Fire scince Assignment Example | Topics and Well Written Essays - 1000 words

Fire scince - Assignment Example A substance called alum product poured on suspended particles. Hippocratic sleeve were later found by Hippocrates at around 500BC which they alluded it to as the mending powers. The primary concern done here was sieving of messy water to acquire clean one. The primary sack for separating water was presented during this period. The pack could hold dregs that make water filthy creation individuals to have the option to get perfect water for utilization. A few revelations were made and by center Stone Age period, clean water gracefully was not troublesome like previously. Logical revelations had not been designed in during this time, however individuals had made huge upgrades towards acknowledging them. The way toward rewarding water isn't as mind boggling as it is dreaded. Companies’ dependable gathers water from all sources in and around the urban areas treats them and sells them back for use. Individuals use water day by day for various reasons, once through with them, they arrange to waste frameworks. This is the significant wellspring of water for these organizations. Streams, downpour water among others are among different wellsprings of water for treatment. They typically gather sum which is sufficient for the whole populace to maintain a strategic distance from deficiencies in the urban communities. Water is a significant segment of the vast majority of the thing done by a man in his life. It ranges from family unit, recreational, mechanical, ecological and agrarian among different employments. It is discovered that 8% of water on the planet goes for family unit utilization. Water for cooking, drinking, washing sanitation, planting among others expends this rate. Subside Gleick evaluated fundamental family unit requirement for water at 50 liters for each day. Drinking and cooking water need clean water to maintain a strategic distance from threats of getting illnesses, along these lines bringing the requirement for cleaning water through water administration organizations in any condition. Clean water is called versatile water as they can be expended at any second without the danger of any disease. In most first world nations, water disseminated to

Marketing trend (Internet and online marketing) Assignment

Advertising pattern (Internet and web based showcasing) - Assignment Example It will likewise talk about how these web based advertising patterns consequences for the purchaser purchasing procedure and its significant effects. There are a few internet advertising patterns in the business world. The absolute most basic patterns incorporate arrangements and prizes, versatile push promoting, portable force advertising, closeness showcasing, nearby internet showcasing, globalization and three-screen promoting among others (Caroline, 2004). The purchasing conduct of buyers is recognized as a contemporary subject in internet showcasing. This is on the grounds that the e-advertisers normally center around the impact they have on their showcasing endeavors and web understanding. Moreover, the e-advertisers should comprehend their job in getting down to business the virtual experience of their clients (Caroline, 2004). Business specialists bring up that the most significant advance in web based advertising includes the ability of having the greatest effect on the web clients. The purchasing procedure of the shoppers is additionally portrayed as a learning method which includes dynamic and handling the necessary dat a. The web has definitely influenced and changed the purchasing procedure as various items keep on being advertized through the web (Whitehead, 2009). Advertisers should, accordingly, attempt to comprehend the web and how they may utilize it to further their potential benefit to build sells, just as purchasing choices. Nowadays, a dominant part of shoppers don't follow the standard buying course of going out to search for their items (Whitehead, 2009). The buying course was a critical rule to advertisers on the most proficient method to design their procedures. A buying channel was the pattern for a long time, and afterward came the web. In the buying channel, shoppers began with the potential brands and afterward singled down to the most the item with extraordinary quality. Back in the days, the buying channel sounded sensible to both the advertisers and purchasers. It was a legitimate method of finding the item that an individual

P(Happy Chanukah)

P(Happy Chanukah) This morning, a productive time reading 8 (mostly excellent) applications. This afternoon, a less productive time dealing with bureaucracy. Unfortunately, I brought the bureaucracy on myself. Many good questions have been asked of late. Ill address a couple quickly now, and get to some others soon. Katharine (and others) ask if the delay in the deadline will delay the mailing of decision letters in December. Well, as of right now, were still planning to be on schedule. Hopefully everyone would have their decision letters by the end of Chanukah (wouldnt a big envelope be a nice gift!). But, Ive been trying to keep people realistic through this process, so I feel I should remind folks that P(big envelope in December) P(Gimmel on the dreidel). Chetan asked a series of interesting questions, the first of which was: Having begun the reading, is the optional essay still entirely optional? By that I mean do you see a trend where you favor the applicants that did the optional essay? I personally did not do it, even though I had a topic that could fit (music composition, some very informal research, etc.) because I thought it would be anticlimactic in the context of the entire application, and would distract the reader from the more significant qualities of me. Any thoughts? I would say that the vast majority of students applying were like you (and, as Ive said, like I would have been) in not answering the completely optional question 13. Students who did answer the question for the most part have have written about their scientific research, computer programs/web sites, robots, music, or art, at least as far as Ive seen to date. For those of you who answered the question, thank you for sharing your creativity; it has been helpful and often quite interesting. But for those of you who left it as completely optional, no worries were not systematically favoring the applicants who answered it, and I wouldnt necessarily say that those who have answered the question are better applicants than those who havent. Think of it like youd think of an extra letter of recommendation: sometimes, theyre very helpful and impressive, while other times theyre nice but dont help terribly much, and we never expect that applicants will send one in. Finally, I know that another deadline is about to pass for some of you: entries for the Intel Science Talent Search are due at 11:59pm tonight. For those of you who are entering, how has STSs process been for you?

The Importance Of A Research On Bipolar Disorder - 1009 Words

The Importance of Mice Research in Understanding Bipolar Disorder Introduction This presentation will be discussing the contributions non-human animal research has made to the field of psychology while focusing on developments in bipolar research. It will begin with an exploration of three research examples that used mice to make discoveries relevant to bipolar disorder. Then my presentation will acknowledge the ethical concerns behind non-human animal research. Next, my presentation will go into an analysis of non-human animal research by discussing its advantages and how valuable this research has been to psychological understanding. The presentation will conclude with a summary of all the points discussed. Research Example 1 Young,†¦show more content†¦Research Example 2 Roybal, Theobold, Graham, DiNieri, Russo, Krishnan, Chakravarty, Peevy, Oehrlein, Birnbaum, Vitaterna, Orsulak, Takahshi, Nestler, Carlezon Jr, and McClung (2007) investigated how mice with a mutated CLOCK gene exhibit many of the same behaviors as manic patients, such as decreased sleep, hyperactivity, and increased stimulation for reward (See Slide 2). CLOCK mutant mice show increased dopamine firing and bursting in the ventral tegmental area (VTA), an area important for reward pathways. A functional CLOCK protein was added to the VTA of mutated CLOCK mouse. After this procedure, the anxiety levels and hyperactivity of the mouse returned to wild-type levels (See Slide 3). This research showed that CLOCK protein is important in regulating the behavior typical of bipolar patients experiencing a manic phase. Additionally, this study showed that CLOCK mutant mice are good models for mania. Research Example 3 Flaisher-Grinberg and Einat (2009) conducted an experiment by providing hyperactive mice with one of two drugs (mood stabilizer valproate or the antidepressant imipramine), and then testing the mobility of the mice using the forced swim test. Valproate is often used for manic episodes in bipolar patients and is known to decrease hyperactivity. As hypothesized, valproate increased immobility

Presenting Lectures On Teaching And Teaching - 887 Words

Presenting lectures are one of the oldest methods of effective teaching. (Mckeachie p.55) Power point presentations were designed as an adjunct to lectures. Whether using lectures, power point or a combination of the two, when the instructor is preparing for the presentation, there are certain guidelines they should follow. Knowing your audience, keeping their attention, being aware of the environment, and delivering a successful lecture are a few. Knowing your audience is a universal element to teaching. Being creative is a great way to maintain your audience’s attention. Finally, make sure the audience has learned what was intended for them to learn. There are some cons to using power point presentations such as technical difficulties, dependency, and commitment. While lectures are known as one of the oldest ways of effective teaching, a significant amount of studies show there are more effective ways. Adding power points to the presentation has increased the effective ness of the basic lecture. Power points allows the student to make a visual connection. They also allow students a chance to catch up or follow along with the lecture. Some instructors give notes to the students so they may follow along at the beginning of the lecture. By using power points, the students will still have this advantage. Instructors are also aided with the power points, eliminating the need for lecture outlines. Be aware that using power point presentation will change the learningShow MoreRelatedTeaching Styles Of The Nurse Educators856 Words   |  4 PagesComparison of Teaching Styles The nurse educators are faced with the challenge of adapting their teaching styles to accommodate a new generation of learners. 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Psychoanalytic Perspective on Personality Development Free Essays

L D Assignment 1: Psychoanalytic Perspective on Personality Development Submitted By Pravin Bang Submitted To, Prof. Abhishek Kumar Psychoanalytic Theory, conceived by Sigmund Freud and developed and modified by his colleagues, students, critics and later by ‘neo-Freudians’ such as Erich Fromm in the 19th and 20th centuries, has been a significant influence and contribution to psychological research, treatment of mental illness and a general understanding of the development and functioning of the human psyche[1]. Tenets of Psychoanalytic Theory Though the field has developed into several complex branches with a variety of ideas and theoretical frameworks since its conception, some of its basic and fundamental tenets can be recognised as follows: 1. We will write a custom essay sample on Psychoanalytic Perspective on Personality Development or any similar topic only for you Order Now )Human personality is determined by, apart from hereditary characteristics, childhood environment, experiences and memories. 2. )The Human mind is divided into three ‘parts'(not physically): Conscious, Pre-conscious and Subconscious. The conscious mind is where we put things which we are currently attentive to, the pre-conscious mind is is where we put things we are aware about but which are not the subject of our attention and finally the subconscious is where we have little control or awareness about the processes or emotions, i. e. , is not reached the conscious mind. 3. )The above concept was later evolved into the idea of the Id, Ego and Super Ego, by Freud. Id is the process of the mind which operates almost solely on the ‘pleasure-principal’ and is the source of our impulses and desires, it is a part of the mind when an individual is born. Ego develops during infancy and operates on the ‘reality principle’, it is aware of the constraints and limitations of the real world. The Super ego refers to how we perceive ourselves and our moral and ethical values. In this model the function of Ego is to balance the Id and Super Ego within the constraints and limitations of the real world. 4. )Human impulses and desires originate from the subconscious mind, this has the profound consequence that we are not in control of our behaviour and drives. The main human drives are sex and aggression. Conflict and neurosis arises when the attempt to bring subconscious drives into the conscious mind meets psychological resistance, i. e. , when certain emotions are ‘repressed’ and forced to remain in the subconscious primarily because of their incompatibility with the value systems and moral standards applicable to the self as perceived by the Super Ego. This is done through ‘defence mechanisms’. Psychoanalysis and Childhood Development Psyschoanalytical theory has been an influential concept for explaining the development of an individual’s personality. The two major theories regarding this subject are Freud’s Psychosexual Development theory and Erikson’s Psychosocial Development theory. It is worth noting that both these thoeries lend great significance to childhood environment and it can be said that psychoanalytical approaches led to childhood being regarded as being of much greater psychological significance than it had been historically. Erkison’s Theory of Psychosocial Development Unlike Freud’s Psychosexual theory, Psychosocial Development regards personality being continually affected and modified throughout the individual’s lifetime. Erikson’s theory defines the the term ‘Ego Identity’ which may be explained as the individual’s perception and awareness of self developed through social interaction across his or her lifespan. Each stage in this theory is characterised by a conflict or ‘challenge’ which arises through differences in personal and sociocultural views and which the individual must resolve to grow into a better personality. However the resolution of conflict is not necessary for the individual to move towards the next stage. The eight stages of Erikson’s theory are outlined below: a. )First Stage: Starting from birth and lasting for one year, this stage involves the conflict between Trust and Mistrust, with the infant being completely dependent, the competence and consistency of his caregivers would determine whether his outlook towards the world is that of trust or mistrust. b. )Second Stage: Spanning from age two to three, this stage is characterised by the conflict between Autonomy and Shame and Doubt. At this age the child begins to develop motor abilities and is able to fulfil some of his own needs, however parents still remain a crucial support through which and under whose supervision the child starts learning tasks and begins to explore the world around him. Parents who watchfully encourage these early attempts at self-sufficiency instil a sense of autonomy and confidence in the child’s personality, however too restrictive or demanding parents may hinder the positive effects of this process and instil a sense of self-doubt and shame in the child. . )Third Stage: Seen in children of age three to six, this stage is characterised by the conflict between Initiative and Guilt. At this age children rapidly acquire new skills and knowledge, they are learning principles of mechanical causality, lingual and grammatical abilities, performing complex tasks which grant increased self-sufficiency and mastery of the world. At this age the child’s motivation for action is that of achievement, he aims to solve a purpose with the tasks he ndertakes, successful resolution of this stage leads to a sense of initiative and leadership, although undertaking tasks which are too complex or not yielding positive results may induce frustration and anger. However, if parents discredit or undermine this newfound motivation of the child he develops a sense of guilt regarding his feelings and urges for getting involved in various actions and tasks. d. )Fourth Stage: Occuring from age five to twelve, this stage is characterised by the conflict between Industry and Inferiority. During these years children become familiar with and learn about technology and crafts and become motivated to contributing to fruitful and productive action. During this stage the child develops a sense or cooperation and willingness to â€Å"do it right†. Successful resolution of this stage leads to the inoculation of industrious qualities; however failure to achieve a sense of productiveness and mastery leads to feelings of inferiority. e. )Fifth Stage: Spanning from thirteen to nineteen years of age, this stage is characterised by the conflict between Identity and Role Confusion. During adolescence, children explore their independence and develop a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future. f. )Sixth Stage: Covering young adulthood from age 20 to 24, this stage is characterised by the conflict between Intimacy and Isolation. During this stage people begin exploring personal relationship and the successful resolution of this stage requires the individual form close, committed relationships and leads to a sense of security. Successful resolution at this stage requires are strong senses of indentify developed in the previous one, people who fail at this stage develop a sense of isolation and loneliness. g. )Seventh Stage: Covering middle age from 25 to 64 years, this stage is characterised by the conflict between Generatively and Stagnation. The main motivation of individuals at this stage is to provide guidance to the next generation; this stage also involves forming strong, accepting and healthy familial relationships. Failure at this stage leads to a feeling of stagnation. h. )Eigth Stage: The final developmental stage, this stage is characterised by the conflict between Integrity and Despair. If the individual is able to look at the life he has led and feel accomplished then he feels a sense of integrity, however failure to do so leads to a sense of despair. Freud’s Theory of Psychosexual Development Unlike Erikson’s theory, Psychosexual Development postulates adult personality being determined only from heredity or past childhood experiences and memories. Freud outlined the stages of personality development during childhood, being characterised by certain erogenous zones and their attendant conflicts the positive resolution of which leads to a healthy personality whereas â€Å"fixation† at a particular stage, i. e. , getting stuck at the drives of a particular stage leads to negative personality traits, as follows: a. Oral Stage: The first stage of development lasting from birth to 1 years of age, at this stage children explore the world with their most sensitive zone, the mouth. Fixation at this stage leads to habits such as smoking, over eating, etc. b. )Anal Stage: This stage stars from age to and lasts unto age three, at this age children learn control over elimination of bodily waste. Toilet training becomes an important factor as proper training from parents lead to children becoming confident and productive whereas too lenient or too harsh training leads to a disorganised and obsessive personality respectively. . )Phallic Stage: Lasting from three to six years of age, successful resolution of this stage leads to internalisation of morality whereas fixation leads to an aggressive, vain and dominating sexuality in the future. d. )Latency Stage: Lasts from six years of age until puberty, successful resolution of this stage leads to development of social and people skills and ability to build and maintain relationships. e. )Genital Stage: Final developmental stage, lasts from puberty to most of the adult life, successful resolution leads to psychological independence from parents. References: 1. ) Slater, Charles L. (2003), â€Å"Generativity versus stagnation: An elaboration of Erikson’s adult stage of human development†, Journal of Adult Development 2. ) Erikson, Erik (1956). â€Å"The problem of ego identity†. Journal of the American Psychoanalytic Association 4: 56–121. 3. ) Marcia, James E. (1966). â€Å"Development and validation of ego identity status†. Journal of Personality and Social Psychology 3: 551–558. How to cite Psychoanalytic Perspective on Personality Development, Essay examples

The Ultimate Revenge from Medea Essay Example For Students

The Ultimate Revenge from Medea Essay The Ultimate RevengeIn ancient Greek times, it is alright if a man wants revenge on another man for hurting him or his loved ones. The man who causes the other mans misery is partially responsible for the another mans actions. In the play Medea, Medea kills Kroens daughter and her children to get revenge on Jason for leaving her for Kroens daughter. Because of the values of the Greek Society and Jason leaving Medea, Medea feels she needs revenge for the pain Jason has caused her. The Greek Societys values and Jasons action cause Medea to want revenge because of these factors they are partially responsible for Medeas actions. The values of the Greek Society and Jason share some of the responsibility for the deaths, but Medea is the one who holds the most responsibility. The values of the Greek Society share some of the responsibility for the deaths. The values of the Greek culture are that women are subservient to men. If a man thought that their wife is no longer pleasing them, the Greek Society allows the man to take another women in their bed. An example of this situation is when Medeas husband, Jason, leaves her for Kroens daughter. By Jason leaving Medea for Kreons daughter, she falls into a desperate state of depression. She becomes emotionally and physically unstable. Her heart is engulfed with violent evil thoughts. Because of the Greek Societies values, Medea is unable to deal with the pain, which makes her heart revengeful. Another example of the values of the Greek Society is that women were thought to be subservient to men. Medea gives up her life to Jason. In line 8 the nurse says, her heart is on fire with passionate love for Jason. Medea even kills her brother so Jason can escape from her home with the Golden Fleece. When Jason leaves her, she feels slighted because she has giving up so much for him. All her efforts being thrown back in her face cause her to be enveloped with immense anger and she becomes revengeful. Because of the values of the Greek Society, Jason leaving Medea is seen as being alright, but in Medeas eyes it is wrong which in turn causes her to go through with her revenge. Although the values of the Greek Society hold some of the responsibility, Jason is partially responsible for the deaths too. When Jason leaves Medea for another woman, Medea becomes enraged with anger. Medea begins to think of the ways she can get her revenge on Jason for what he has done. If Jason never slept with Kroens daughter, Medea would have never needed an excuse to get revenge on Jason. Even Jasons harsh comment toward Medea helps to intensify the anger inside her heart. He has the nerve to say in lines 562-563, It would have been better far for men to have got their children in some other way, and women not to have existed. Then life would have been good. Jason basically means that he never even cared for her, which is like a knife in Medeas back because she killed her own blood for him. Jasons actions towards Medea cause her to want revenge for the things he has done to her. Because of Jasons actions, he is partially at fault for the deaths. If Jason never slept with Kroen s daughter or said the things he said to Medea, the thought of revenge never would have been in Medeas heart. Jason is the cause of most of Medeas pain, which leads her to commit the violent acts upon Kroens daughter and her sons. .u9bfceac05b11ce2d47611bd33a657e67 , .u9bfceac05b11ce2d47611bd33a657e67 .postImageUrl , .u9bfceac05b11ce2d47611bd33a657e67 .centered-text-area { min-height: 80px; position: relative; } .u9bfceac05b11ce2d47611bd33a657e67 , .u9bfceac05b11ce2d47611bd33a657e67:hover , .u9bfceac05b11ce2d47611bd33a657e67:visited , .u9bfceac05b11ce2d47611bd33a657e67:active { border:0!important; } .u9bfceac05b11ce2d47611bd33a657e67 .clearfix:after { content: ""; display: table; clear: both; } .u9bfceac05b11ce2d47611bd33a657e67 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9bfceac05b11ce2d47611bd33a657e67:active , .u9bfceac05b11ce2d47611bd33a657e67:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9bfceac05b11ce2d47611bd33a657e67 .centered-text-area { width: 100%; position: relative ; } .u9bfceac05b11ce2d47611bd33a657e67 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9bfceac05b11ce2d47611bd33a657e67 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9bfceac05b11ce2d47611bd33a657e67 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9bfceac05b11ce2d47611bd33a657e67:hover .ctaButton { background-color: #34495E!important; } .u9bfceac05b11ce2d47611bd33a657e67 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9bfceac05b11ce2d47611bd33a657e67 .u9bfceac05b11ce2d47611bd33a657e67-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9bfceac05b11ce2d47611bd33a657e67:after { content: ""; display: block; clear: both; } READ: Taylor Poe EssayThe values of the Greek Society and Jason hold some of the responsibility for the deaths, but Medea is ultimately responsible for the deaths. Medea has many occasions to change her mind and to not go through with the murders. Medea at one time says that she renounces her plans to kill the princess, but soon after she says she would be a weak woman to not go through with her plan. She also says in lines 1025-1026, Oh, but what a weak woman even to admit to my mind these soft arguments. The reader can clearly see that Medea is not going to go back on her word now. She even lets her anger become more important to her then the love of her children. She goes as far as using her children as ponds to commit her crime. She knows that by sending her children to deliver the poisonous dress she will be sacrificing them, but she is willing to let her children die because she can not bare the thought of being mocked by her enemies. In the end, Medea can not bare the fact of her children dying by someone elses hand, so she kills them herself. Going through with her plans to kill the princess even when she had time to back out, letting her anger consume her, and killing her children by her own hands ultimately puts Medea most responsible for the deaths then any other person or thing.

Learning and Teaching Essay Example

Learning and Teaching Essay TASK 1 A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. We will write a custom essay sample on Learning and Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12) Learning and Teaching Essay Example Learning and Teaching Essay TASK 1 A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. We will write a custom essay sample on Learning and Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12)

Team Building Interventions

Team Building Interventions There is a widespread impression, evident from popular research and casual empiricism, of the inability of scholars and organisations to accurately evaluate the effectiveness of team building in measuring changes in skills or attitudes. Often what the evaluation tools do is evaluate the team before and after team building event in anticipation of valuable outcomes.Advertising We will write a custom critical writing sample on Team Building Interventions specifically for you for only $16.05 $11/page Learn More However, the methodology employed in team building evaluation has not been successful in gathering and assessing data that would serve conclusive. One major short coming of team building interventions is that is the research employed does not even attempt an evaluation. Across the social science, skill is a fundamental yet problematic concept and the inaccuracies of evaluation methods may be linked to the phenomena under investigation and the circumstanc es under which the data is collected that does not produce conclusive analysis. In this paper I will discuss three leadership styles using my past work experience. Then I will go through some aspects of teamwork. Finally, I will give a summary about myself as a leader and how personal characteristics influence leadership style. Key theories, concepts and empirical research carried out to evaluate team building interventions (TBIs) have proven frustrating leading us to examine what has been done to overcome this problem. To obtain conclusive, data was collected from 22 full time MBA students on a three day trip via open ended questionnaire to determine what’s happening both within team and individuals involved in team building event in order to determine the kinds of practices, support and resources used to ensure effective data collection. Each student for this case was given a responsibility to record their negative and positive events on a daily basis bearing changes in the mselves and their team members (Rushmer 1997, p.316). Since team building interventions used open ended questionnaires to collect data, I found it difficult to process and analyse large amount of data in limited time. Open ended questions for my case would be hard to record my exact feelings which would be measured to provide conclusive results.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Due to the changing economic and social context of employee relations, there’s need to evaluate the effectiveness of team building Interventions (TBIs) in organizational development projects. Schools and organisations for this instance should recognise the inherent benefits associated with such evaluations such as their ability to justify direct and indirect costs of interventions to organisations and providing evidence to its validity to scholars to ascertain whether progra ms are truly operational and beneficial. However, in my analysis, the journal’s weakness is that the team building strategy used in measuring outcomes has not been able to adequately gather or assess data that would serve as conclusive. Plenty of evidence suggests that students who are more likely to integrate into groups were more likely to get through their course completion and to successfully gain their award. Evidently from my analysis, students grouped into teams are able manage through their academic years either due to the emotional support received from fellow students, the practical advice gained from drawing from each others skills, expertise and experiences, opportunity to clarify their ideas with each other or it could possibility be a combination of all these factors. Therefore, as the MBA students undertake their full time residential period, TBI takes place in their first week of the program to â€Å"build the teams† at the beginning of the course (Rush mer 1997, p.316). I therefore support the journal’s theory of group integration in team building activities since it provides reliable analysis to support the evidence. Participation Participants age group ranged from 22 to 37 with an average age of 25 combined with a great range of cultural background, a strategy that was not put into consideration in regard to how their participation would affect TBI. In this case, I stand against the team building theory since the spit groups in regard to gender were not considered as female participants of ages 35 were not likely to stay full time in the residents due to family ties hence making the data collected unreliable. The groups were further divided into three groups; teams, gender, nationality and age and stayed together during the TBI duration (Rushmer 1997, p.316).Advertising We will write a custom critical writing sample on Team Building Interventions specifically for you for only $16.05 $11/page Learn More Methodology Data collected from the 22-full time MBA students teams on a three day outward bound residential team building course was done through open ended questionnaire in order to allow participants to answer freely in their own words. This strategy was used in anticipation that extensive data will be collected on how each member perceived changes and developments during their trip rather than forcing themselves into YES and NO replies on pre-existing scales designed around the authors beliefs. The advantage of this journal article was that the method of data collection used by students to record raw information and report the findings on the sensitive issues to map the phenomena was reliable. On the other hand, the sorting through large amount of data served as a disadvantage since it would take considerable amount of time jeopardising the credibility of data collected (Rushmer 1997, p.316). Open ended questionnaires are disadvantaged to the sense that the answers produc ed were inadequate and missing valuable data that were to be measured against at the end of the project. Poor warded questions may prevent responses from answering individual questions, therefore increasing unit non response. The project supervisor should have opted for more explicit questions that would produce accurate answers to be used for School surveys as a self administered mode of data collection. Participant observation The author was actively involved in TBI exercise and task taking which enabled him obtain tacit knowledge and experience, team membership and team functioning which helped him extract qualitative data from questionnaire returns and assemble them into themes in reflection to what happened in TBI and to report the events as close as it was. The author classified important stages in the process of becoming a team as the following; Emergent themes The themes of â€Å"Speaking to† and â€Å"getting to know† were introduced at the beginning of projec t, a strategy that facilitated the process of getting to know each other. On a social level, â€Å"speaking to† enabled the relationship between the team members to develop although there is no strong indication that all team members got along successively.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the participant reported that, once team members were able to speak to each other, everyone was friendly and they felt relaxed and even made friends at the end of the process. The themes, â€Å"speaking to† and â€Å"getting to know† was identifies as the first step in facilitating the process of team building. Here, Maslow’s theory of motivation which stipulates that team members draw satisfaction from safety and belongingness of membership of the team was identified. Maslow’s theory of motivation that proposes the model of how happy, healthy and functioning people are, are only based on concrete observations of people rather than coming up with an ideal formular for basing their theory. The motivation theory explains where â€Å"self-actualising† personality comes from which reacts too much on reductionism. Though the theory has taken into consideration the existing healthy personalities, the observations are more detailed than the theory can predict and the data contradicts the theory to some extend (Rushmer 1997, p.316). The data collected in the group dynamic theory that stipulates that people sometimes join groups in order to gain comfort, security and friendship was also identified. Since the project was task oriented, participants in day three began to notice strength and weaknesses of team members and learned how to work with each other. In my opinion, when there is no â€Å"speaking to† and â€Å"getting to know† then there would be no way of knowing what different teams can or cannot do in terms of skills, expertise and experience. It is to this i conclude that socializing was more fruitful strategy in the task orientation since teams reported more communication and unity (Rushmer 1997, p.316: Hays 2004). Refusal of leaders Following the dynamics of group behaviour, the teams refused to provide group leaders at the beginning of the project but allowed it to happen naturally as the project went on. One of the team members become one of the spokesman, a role that made him feel commanding often perceived with linked to negative comments. Strong leadership is seen to destroy both unity and coherence of the team. An Egalitarian team? In the process of team building, I can see egalitarian team developing where leaders are allowed to guide and the team members are satisfied when everyone takes part. This theory may be misleading in the sense that leadership has often been perceived as a force that directs action, tasks, unifies group and suggests solutions but we can see that this activities were not solely directed at one person, but were directed by different team members depending on task t hand, therefore not bale to base our conclusive result on (Rushmer 1997, p.316). In relation to organisations, management should set realistic goals of their team members by making it clear of the expected outcomes making clear of the task to be carried out to prevent unnecessary de-motiva ting influences and unrealistic expectations which often cause disappointments. This is often experienced in organisation with complicated communication channels through policies and practices. Organisation should also reduce the formal appearance of hierarchy since employees often link them with negative comments. Leaders should fully participate in organization projects to allow acquisition of new skills (Rushmer 1997, p.316). The project strategy was also aimed at determining who would enact leadership behaviour for example in tasks requiring physical strength and for this case, it was the biggest member of them team that took the role. Likewise, when rock climbing, team members who had initially experienced similar exercise appeared to direct the others. It’s therefore concluded that a given task is determined by ones skills, expertise or experience. Leadership as evident from this project may seem to be influenced by expert’s power, rather that permanent role of a particular individual (Rushmer 1997, p.316). Benefit of the team Participation of team members forces them to try out new behaviours and acquire new skills, team members attest to that. One member attests to this by saying that the he tried out new things he wouldn’t without the team work. This brings me to conclusive evidence that teamwork modifies behaviour for the sake of the team, hence the theory of â€Å"team will†. This however supports the assertion that ‘team’ is a body that forces people to do things they would not have done on their own. Members reported to have gained self confidence which were often rewarding and made the team experience enjoyable. There was also a â€Å"feel good factor† that enhanced positive feelings and stimulated team spirit. One of the participants regarded his team to be the best because of the fun and motivation received. The ability to identify with the team helps build the feel good factor (Rushmer 1997, p.31 6). Since the participants were eager to undergo new experiences, learn new ideas and skills, Maslow’s theory calls for accurate perception of reality which is inconsistence to ordinary people’s ability to deny, repress or deform perceptions to fit their own prejudices. Here Maslow’s theory agrees with the experiences of participants’ intuitive levels and their conscious on rational levels. The general concept to this self-actualizer is that may be attracted to the unknown rather than being afraid of it. Achieving the task: Process, outcomes and motivation There is a strong indication of positive outcomes in complimentary with task orientation to teamwork as it motivates and heightens team’s efforts to achieve their tasks. Since everyone participated in the task, everyone celebrated its success hence the theory of â€Å"one for all, all for one† ethos of success. In task orientation process, the pathways travelled in order to achieve this ou tcome helped them recognise important process in accomplishment of these stages which determines the effective functioning of the team as the actual achievement of the outcome. The outcome helped the team recognise real organisation, planning, discussion and action to be the major component of their team building. In relation to task orientation, the task outcomes and task process did not give conclusive results on how the team operates. We also realised that demanding tasks gave rise to supportiveness, encouragement which stimulated relationship orientation behaviour since members desired to help each other to succeed. Task difficulty challenged members to rise up to cooperation and encouragement within the team. We therefore conclude that team work motivated people to work together and stay till the end of the project (Hays 2004; Rushmer 1997, p.316). De-motivation Team members also complained of cold and wet weather in which they were required to exercise and not all activities r equired them to work as a team. Therefore motivation as part of team building spirit departs from the theory that states that team work encourages full participation of members. Conclusion Since individuals were inclined to pre-set groups, team members were unable to mix and talk freely and therefore knowing each other’s skills and expertise was only limited to the preset groups. Structural and geographical arrangements were also a hindering factor to team operations. People should read the article because it encourages organisation to implement more challenging tasks as a strategy to pull all members participation towards task accomplishment. Challenging task as i have already mentioned help members gain positive side effects and increases participation thereby enabling development of new skills, increases confidence and motivation and built team spirit and co-operation. This should therefore be incorporated in work places by rewarding hard working employees by their skills, experience and length of service. People should also read the article because it teaches new learner on methods of data collection and different theories applied in team building activities List of References Hays, J. 2004, Building High-Performance Teams: A Practitioner’s Guide. Argos Press: Canberra Rushmer, R. 1997, ‘What happens to the team during teambuilding? Examining the change process that helps to build a team’, The Journal of Management Development, Vol. 16, pg. 316