Importance of Language in Richard Wrights Black Boy Essay -- Wright B

The Importance of Language in Black Boy        Ã‚  Ã‚  Ã‚   Richard Wright's novel Black Boy is not only a story about one man's struggle to find freedom and intellectual happiness, it is a story about his discovery of language's inherent strengths and weaknesses. And the ways in which its power can separate one soul from another and one class from another. Throughout the novel, he moves from fear to respect, to abuse, to fear of language in a cycle of education which might be likened to a tumultuous love affair.    From the very beginning of the novel we see young Richard realize the power of language when he follows his father's literal directions and kills a cat he has befriended(12). Although he knows that this is not really what his father wants him to do, following these directions explicitly temporarily gives him a sort of power over his father's wishes. At the same time it reveals a weakness in his father, ie., his lack of control over language gives him less power. Later, when Richard must defend himself against attackers who repeatedly try to steal his mother's money(21), he learns a new and symbolic lesson: Victory can come when one has money, words (the grocery list), and a big stick to defend one's self.    His next experience with language frightens him away from it. He becomes "blind with anger"(29) when he is forced to clean four letter words from places he has written them. He does not understand how, in his innocence, he could have misused something which had only done him good in the past. After this experience, Richard shies away from the use of powerful language for many years. In one scene he refuses to blot the ink from a stack of envelopes(36), fearing, perhaps, the power of the written word, and... ..., 1953, 457-8.   Rpt. in Modern American Literature. Vol. 3.   New York: Ungar, 1960, 417. McCall, Dan.   "The Bad Nigger."   The Example of Richard Wright.   New York: Harcourt, 1969.   Rpt. in Richard Wright's Black Boy: Modern Critical Interpretations.   New York: Chelsea House, 1988. McCall, Dan.   "Wright's American Hunger."   Appiah 259-268. Moss, Robert F.   "Caged Misery."   Saturday Review.   Jan. 21, 1978, 45-7.   Rpt. in Contemporary Literary Criticism. Vol. 14.   Detroit: Gale, 1980. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy:   Modern Critical Interpretations.   New York: Chelsea House, 1988. Stepto, Robert.   "Literacy and Ascent: Black Boy."   Appiah, 226-254. Thaddeus, Janice.   "The Metamorphosis of Black Boy."   Appiah 272-284. Wright, Richard.   Black Boy.   New York: Harper, 1944.    Importance of Language in Richard Wright's Black Boy Essay -- Wright B The Importance of Language in Black Boy        Ã‚  Ã‚  Ã‚   Richard Wright's novel Black Boy is not only a story about one man's struggle to find freedom and intellectual happiness, it is a story about his discovery of language's inherent strengths and weaknesses. And the ways in which its power can separate one soul from another and one class from another. Throughout the novel, he moves from fear to respect, to abuse, to fear of language in a cycle of education which might be likened to a tumultuous love affair.    From the very beginning of the novel we see young Richard realize the power of language when he follows his father's literal directions and kills a cat he has befriended(12). Although he knows that this is not really what his father wants him to do, following these directions explicitly temporarily gives him a sort of power over his father's wishes. At the same time it reveals a weakness in his father, ie., his lack of control over language gives him less power. Later, when Richard must defend himself against attackers who repeatedly try to steal his mother's money(21), he learns a new and symbolic lesson: Victory can come when one has money, words (the grocery list), and a big stick to defend one's self.    His next experience with language frightens him away from it. He becomes "blind with anger"(29) when he is forced to clean four letter words from places he has written them. He does not understand how, in his innocence, he could have misused something which had only done him good in the past. After this experience, Richard shies away from the use of powerful language for many years. In one scene he refuses to blot the ink from a stack of envelopes(36), fearing, perhaps, the power of the written word, and... ..., 1953, 457-8.   Rpt. in Modern American Literature. Vol. 3.   New York: Ungar, 1960, 417. McCall, Dan.   "The Bad Nigger."   The Example of Richard Wright.   New York: Harcourt, 1969.   Rpt. in Richard Wright's Black Boy: Modern Critical Interpretations.   New York: Chelsea House, 1988. McCall, Dan.   "Wright's American Hunger."   Appiah 259-268. Moss, Robert F.   "Caged Misery."   Saturday Review.   Jan. 21, 1978, 45-7.   Rpt. in Contemporary Literary Criticism. Vol. 14.   Detroit: Gale, 1980. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy:   Modern Critical Interpretations.   New York: Chelsea House, 1988. Stepto, Robert.   "Literacy and Ascent: Black Boy."   Appiah, 226-254. Thaddeus, Janice.   "The Metamorphosis of Black Boy."   Appiah 272-284. Wright, Richard.   Black Boy.   New York: Harper, 1944.   

Nick Adams as Code Hero of In Our Time :: In Our Time

Nick Adams as Code Hero of In Our Time  Ã‚   Ernest Hemingway is noted for having made many contributions to the literary world and one of his most notorious contributions is the Code Hero. The birth and growth of the Code Hero can be easily observed simply by watching the growth and development of Nick Adams throughout Hemingway's writing. In Our Time contains a various assortment of Nick Adam stories at various stages of his life and also shows the Code Hero at various stages of its development. In Our Time was the second book Hemingway had published. His first contained only three short stories and ten poems and had little to do with the Code Hero, making In Our Time the first time Hemingway revealed the Code Hero to the rest of the world. The technique and characterization contained in In Our Time is consistent with most of Hemingway's later writings, setting up In Our Time as a model of Hemingway's style and the Code Hero According to Professor Paul Totah of St. Ignatius, Hemingway defined the Code Hero as "a man who lives correctly, following the ideals of honor, courage and endurance in a world that is sometimes chaotic, often stressful, and always painful." The Code Hero measures himself by how well they handle the difficult situations that life throws at him. In the end the Code Hero will lose because we are all mortal, but the true measure is how a person faces death. The Code Hero is typically an individualist and free-willed. Although he believes in the ideals of courage and honor he has his own set of morals and principles based on his beliefs in honor, courage and endurance. Qualities such as bravery, adventuresome and travel also define the Code Hero. A final trait of the Code Hero is his dislike of the dark. It symbolizes death and is a source of fear for him. The rite of manhood for the Code Hero is facing death. However, once he faces death bravely and becomes a man he must continue the s truggle and constantly prove himself to retain his manhood (Totah). The Code Hero is present in the majority of Hemingway's novels. Even the young man in Hills Like White Elephants contained many of the characteristics of the Code Hero such as free-willed, individualist, and travel. The individualism comes out in his desire to not have a child.

Gay and Lesbian Parenting :: Same Sex Parenting Essays

The idea that lesbians and gay men may be parents is often perceived as impossible or immoral. Gay men and lesbians are often excluded from having children because sexual reproduction is related to men and women only. My approach to this controversial topic of gay parenting will be that of attempting to analyze the Pro side first. Gays and lesbians deserve equal rights in our society. Society has to realize that the modern family has transformed into many different forms in recent years in that the "nuclear family" is not necessarily the best. Then I will attempt to analyze the Con side which expresses the fact that two people of the same sex should not be raising and rearing children together. Many believe that if the couple is unable to produce children together, then they shouldn’t be raising them as parents. Children need a balance in their lives and different sexed parents can provide that balance efficiently. Each parent (mom or dad) socializes the child differently and the child needs to be introduced to both worlds. I will then proceed to critique both sides on strengths and weaknesses, based on facts, studies, and my own opinion, and then draw some of my own conclusions on this controversial topic of Gay Parenting. Pro Position There is no valid reason for refusing to call lesbian and gay headed household families. They fall under every conceivable criterion for identifying families and the concept of a Family. "They are groups of coresident kin providing jointly through income-pooling for eachothers need of food and shelter. They socialize children, engage in emotional and physical support, and make up part of a larger kin network". (O’ Brien and Weir, 128). There are also many homophobic ( the irrational fear or hatred of homosexuality or gay people, Biery 88) individuals in today’s society who are the main cause of negative stereotypes against lesbians and gay parents. These negative stereotypes all prove to be untrue and irrational, revealing that gay and lesbian parents could be equally as fit to straight parents. The accusation that majority of gay men are child molesters has been rejected in that the overwhelming majority of child sexual abusers area heterosexual men, who abuse both boys and girls. The fear that children of lesbian and gay parents will become lesbian or gay is irrational in that studies show that the sexual orientation of the parents has no effect whatsoever on sexual orientation of youths.

Climate Change Migration

IDEM reported that disasters such as floods, storms and earthquakes triggered the displacement of over 15 million, more than 90% of which were related to climate or extreme weather events. Displacement related to slow-onset disasters, Including drought and long-term processes of environmental degradation and habitat loss displace many more, but Is UN-quantified.International Organization for Migration The links between climate change and migration, however, are complicated and still poorly understood. Such changes are rarely unique drivers of population escapement. They are one significant determinant, in conjunction with economic, social and political factors, and usually linked to existing vulnerabilities. While the growth of environmental refugees has been the most significant in sub-Sahara Africa, other areas are also at heavy risk.Areas at risk that have been identified include: Yemen, China, Louisiana, Devalue, Jackrabbit, Bangladesh. Yemen may run out of water, China Is affect ed by the expansion of Gobo desert, Louisiana and Alaska are losing land to the sea at about 3 meters per year, Devalue or Jackrabbit are among the cost threatened, as they are situated only centimeters above water and Bangladesh may lose one-fifth of Its surface area due to rolling sea levels.Terrible predictions on environmental forced migration have been suggested also for other areas of the world, including Morocco, Tunisia, Libya, Egypt, Turkey, Vietnam, Niger, Ghana, Ecuador, Mexico, Argentina etc Regional Academy on the united Nations: Climate refugees in the 21st century: December 2012 report Case Study 1: Somalia; While the crisis that hit Somalia in 2011 was generally attributed to drought, other intriguing factors included ongoing conflict, violence and restrictions on aid organizations to operate In militia-controlled areas.More than 300,000 Somalis fled during the year, mostly to Ethiopia and Kenya, bringing the total of Somali refugees estimated that almost one third o f Somalia's population of 7. 5 million has been displaced. Case study II: Devalue. A nation in â€Å"God's Hands† The case with the small coral atoll nation of Devalue might be a perfect example to see the question with the climate refugees from a really deferent perspective.A Polynesian island state that consists f nine separate islands in the South Pacific Ocean spread over a very large area with only about 10,000 inhabitants in total has been attracting a lot of attention with its unique situation associated with climate change and the sea-level rise. Devalue belongs to the group of countries comprised entirely of low-lying islands and atolls – the highest point of the country is only 4. 6 meters above the sea level which evidently makes the sea-level rise a major concern for the Devaluation population. According to some estimation, there Is about a 68% probability of the sea level change between . And 2. 7 mm/year. Some researchers state that Devalue will be practi cally resources. Having no surface rivers, streams or lakes, the inhabitants' only option is to rely on rainwater. Therefore, long draughts (that have been more frequent in recent years) can be catastrophic to the nation. Observers state that land loss, shoreline retreat and coastal erosion are already affecting beach vegetation and mangrove forest in Devalue. At the same time, saline contamination of freshwater will affect human health, increasing chances of diseases. Devaluations deeply attached to heir land, families and culture and reluctant to leave their country.The UN does not consider Devaluations as refugees. Despite all the discussions on how important it is to fill the gaps in the international legal regime affecting â€Å"forcibly displaced persons†, the measures of the UN regarding the case with Devalue have been seen as ineffective. It has also been complicated by the fact that the position of the Devaluation government has resisted the inclusion of ‘reloc ation' in international agreements and has been stating a couple of times that â€Å"Devaluations will remain in Devalue† and were ailing the developed countries to reduce their emissions.Regardless of that aid Devalue is receiving from the ELI, it is notable that Europe is much less keen on cooperation and usually doesn't support Devalue when it is concerned with the emissions cuts and for taking responsibility for the climate change. The main difficulty in framing the issue is the normative gap in the legal framework as this category of people is yet not recognized under the international law. Another obstacle is the institutional gap, as there is no body currently mandated with responsibility for climate-induced displacement.

Concepts Of Equaltiy Diversity And Rights Essay

Equality: Equality has been established to ensure that everyone has the right to equal opportunities, equal rights in work environment or in general and therefore classed as important focused and organizations take it really seriously as they have to ensure that every individual employee are entitled to same choices, opportunities and are treated equally. There are various types of equality such as the racial equality act, gender equality act, women’s equality act, Marriage equality and many more however the Equality Act 2010 (the Act) replaced previous anti-discrimination laws with a single Act. The equality of act in health and social care setting came into force on 1 October 2010. Whenever an individual need health care or medical treatment or when an elderly or an individual with mental problems who are being cared for in nursing homes, care in day Centre and such, they have the right not to be discriminated against because of their race, gender, gender identity, disabilit y, religion or belief or sexual orientation. Diversity: is to understand that every individual is unique and recognize individual’s difference, therefore respected and valued in community or in the workforce. We live in an increasingly diverse society and need to be able to respond appropriately and sensitively to this diversity. In the healthcare setting, workers will reflect this diversity around gender, race and ethnicity, disability, religion, sexuality, class and age. Rights Every individual is entitled to basic human rights and in turn they have to able to and if not learn to respect other’s human rights. Right to life nobody even the government can try to end an individual’s life. This also means that an individual has the right to be protected if their life is at risk. The human rights act also prohibits the death penalty in UK. The courts have held that the right of life however don’t include right to take your own life. The right to life is absolute however it does not always apply in certa in situation. A person’s right to life is not breached if they die when a public authority (such as the police) uses necessary force to: †¢stop them carrying out unlawful violence †¢make a lawful arrest †¢stop them escaping lawful detainment Of course, even in these circumstances, death would be avoided wherever possible, and the force used must be absolutely necessary and strictly  balanced. According to law, Everyone’s right to life shall be protected by law. No one shall be disadvantaged of his/ her lives intentionally save in the execution of a sentence of a court following his/her conviction of a crime for which the penalty is provided by law. In health and social care setting career or anyone has to be able to respect other’s human rights. Right to liberty every individual has the right to their personal freedom. The government cannot take away an individual’s freedom by detaining them without any good reason even if it’s just for short period of time. Importantly, the Human Rights Act provides that if an individual is arrested, they have the right to: †¢Why an individual have been arrested and what charges they face, would be told in a language they would understand. †¢Be taken to court punctually. †¢Have a trial within a reasonable time. †¢If an individual is confident enough than Go to court to challenge their detention if they think it is unlawful. In health and social care setting worker/career, every patient is entitled to right of their personal freedom therefore they have the right to equal required health care services needed as everyone else within the care setting. Discrimination is unlawful within Britain. Law protects you from discrimination at situation like these †¢At work. †¢As a consumer †¢When using public services. However there are two types of discrimination overt discrimination and covert discrimination. Overt discrimination is when a colleague of an individual is paid more because of their gender even though they both are doing the same job with the same qualification, there should be no differences at all. Unfortunately sometimes it does still takes place and that individual have to be aware and make sure that it is sorted out. Covert discrimination is opposite to overt, this is more complicated to demonstrate as it is hidden. For example it is when an individual is applying for a job with the same qualifications and experience as other applicants, someone between those two might not get picked because of their skin color or their sexuality or their ethnicity. It still does take place but the only thing is hard to  demonstrate as it is hidden. An individual has to be aware of covert discrimination against people using health and social care services. Stereotyping is dangerous and common with the children, which they tend to pick up from the adults. The most common types of stereotypes are that All overweight people are too lazy to get anything done All homeless people do not want to work. The Williams and Best gender study from 1992 found that within 30 different countries, males were typically characterized as adventurous, powerful, domineering and independent. Females, on the other hand, were characterized as sentimental, submissive and superstitious, however slowly the society has been making transition away from the stereotyping. Prejudice is when someone makes and judgment about someone without really knowing the facts. Sub culture is a culture is a culture with its own distinctive norms and values for example chav, Emo, Goth etc. people might judge them and stereotype them without knowing, some people see Goth as dark inside, dark thoughts and heavy makeup, but who are they to know assume that, because in fact they are only seeing them visually, if they actually approach them and talk they might not be what they think they are at all. In the health and social care profession an individual may still have these thoughts not just health and social care settings but everywhere however they have to be careful of how they see and treats others which will make an impact in their work. If individual lets prejudices interfere them with their work in health and social care the person will not be treated fairly.

Educational Psychology and Learning

TeacherThe role of the teacher is to examine and calibrate the progress of each pupil which they are responsible for. The teacher plans the lesson and schemes of work as well as directs the class. A Teacher carries out assessments and evaluations and follows the national curriculum. They are accountable and responsible for each and every pupil under their jurisdiction. It is their role to collect and summarise information to identify each pupil’s achievement. The teacher identifies the learning objective and reports to the class when it should be accomplished.A teacher will comply with end of term/year reports and be able to communicate with staff, other professionals and parents regarding each student’s progress and ability. A dedicated teacher would be acquainted with a pupil’s interests and their learning styles. Be enthusiastic and committed and the ability to work with a diversity of needs. A teacher has to be flexible, highly motivated have excellent organi sational skills and be a good motivator. Importantly a teacher should demonstrate being a good role model, maintain discipline and praise their pupils.Learning Support PractitionerThe role of the teacher assistant is to promote a pupil’s learning and development by supporting the pupils, teacher, school and national curriculum. The key role is to support and guide the pupil to help achieve the learning objective. Their job is to help the pupils under the direction and guidance of the teacher. A teaching assistant should have a good knowledge of the subject of which they are supporting in order to deliver it effectively. They should be able to deliver feedback to the teacher on pupil’s progress and monitor it, as well as liaise with the teacher on the previous learning objective and reflect on it.A teaching assistant have to observe and comply different formats of observations. Provide clerical support and monitor and maintain resources. A T.A. also has to be a good rol e model, maintain discipline, be flexible and respect pupil’s social and cultural background. Good organisational skills and the ability to praise pupils are essential.Ultimately the two roles desire the pupils to reach their full learning potential. Both should complement each other, work alongside each other as a team in order to achieve the best outcome for each student .JAYNE WEBB MAY 2012-05-041.2SUMMARISE THE DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT.Summative Assessment or Assessment of LearningSummative Assessment is conducted to identify the progress which pupils have made at the end of term, end of course or scheme of work. This is a summary of the overall learning of a pupil’s achievement which involves pupils undertaking standardised tests or external examinations. This form of summative learning is to judge the progress made at the end of a period of study. Summative Assessment is completed for:SAT’S results Class teacher assessments Rev iews of pupils with SEN Pupils’ annual school reports External examinations GSCE’s & AS & A LevelsFormative Assessment or Assessment for learningFormative Assessment is the ongoing monitoring and assessment of pupil’s work with accompanying feedback to help them improve their performance. Formative assessment makes judgements about the pupils’ progress that is currently being carried out with an intention of informing teachers and pupils about how their work may be modified, improved or changed. This form of assessment for learning engages not only the teacher but the pupil and can be used to check the learning in any lesson.Teacher using open ended questions that will encourage the pupil to think for themselves â€Å"How do you think that could have been done better?†Listen to pupils’ explanations and description of methods on how they study.A Teacher/Teaching Assistant asking questions to pupils to check their understanding.Observing pupil s is a most informative method of gaining knowledge on a pupil’s progress. There are different types of observation depending on the learners needs.A learning objective should always be identified at the start of the learning activity, so a pupil will understand what they are learning and at the end have they achieved the learning objective. This method teaching will engage a pupil in reviewing their own progress. JAYNE WEBB MAY 2012-05-051.3EXPLAIN THE CHARACTERISTICS OF ASSESSMENT FOR LEARNING.Assessment for learning is the key term of using assessment as part of teaching and learning in ways which will raise learners’ achievements.Assessment for learning is highly effective in improving the quality of learning, which is why it has been introduced and proved to be successful. The definition of assessment for learning – it is the process of seeking evidence, interpreting for use by learners and teachers to decide where the learners are up to in their learning a nd where they need to go and how best to get there.The key characteristic of assessment for learning is that it shares the learning objective and its aim with the pupil. In doing so it identifies to the learners exactly how they have to perform to achieve a higher grade, consequently recognise the standards they are aiming for. Questioning the learners about their work enables them to see more clearly what they need to  do next.This engages the learner and involves them in peer assessment and self assessment, so that they are ultimately able to reflect on and recognise their own achievements. This enables pupils to build up on their skills before moving on to the next step. This process involves providing meaningful feedback to the learner on their progress so they know specifically where they are going and how to get there. An important aspect of assessment for learning is that the teacher/teaching assistant continually motivates and promotes confidence with the learner. This who le process is ongoing throughout every learning objective, for both the teacher and the learner in reviewing and reflecting on assessment information.JAYNE WEBB MAY 2012-05-051.4EXPLAIN THE IMPORTANCE AND BENEFITS OF ASSESSMENT FOR LEARNING.Research proves that assessment for learning has a big impact on teaching as it improves the quality of learning for the learner. The learner is not detached from their learning but is actively involved. This empowers the learner to reflect on their progress and improve on their performance. The effect of the learner being more in control of their learning thus increases confidence self-esteem and motivation. The way one feels about them self can have a huge impact on their learning. Research has recognised that assessment for learning has a profound influence on engaging pupils and keeping them interested.Pupils with do not feel part of the learning process may develop low self-esteem, become disengaged and lose interest. By self-assessment pupi ls understand where to improve their studies and how. Effective feedback is important so both able and less able pupils are fully monitored and supported in order for them to reach their full potential. It enables a pupil learning to be adjusted to their own particular needs. Assessment for learning is a device that makes possible for a pupil to understand the aim of what they are doing, what they need to do to reach that aim and where they are in relation to it.JAYNE WEBB MAY 2012-05-05 1.5EXPLAIN HOW ASSESSMENT FOR LEARNING CAN CONTRIBUTE TO PLANNING FOR FUTURE LEARNING CARRIED OUT BY: A)THE TEACHER B)THE LEARNERS C)THE LEARNING SUPPORT PRACTITONERTeacherAssessment for learning greatly contributes to the future lesson planning of the teacher. It informs them of where the pupil is at with their learning and helps dictate the next step of the learning process. It takes place day to day in the classroom and keeps the teacher up to date with each pupil’s progress. This practice s helps the teacher make decisions regarding planning of future learning as well as share targets with the learner. Effective assessment for learners allows teachers to pass on the responsibility of managing their own learning to the pupil.LearnersThis process informs learners to know and recognise the standards for which they should aim. It identifies where they are in relation to this aim and how to achieve it. It helps immensely with an individual’s learning and the increased self awareness of how to learn will develop their confidence and motivation. By self assessment and looking at assessment criteria, pupils are able to ask for support in areas of which they are struggling and distinguish when to ask for it.Learning Support PractitionerThis process informs the actions of a learning support practitioner on what is the best step to take, as well as alter their actions. The whole process enables teachers and learners to review and reflect on personalised learning / thinki ng skills PLTS. This procedure will inform a learning practitioner on how to approach pupil questioning based on what they have discovered about how a pupil learns. Therefore, this increases confidence and promotes effect learning. They may have to alter the pace of the learning to suit every learner so all are given an opportunity to revisit parts of indecision.Reflective Log:At the Alt Valley Community College initially the students are set diagnostic skill tests which indicate their competencies and weaknesses consequently,  identify exactly where they need more help and practice. This informs the Tutor and T.A. to plan for future learning with this student as well as helps the student recognise aims for their own personalised learning programme. For example please see page 7 & 8. JAYNE WEBB MAY 2012-05-05 2.1OBTAIN THE INFORMATION REQUIRED TO SUPPORT ASSESSMENT FOR LEARNING.The learning objectives for the activities The personalised learning/ thinking skills PLTS goals for ind ividual learners The success criteria of the learning activity The assessment opportunities and strategiesAt the beginning of each learning activity the teacher should identify the learning objective, stating exactly what the learners should know at the end of the lesson. A good method of identifying the aim several teachers write W.A.L.T. (what are we learning today) on the board, or W.I.L.F. (what I’m looking for.) This way the learners can keep relating to the aim throughout the learning activity, and keep on task. The teacher must notify the learners about how they are going to be assessed, and how it will take place, in addition to how it will be measured.This procedure helps the learner to take more responsibility for their own learning, a proven effective technique. A pupil needs to think about their own personalised learning whilst working towards a learning objective. Personalised learning is the process of tailoring and matching teaching and learning around way diff erent learners learn in order to meet individual needs, interest and aptitudes to enable every pupil to reach their most advantageous potential.This helps to promote their own personal development through self-realisation, self-development and self-enhancement to become active, responsible, self-motivated learners. The Teacher/Teaching Assistant and learner always need to look at the success criteria of the learning activity. The standard and success criteria should be shared with the learner. For example:What pupil is learning – to write in paragraphs Success criteria – pupil able to write in paragraphsWhy they are learning it – learner is only able to achieve a grade D in  English if they are unable to write in paragraphs, to achieve a higher grade they must learn to write in paragraphs. How assessment will take place – teacher and teaching assistant will check pupil’s work to ensure they are consistently writing in paragraphs. A proven method is providing examples to the pupil which helps to meet the success criteria. As learners are supported assessment opportunities and strategies have to be used to motivate pupils to think about their work and progress. This is the process of utilising the best approach and techniques for the ongoing assessment during the learning activity.JAYNE WEBB MAY 2012-05-072.2 USE CLEAR LANGUAGE AND EXAMPLES TO DISCUSS AND CLARIFY PERSONALISED LEARNING GOALS AND CRITERIA FOR ASSESSING PROGRESS WITH LEARNERS.Usually secondary school pupils have personalised learning goals for each subject which are noted on their interim reports, which are updated as the term progresses. The personalised learning goals reflect the learning objective of activities and take account of the past achievements and current learning needs of individual learners. The subject teacher usually collates pupils with the same ability and personalised learning goal so they can work together and their needs tailored as a group. Individual or personalised learning plans are in place for pupils with additional needs and their personal targets documented. This will have been agreed and signed with the pupil, parents/carers and teachers.Reflective Log:At the Alt Valley Training Centre I did an assessment of learning on a pupil’s diagnostic skills numeracy examination. I noticed the pupil completely failed the percentages part of the paper. This pupil was due to undertake an apprenticeship in joinery. I spoke to the pupil and brought these findings to his attention and emphasised the importance of percentages in joinery, and the success criteria in achieving it, in order to complete his apprenticeship. I downloaded resources regarding this topic and I am at present in the process of working with him for the ongoing assessment of the learning activity.JAYNE WEBB MAY 2012-05-072.3 USE ASSESSMENT OPPORTUNITIES AND STRATEGIES TO GAIN INFORMATION AND MAKE JUDGEMENTS ABOUT HOW WELL LEARNERS ARE PARTICIPATING I N ACTIVITIES AND THE PROGRESS THEY ARE MAKING. Ensure pupils understand the learning objective or any individual learning targets so they can assess their own progress as they proceedExplain to pupils on how to reach the learning objectiveListen to pupils describe their work and their reasoningCheck pupils understanding through questioning and using open-ended questionsObserve pupils noticing the kinds of strategies they are using and what they are finding difficultEngage pupils in reviewing their own progress throughout the learning activityInform pupils on how they will be assessedIf possible provide examples of work produced by other learnersContinually provide support and oral feedback as pupils are working as well as assessment and praiseGive opportunities for self or peer assessmentIf possible allocate time for pupils to discuss work before handing it inProvide written feedback Reflective Log:I worked with the students whom failed the percentage paper. I demonstrated the metho d of percentages and then asked him a few questions to check whether he understood. He then attempted some himself and was struggling.I continued to sit and observe him and asked him why he was doing the sum via that method. I continued to encourage him and explain the necessity of this qualification. I repeated my strategy to him and we continued through the work booklet. On completion I praised him for his diligence and informed him I would mark it later. JAYNE WEBB MAY 2012-05-072.4 PROVIDE CONSTRUCTIVE FEEDBACK TO LEARNERS TO HELP THEM UNDERSTAND WHAT THEY HAVE DONE WELL AND WHAT THEY NEED TO DEVELOP.For assessment for learning to be effective every learners needs constructive feedback. This developmental pointer is crucial if progress is to be made. It can affirm the pupils’ strengths and identifies the weaknesses. Pupils need feedback during and following each learning activity. The information should be given which centres on their performance and be conveyed positivel y. Pupils should be notified that the feedback is based on facts and should not be taken personally. There are different types of feedback:Affirmative Feedback which if possible should be given during the learning activity to encourage and motivate Developmental feedback which gives suggestions on how to do better next time Both types of feedback can be given orally or written but really need to be given as soon as possible so the pupil can take it on board and action it.This also applies to teachers marking, if feedback is given too long after an activity children forget and find it harder to apply. Research has found that marking within the child’s presence is more helpful to each individual. A technique teachers use for writing on a good learning exercise is â€Å"two stars and a wish† or for improvement guidance â€Å"E.B.I. (even better if)† and suggestions provided. Best practice checklist for providing feedback:Remain non-judgemental Focus on strengths Wo rk through one thing as a time Give constructive feedback where needed and guidance on how a child can improve Link feedback directly to what has been observed or written End the session positivelyReflective log:Regarding the percentage students I sat with him to mark his paper, we worked through it step by step and I praised him on his competent working out calculations, as we were then able to identify at which point his method went wrong. I got him to look at some questions logically and in every day terms so he could then maybe estimate the answer and recognise the difference in his answers. On completion he felt confident about the activity; whereas at the beginning he told me he would never to be able to do it. I conveyed to him how pleased I was with his progress.JAYNE WEBB MAY 2012-05-16 2.5 PROVIDE OPPORTUNITIES AMD ENCOURAGEMENT FOR LEARNERS TO IMPROVE UPON THEIR WORK.Each pupil is an individual and this fact must be recognised and considered when doing assessment for lear ning. Their own personal standards of achievements must be measured against their previous record and not compared to other learners. The next stage of learning must be based on their previous understanding and so on. It is unachievable to continue with the learning plan when a pupil has not understood the previous stage. Learning needs to be built up in a step by step formula, whereas one stage of procedure supports the other to gain an overall concept of the task in hand.Pupils should always be encouraged to discuss any difficulties they entail throughout the learning activity and previous learning experiences. This effective method helps to consolidate their knowledge and reinforce their understanding before moving on with the next topic. This helps motivate them and to promote confidence and self-esteem. These three factors have a huge impact on learners and every effort should be made to uphold and support them. Pupils with low self-esteem should be allocated more time and pati ence and learning objectives clarified regularly. On occasion support staff has to modify or adapt the learning objective in order for them to achieve it.To encourage each pupil to take responsibility for their own learning it has to be discussed with them and the onus placed upon them in relation to: How they think they can improve on their previous practiceWhat do they think went wrong? Did they rush the learning activity?Opportunities provided so they can improve: Do they want to redo the learning activity? Do they wish to stay in at break time? Would they prefer to take it home and do it as homework? Or have they got any other suggestions. JAYNE WEBB MAY 2012-05-123.1 USE INFORMATION GAINED FROM MONITORING LEARNERS PARTICIPATION AND PROGRESS TO HELP LEARNERS TO REVIEW THEIR LEARNING STRATEGIES, ACHIEVEMENTS AND FUTURE LEARNING NEEDS.Assessment for learning is ongoing throughout the learning activity. The review of pupils’ work if possible should be processed during the le arning session. This is not always achievable during certain teaching presentations but if feasible time should be allocated for review. This enables students consider their work at each stage. This encourages the pupil to take responsibility for their own learning and for the teaching assistant to support and translate the teaching.Techniques to help learners review their learning strategies: Using open-ended questions- Where are you up to in your learning? Where do you need to go? And how best to get there. This helps them measure their progress against previous learning activities. Class discussion/in groups/ with a partner/ by yourself. Helps them to think about how they acted the learning activity and think how they could do it differently in the future. Provide sheet with learning objective for learners to refer to and explain objectives Provide oral feedbackUse examples of work in class discussions to highlight the ways that work can be improved Provide positive and construct ive feedbackMatch learning objective to needs in order to provide challenges and set appropriate targets Praise success throughout the learning activity Reflective Log:As part of the Joinery Apprenticeship Diploma the students have to complete and pass a Construction Skills Certificate Scheme CSCS. In order to be  allowed on site. They each individually complete this test online, which is out of 40 questions and the pass mark is 36. The summary identifies the right and wrong answers. I speak to the students during the activity and ask what the reasoning behind them choosing a particular answer was. At times they are placed in pairs so they can work together and accumulate each other knowledge to increase their mark. They are continually told of their last mark and their target each time is just to increase it by 1 mark. We celebrate success and the students gain satisfaction on their own progress and increase confidence that they â€Å"can do† it. JAYNE WEBB MAY 2012-05-123 .2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNING.All teaching staff has to listen to all learners in order to identify their own particular strengths and weaknesses in each learning objective. They have to be given the opportunity to converse so that they know and recognise the standard for which they should aim. Via feedback from the learner informs teachers on how to be pro-active to their needs. Consequently, learners discover what they should do next in order to improve. Their own particular learning style has to be considered, for example intrapersonal learners do not thrive doing collaborative group work. By communicating their own personal preferences and ideas helps individuals to own and drive their own attainment. Learners should be encouraged to adopt their own personalised learning approach, which involves taking a highly structured and responsive approach to each learner, in order that they everybody is able to progress achieve and participate.This allows them to explore their own particular interests and reflect on their individual aspirations and learning habits. Research has shown that young people will produce better quality work when dealing with content they have an interest in. Positive encouragement can greatly enhance a learner; it promotes confidence and can give them the boost they needs when they are struggling with a particular task. A constructive comment can help achieve the objective and gain success criteria. This helps the learner to remain engaged and on task in addition to them gaining satisfaction regarding their own progress.Schools have strategies to check on pupils’ learning: Traffic light system- Pupils like to fit in with the class and do not like to be seen asking for help or lack  confidence in requesting it, a pupil has a picture at the top of the page and can colour 1 of 3 lights which indicates on how their coping with the learning activit y, red=help, amber just about on task, green no problems, therefore teachers can identify if help is required. Foggy bits- pupils are given the opportunity to write down or articulate the parts of the session or activity that have not been clear, Write a sentence- pupils are able to put in a sentence the key points of the learning at the end of a unit of work or learning activity.Talk partner review- pupils are given the opportunity to talk to their partner about what they found difficult and what they enjoyed in the learning activity. This can also be done at the beginning of a session to see what the already know. Post it notes/white boards- pupils can easily write down what they have learnt, found easy or hard. JAYNE WEBB MAY 2012-05-153.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS.When pupils are involved in assessing their own performance, they can often provide teachers and teaching assistants with insights into their o wn learning. Research has indicated that pupil involvement is likely to encourage pupils to become more focused upon the teacher’s intended learning outcomes, helps them to become more aware of personal areas in which they have strengths and weaknesses and in some instances assist in the management of behaviour.Assessment information is only of value when it is used to improve teaching or learning. Pupils need to know how they are progressing and appreciate being involved in discussions about their own learning. Even on a informal basis teaching staff should find opportunities to engage pupils in discussions about how they feel they are getting on with their work. Supporting pupils with self-assessment techniques:Clarify the purpose of the task – This is so pupils understand why they are doing it Keep assessment criteria simple – Be very clear on what pupils are being assessed against. If there are more than two criteria make them very specific. Encourage pupils to periodically check learning against the criteria – This will keep them focused on what they have to do. Ask pupils to tell you what they think they are doing and why – This enables the teacher to check that children have understood the task and how their learning will be measured. An ideal technique for pupils to build up their assessment skills is through working with adults and their peers.This method enables them to look more objectively at their own achievements. Collaboration in peer assessment allows each pupil to look at one another’s work and notice how it relates to the assessment criteria. They are then able to discuss what they have been asked to do and how their work reflects this, as well as bring to their attention to what teachers are looking for when measuring achievement. Peer assessment should not be used to compare pupils’ grades and achievements. That is why it is important to make it clear to pupils on what they will be assessed a gainst. Peer assessment can also assist in peer learning whereas one pupil can obtain hints and tips from another.JAYNE WEBB MAY 2012-05-153.4 SUPPORT LEARNERS TO: A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THEIR EMERGING LEARNING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESSES OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. A) Reflect on their learning:Pupils need to be encouraged to reflect on their learning during the process, and not just when it is completed. This is in order to reveal what is the best approach as well as if they are taking the best way towards achieving success criteria.This helps them to understand their own personalised learning and develop thinking skills for improvement. Techniques are to question the pupil to check he understands the purpose of the task, ask what they are doing and why, notify them on what they are being assessed on and be very specific and encourage them to check periodically against the le arning criteria, to ensure they are keeping focused. B) Identify the progress they have made:Teachers need to check that pupils are able to assess their own progress that they have made when working. This can be done through self or peer assessment. Throughout the learning session teachers/teaching assistant should maintain continuous dialogue about the progress they have made. This can be identified by asking questions for example, tell me what you have learnt during this session, and if a question is asked see if another pupil can answer it, or by asking pupils to write down what areas of the topic they found difficult. C) Identify their emerging needs:As a pupil looks at their learning they will begin to know what they need to improve on. They should be told which level they have presently attainted and what they need to do to achieve the next level. For a pupil who is performing beneath their capability a discussion may provide formative points which indicate how they could impr ove. D) Identify the strengths and weaknesses of their learning strategies and plan how to improve on them: The strengths and weaknesses of pupils learning has to be brought to their attention.Assessment materials/resources can be useful and re-assuring to identify to pupils their weaknesses. Or recognize their misconception and use it as a basis to work upon, as this can lead to a more positive to learning from their mistakes. Notify the pupil the area they need more practice on and encourage them to be resilient in their studies. For the pupil who is doing well, a discussion of an assessed piece of work may help them to improve even further by developing those strengths which have been identified to them. Another way of supporting learners is to allow them to keep a journal, in which they can keep a note of their learning and own personalised targets. Self-esteem should always be promoted.4.1 PROVIDE FEEDBACK TO THE TEACHER ON: A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNIN G ACTIVITIES B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING.A) Learners participation and progress in the learning activities: When doing assessment for learning techniques the teacher assistant must work closely with the teacher to plan how they are going to fit it into the learning activity. Discussion before the lesson will enable the best opportunities to be sort that then can be included into the activity. The teaching assistant must then provide feedback to the teacher on how the learner contributed to the lesson and how much improvement they have made.This is  in order to find the best strategies to use in the future. Different techniques need to be considered depending on the learner, as some students find some more thought provoking than others. B) Learners engagement in and response to assessment for learning: A Teaching Assistant must consider the different aspect s of assessment for learning when giving feedback to the teacher. The teaching assistant must attempt to connect the learners with their own learning and provide feedback to the teacher on how successful it was. This can be done by completing an observation sheet or orally. Another good method is jotting down comments from the learners during the activity.The teacher may find it useful to know whether the pupil was more responsive and eager to participate if they were told that they doing assessment for learning. Alternatively feedback can be given through group feedback, in which the learners discuss the results of peer assessment with adults. In this way the teacher can find about their learning and feed back is given direct at the same time. C) Learners progress in taking responsibility for their own learning: Learners have to be encouraged to take responsibility for their own learning. Teaching assistant must notify the teacher on how the learner is managing to deal with it. During assessment for learning learners should be asked â€Å"where they are up to in their learning, where they are going and how to get there.† By this method pupils will come to understand that they are the drive behind the force as well as the teaching staff. Usually a successful learning activity identifies that the students have taken responsibility for their own learning. Attempts should be made to empower the learner, for example tell children when working out maths problems include your working out which also creates marks.JAYNE WEBB 2012-05-16 4.2 USE THE OUTCOME OF ASSESSMENT FOR LEARNING TO REFLECT ON AND IMPROVE OWN CONTRIBUTION TO SUPPORT LEARNING.Following learning activities the teacher and teacher assistant need to discuss and reflect on its outcome. This identifies whether or not the learning activity has been successful. A Teaching Assistant must look at their own approach to the learning activity and judge whether their own  approach could be improved when supporting pupils l earning. It should be considered whether different strategies could have worked better with pupils. What can be done to challenge the pupils more and did I question them correctly. There is always room for improvement and reflection on activities gives the opportunity for it to be corrected. Regarding reflection one should think about:How they questioned and encouraged the pupils to look closely at the assessment criteria. How they gave feedback to pupils. How they supported both peer and self assessment. Did they remain non judgemental. Did they focus on strengths? Work through one thing as a time. Give constructive advice where needed and guidance on how a child could improve. Link feedback directly to what has been observed or written. Did the session end positively?Reflective log:I assisted a student working through a maths booklet. I found the students was not co-operating in the activity and was distracted with other happenings in the classroom. I continued with the activity, asking questions, explaining methods etc. Till completed. On reflection it appeared to me that I had done too much of the practicalities and not supported the learner. I should have abandoned the learning activity as it was not vital to the days learning and include the student with the rest of the classes learning activity. That approach would have worked better as the student would have been more engaged.JAYNE WEBB MAY 2012-05-16 3.2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNINGReflective Log: Whilst checking the students’ diploma booklet I noticed two students were struggling with spelling, punctuation and grammar and the aims of each question. I spoke to them each separately and explained would they like me  to help them as that was my purpose being here. They both divulged that they were finding the theory difficult. I worked with each student looking through their booklet and asked them to identify their problems in order for me to help them.I discovered that the key words on each question, for example, compare, contrast, analyse, justify etc the students did not comprehend. Afterwards I diligently assessed the booklet making a note of key words and wrote a summary of them together with a dictionary definition, which I stapled to the work booklet. This I showed to the learners assuring them they would find it helpful. I reiterated to them any further problems would they please speak to me and confirmed I would observe them closely in the classroom.3.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASSESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS Reflective Log:Regarding the above students I spoke to the tutor and identified their needs and suggested if he and the students agreed could I coach them with their English whenever possible. Presently, we sit together and work through communication and spelling books and I reveal little tips for example, necessary â€Å"rememb er a shirt has 1 collar and 2 sleeves† etc. The students do not cope well with self-assessment; they have not got a long concentration span and poor resilience.But I do continually positively encourage it. I have found that peer assessment has worked well as there is a competitive spirit involved with both of the learners. They have commented on their surprise at their own progress. I confirm to them the importance of English not only to achieve their joinery diploma but an essential life skill.JAYNE WEBB MAY 2012-05-263.4 SUPPORT LEARNERS TO A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THE LEARNERS EMERGING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESS OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. Reflective Log:I was assisting students in a functional skills maths class, the learning objective was to teach the students area, volume and perimeter. The students were not very motivated and I explained the importance of these topic s to achieve their hairdressing diploma as well as in everyday life. I observed each student and commented on their correct formula and suggested they look at parts again.Peer assessment worked quite well in the session as they liaised with each other and gained tips to further their learning. At the end of the session we asked what they found difficult and identified topics to revisit. I liaised with the Tutor and we decided to redo the learning activity at a later date but decided the best approach was to visit each topic- area, formula and perimeter on a separate day as we felt that the students were overloaded with all the different formulas.4.1 PROVIDE FEEDBACK TO THE TEACHER ON: A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNING ACTIVITY B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING. Reflective Log:I was asked by the Tutor to observe a student who was completing a ratio booklet and rep ort to her verbally on her progress. This particular student is deemed as lazy and sluggish and has no work ethic. She was reluctant to participate and wanted too much help, in the hope that I would do it for her. As I was keyed up to her approach I engaged her as much as I dared, by explaining then asking questions to check if she understood. I made clear the importance of ratio in hairdressing and her aim to achieve it. She had to begin taking responsibility for her own learning.Surprisingly, she was quite competent with the learning objective. I praised her success and reiterated she had to start working with the tutors and commented, â€Å"Where are you up to in your vocation at the moment? Not interested in maths, you know where you going- hairdressing, How are you going to get there- by working with the tutors and taking notice in the maths class. I spoke to the Tutor and she agreed that was the best approach and we would continue to use these tactics.

A Change in My Life

I have endured many changes in my life and many of them have happened over the past six years. Here are some examples of the changes I have gone through that lead up to the greatest change of my life graduating high school, getting married to the love of my life, loosing my grandfather, and having my son. But none of those changes could prepare me for the greatest change in my life that I had to go through, and that happened on November 19, 201. What started as a typical Saturday morning with a visit with my parents would not end that way. My eighteen year old brother Wilson Gaut was staying the night with a friend of his Friday night and was suppose to be home Saturday morning well we had not heard from him and my mother asked me to call him to see if he wanted to her to hold breakfast for him. Well there was no answer so we went on about our morning and about ten minutes past and she told me to call him back and I did still no answer. At this point I went and began to get my clothes on and I heard my mother yelling and my stepfather telling her to calm down . Then she went to yelling for me and my car keys. When she opened the door I could tell she had been crying but I did not know what was going on. I went running after her and my stepdad told me to go with her after we got in the car she still had not told me what was going on. My mother began telling me to call my family members for example my grandmother and my aunt. My grandmother did not answer so I was told to have my aunt call her until she got an answer. We got to Upper Fort Hapton Road and I saw the rescue unit on in the road directing traffic and we told them that we were with family of the child, I still had no idea what happened. We topped the hill and I could see the fire trucks and ambulance I had then figured out that my brother was hurt. I saw a white sheet on the side of the road covering a body and I knew it was my brother but at that point it did not hit me. I did not sink in until I heard the police officer say to my mother, â€Å"Ma’ma I am sorry to say but your son, he did not make it. † My mother turned to me at that moment and started to tell me and I just hit the ground and started crying saying â€Å"no, not my baby brother!!! † Little did I know that, that day November 19, 2011 would be the worse day of my life, the day my life would change forever and the day my baby brother would be eighteen forever.