’t seem to get that enticing pout out of our minds.

Classroom Management Plan Essay

I will provide the right environment for all students to learn. I will generate energy, ideas and opportunities to foster student achievement. I will motivate learners to high academic achievement. I will care for, love and understand my students. I will center my decision making about curriculum around my students. I will never feel that I cannot better myself as a teacher. My Philosophical Beliefs About Teaching In evaluating my philosophy for my future teaching career, I have been very seriously considering my values and beliefs about discipline, my own management style and the social goals for my students. As organization is one of my top priorities as a student, I will strive to be as organized as possible when I start my career. My goal is to organize the logistics of my classroom so that I can make my classroom student-centered instead of teacher-centered. I value the education process, and young minds and new ideas never cease to intrigue me. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they do not feel like I am spoon-feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. In order to be as organized as possible, the structure of my classroom will be variable, allowing me to change parts of my plan from year to year. I realize that this management plan is a work in progress and what I value now as important points to address in my first management plan may eventually come easily to me with experience and other issues of management may require more attention than those I have addressed. In order for my classroom management plan to be effective it needs to align with my beliefs and values. Therefore, I have chosen the theories and practices that reflect my personal teaching style. There are numerous beliefs and practices that serve as the foundation on which I am building my classroom management plan. I believe that the teacher and students should work cooperatively together in order to create a safe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to make class decisions. Albert recommends informing and involving the students’ parents in class decisions as well. This can be accomplished by implementing what Albert refers to as the Three C’s: connections, contributions, and capabilities. I agree with Albert that the classroom should be safe and free of threat for all students. The classroom should be a place that the students feel welcome. If the students are contributing to the class, they will feel as if they are an asset to the class. Finally, I believe that the teacher and students should work together because it is essential to developing a community of learners. I believe in creating a code of conduct cooperatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expected to behave instead of how they should not behave. Albert states that the teachers and students should work together to determine consequences for when a student does not follow the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more likely to follow them because they are connected to them. I believe that having a class code of conduct in the classroom allows the students to know how they are expected to behave. The students will be more likely to remember what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are reasonable and can be met. I like that the teacher is not telling the students how to behave. I feel that students should play an active role in the classroom, and that students are capable of making good decisions. I will be sure to place the code of conduct in a visible spot in the classroom so the students can refer back to it. I believe in using â€Å"I-messages† to communicate my feelings to the students. This practice is introduced by Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages† allow the teacher to share their personal opinion with the students in a non-threatening way. On the other hand, â€Å"you-messages† blame the students for their behavior which causes the students to become defensive. I believe that the teacher should have open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well in order to help them solve conflicts. I believe that teachers should encourage their students. William Glasser refers to teachers who provide encouragement to their students as â€Å"lead teachers†. Glasser states that teachers should not try to force information into their students. This makes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It will be my job as a teacher to spark their interest to learn. Therefore, as a teacher I will need to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å"learning communities in Beyond Discipline. A classroom should be a place where the students feel cared about and are encouraged to care about others. Eventually, the students will begin to feel connected to one another and see themselves as part of the whole class. I believe that in order for my classroom to be an effective learning environment the students need to feel comfortable. A sense of community will encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"life skills† to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills† in the classroom. They refer to â€Å"life skills† such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these â€Å"life skills† for my students. I believe that a teacher should handle behavior problems privately. If the teacher must get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am going to take this one step farther, and say that the teacher should talk to this student in private about his/her behavior. Hopefully, the student and I will be able to determine a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them responsibility. The Wong’s Pragmatic Classroom Management Plan supports this belief. Harry and Rosemary Wong state that most students will act responsibly if taught the procedures to do so. They believe students’ achievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing. Management Plan Goals Having the right environment for all students to learn. The ability to manage children’s behavior. Students will have a complete understanding of the classroom rules. Keep parents involved and â€Å"in the know† of their child and the classroom. Instructional strategies will be taught to the best of my ability. Physical Environment The importance and variety of a properly designed early childhood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly spaces, filled with a variety of materials that will make the classroom more satisfying for both the teacher and the children. Furthermore, well-designed areas will decrease the number of conflicts that may arise. Quite naturally, any space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to have certain spaces to be multipurpose. It will be very important to make sure these areas, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly defined interest areas will allow young children to work best in small groups where they can learn to relate to other children, establish friendships, and solve problems together. The use of low furniture in these areas will allow me to see into all areas while at the same time giving children a sense of privacy. Use of low furniture also helps define work spaces that help children concentrate because they will not be distracted by other activities taking place in other areas. These different areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, game area, and quiet area. I will also make sure to provide an area where children can relax and be alone with friends. This space will have large pillows, beanbags, and carpet. This so called â€Å"soft area† is very important for young children because it is important to their mental health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote independence because the children will be responsible in getting materials out and putting them away. When displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children walk through the door, they will be hit with all different colors coming from the pictures and posters on the walls. I hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, thus children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One last important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities. Children need materials they can relate to through past experiences, before they are asked to learn new concepts. A respect for diversity is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful planning and with positive adult support. There is always a reason behind children’s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child. My ultimate goal in behavior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am aware that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem-solving skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no longer work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I† statements instead of â€Å"you† statements. I will use gentle body language and make sure that I listen to both sides of the issue. I will try to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. Most importantly I will keep in my mind the needs of each child and their best interest when it comes to fixing their misbehavior, and not focus on my best interest. My classroom rules will consist of four basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can fit into one of these four basic principles. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is why I will not have a list of rules in my classroom, but rather have these four principles posted in my classroom where every child will see them. Therefore, when a child is not following the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two types of logical consequences. They are naturally occurring consequences and imposed consequences. Naturally occurring consequences usually occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I then say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences often occur when a behavior creates a problem for another person who then must impose consequences in order to change the behavior of the individual creating the problem. When I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. Such things as being a consultant in helping the child solve his or her own problem. Keep the burden of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are just a couple of ways I will try to manage children’s behavior in my classroom. Parent Communication One of the most vital parts of teaching children and managing a classroom is communicating with their families. There is no one right way to communicate with parents, therefore as a teacher, I have to utilize many different methods to communicate with parents to build rapport. One of the first methods I am going to use is a parent board. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from home to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages. I will also have monthly newsletters to the parents that I will set out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at least one time during the school and spend the day with their child or at least a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be made easier. Some of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talking to them face to face. Things I know to remember when talking to a parent are to first approach them with a smile or pleasant look and then introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about their child. If I were communicating with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then offer some possible solutions. I then would tell them what I want their role to be after I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they might have. If I can’t answer their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when scheduled ahead of time Instructional Strategies and Methods When it comes to instructional planning in my classroom I am going to start with the Pennsylvania Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set higher than the standards. If I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second step I am going to take in my instructional planning is assessment. I have to measure the progress of achieving my goals by doing assessments of my students. Two kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment. The summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the beginning of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term. My long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following format to teach my lessons will help my students obtain the goals and objectives of my lessons. The format I will use is to first introduce the lesson. Then have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then independent practice. These two areas are where I make some informal assessments to check to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students’ understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines. When I go to a class, I like to see a schedule of what we are working on for the day. I believe that all students should be given this courtesy of knowing what is going to be happening during the school day by reading a daily schedule of the day’s activities. I will always have the schedule posted at the front of the class, each day updating any changes in the schedule. In addition, I will list the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science. I would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are daily schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to evaluate my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing this again? † However, having routines in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a beginning of the day routine and an end of the day routine, so that I maintain consistency each day and convey the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play music as the students walk in. I will play quiet music that sets the tone for the day: a warm and relaxing learning environment where we are safe and ready to learn. I will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including plenty of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have contact with each one first thing in the morning. At the end of the day, I will take the last ten minutes to wrap up the day. I will post an end of the day wrap up list on the overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can collect these handouts and place them in their â€Å"take home† folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the floor around their desks so that the custodian does not have to clean up after us. As the students line up to go home, I will have my goodbye salutation: a piece of poster paper with four types of goodbyes: a handshake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow. By having structured routines for the beginning and end of the day, I will be setting the tone for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where students will have jobs throughout the week. I will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to random students. Emphasizing the importance of the jobs will enhance the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and reliably complete their job will have to give up their job title and a different student will get their job. I have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. Reflection As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be growing and changing. My management plan focuses on the students’ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur. I will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe. I will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1996) Cooperative Discipline. Circle Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for New Professionals. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Print.