Instructional adjustment Essay Example for Free

Instructional adjustment Essay Introduction: A survey polled some 770 students and asked how much effort they felt they were putting into their schoolwork. To everyone’s surprise, the students with low grades thought they worked as hard as anybody! Yet when their study habits were examined, it was discovered that they actually did far less homework than their high-achieving schoolmates (Awake, 7). It appears that their teachers were at least partially responsible for this delusion. Perhaps they felt that these low-achieving children were not capable of much to begin with. Or they may have felt that merely being warm and friendly toward them was enough to motivate them to excel. Whatever the case, it seems that the teachers highly praised the students’ most minimal efforts. Passing grades were routinely given out merely for attending class. The children were made to feel that they already worked as hard as they could. Thus they did little to improve. This is among the problems occurring in schools and other training institutes for children. According to surveys, there should be more creative and interesting strategical approaches that They polled some 770 students and asked how much effort they felt they were putting into their schoolwork. To everyone’s surprise, the students with low grades thought they worked as hard as anybody! Yet when their study habits were examined, it was discovered that they actually did far less homework than their high-achieving schoolmates. It appears that their teachers were at least partially responsible for this delusion. Perhaps they felt that these low-achieving children were not capable of much to begin with. Or they may have felt that merely being warm and friendly toward them was enough to motivate them to excel. Whatever the case, it seems that the teachers highly praised the students’ most minimal efforts. Passing grades were routinely given out merely for attending class. The children were made to feel that they already worked as hard as they could. Thus they did little to improve. teachers should use to be able to attain a better result from teaching students who are both considered slow and advance learners. In short, both groups of students should be able to be catered by the strategies to be applied. In this paper, a wide array of choices and steps shall be discussed to answer the said problem in teaching and training. The Teaching Strategies: Every study time must include reviews of the past learned lessons. This will help the students remember the lessons that were learned during the last meeting for the class and thus refresh in their memories the overall content of the subject. After the review, the presentation of the new concept must be performed by the teacher. The following are some examples of being able to do so in such an interesting way for both the slow and advance learners: †¢ Presentation using illustrative drawings-children and students of all ages often enjoy the drawings shown to introduce a certain topic. †¢ Usage of Mind games- as an introduction let the students think in a fun way. †¢ Introduction using a story- this will help the students think and analyze what is going to be discussed. Aside from this, the students’ attention will be caught by the story. †¢ Usage of Media- there available VCDs and DVDs provided for several subjects in school. This could help the students enjoy while they learn. †¢ Usage of technology- computer presentations and other presentations using technology inventions could help the learners find a way to understand the topic in their own pace. †¢ Relate the topic to reality-Usually the certain topics discussed in school are based in real life †¢ Use key words to introduce the topic-Usually one word keys that introduce a whole topic helps the students remember the lessons easier. †¢ Use open-ended questions- letting the students think will help them comprehend better on what is being discussed in class. †¢ Encouraging a role play activity- this will allow the students have a refreshing start for a new lesson †¢ Giving handouts about the new lesson After introducing the lesson for the day a guided procedure must follow through to help the students go along with the topic for the day. Here are some hints in guiding students effectively: †¢ Using a diagram- an illustrated and colorful diagram could help the students visualize the activities †¢ Use guided questions- give the students the chance to decide on how they are going to go about the lesson. †¢ Go beyond the book- do not just use the book as a source, instead let the students prepare their own sources and let them share it in class for classroom participation. †¢ Prepare handouts Aside from classroom discussions though, students who are assumed to be slow learners must be encouraged to do independent practices which may include the following: †¢ Remedial Classes †¢ Extra Homework Activities †¢ Extended class sessions for a group of students †¢ Students assist students program †¢ Extra project for make-up home works for classroom activities which they could not cope up with. †¢ Encourage home reading activities †¢ Making considerable time adjustments for a student’s completion of school requirements With all these guidelines, a student is supposed to comply with the teacher’s strategies and if that doesnn’t happen, some interventions might be necessary for the teacher to use like: †¢ Finding the root cause of the problem †¢ Identifying the student’s learning stage or learning pace †¢ Match students to appropeiate levels of learning †¢ Adopt evidence-based intervention strategies †¢ Require active response †¢ Review, review. Review. If all this things shall be considered in teaching a group of students comprising of both the advance and the slow learners, agreeable results are to be gained since all these are already proven effective by many teachers worldwide. Hence, the teacher must always see to it that every learning need of each student in a class is sufficiently provided. BIBLIOGRAPHY: Magazines and Journals: â€Å"Pay constant attention to your teaching†. (August 8, 1984). Awake! Watchtower Bible and Tract Society. Brooklyn, New York. 13-15. â€Å"How can I Improve my study habits†. (March 15,1999). Awake! Watchtower Bible and Tract Society. Brooklyn, New York. 7. â€Å"How important are grades? † (March 8, 1984). Watchtower Bible and Tract Society. Brooklyn, New York. 12-15. Internet Source: Steven R. Shaw, Ph. D. , NCSP. (2005). Academic Interventions for Slow Learners. http://www. nasponline. org/publications/cq285slowlearn. html. (17 June 2006). Books: Castillo, R. 1991. Teaching learners to learn. English Teaching Forum, 29, 3, pp. 28-30. Mercer, C. and A. Mercer. 1989. Teaching students with learning problems. Columbus, Ohio: Merril Publishing Co.

Discovering a Community in the Projects :: Exploratory Essays Research Papers

Discovering a Community in the Projects As I was driving through my hometown of Any Town, USA, I began thinking of the community and how it compares to other communities. Then an area of the town caught my eye. It is an area shunned by the citizens who do not live there. It is referred to as the "projects" or low income housing. This area has a bad reputation in the community. The children who live there are thought of as trouble makers, the adults, lazy. However, I noticed something different, something that the "outsiders" seem to neglect. It was neighbors that act like neighbors. The children were playing together and the parents were sharing events with each other. This conversing and playing is something I do not see much of in the other parts of Any Town. In my opinion, this detached housing development was a closer community then all of Any Town. There is closeness between the people who live in those buildings that I have not seen in my own neighborhood. That bond between neighbors is what everyone says we have lost due to computers and other technology. As a result, low-income housing neighborhoods may benefit from not being able to afford things like computers. They benefit because the people of the neighborhood need each other for help, even with things as simple as homework. The richer the parents, the less interested they were in time at home. The poorer they were, the more interested (Snell 28). So these neighborhoods are built around people with low income, yet they prosper because of that. I believe that our society is dying due to computers and other things we now rely on. Things so materialistic as beepers, cell phones, and voice mail have become part of our survival. We do not even have to drop in at home to say hello to our family anymore, we just send a quick e-mail. People who do not rely on these technical things rely on each other for entertainment as the children do by playing together outside, to inform each other of current events, or even to chat face-to-face rather than computer screen-to-computer screen. It is thought that it takes a community to raise a child, and a small community can accomplish that more so than a large one (Nelle 9). The small community within a larger one is able to prosper on its own because it has to, in a sense. Discovering a Community in the Projects :: Exploratory Essays Research Papers Discovering a Community in the Projects As I was driving through my hometown of Any Town, USA, I began thinking of the community and how it compares to other communities. Then an area of the town caught my eye. It is an area shunned by the citizens who do not live there. It is referred to as the "projects" or low income housing. This area has a bad reputation in the community. The children who live there are thought of as trouble makers, the adults, lazy. However, I noticed something different, something that the "outsiders" seem to neglect. It was neighbors that act like neighbors. The children were playing together and the parents were sharing events with each other. This conversing and playing is something I do not see much of in the other parts of Any Town. In my opinion, this detached housing development was a closer community then all of Any Town. There is closeness between the people who live in those buildings that I have not seen in my own neighborhood. That bond between neighbors is what everyone says we have lost due to computers and other technology. As a result, low-income housing neighborhoods may benefit from not being able to afford things like computers. They benefit because the people of the neighborhood need each other for help, even with things as simple as homework. The richer the parents, the less interested they were in time at home. The poorer they were, the more interested (Snell 28). So these neighborhoods are built around people with low income, yet they prosper because of that. I believe that our society is dying due to computers and other things we now rely on. Things so materialistic as beepers, cell phones, and voice mail have become part of our survival. We do not even have to drop in at home to say hello to our family anymore, we just send a quick e-mail. People who do not rely on these technical things rely on each other for entertainment as the children do by playing together outside, to inform each other of current events, or even to chat face-to-face rather than computer screen-to-computer screen. It is thought that it takes a community to raise a child, and a small community can accomplish that more so than a large one (Nelle 9). The small community within a larger one is able to prosper on its own because it has to, in a sense.

Lines of Color, Sex, and Service: Sexual Coercion in the Early Republic by Sharon Block Essay

â€Å"Lines of Color, Sex, and Service: Sexual Coercion in the Early Republic† by Sharon Block is based on two women who were mistreated by their masters. Rachel Davis, a white woman, was a servant to William and Becky Cress when she was 14-years-old. Harriet Jacobs, an enslaved black woman, was a slave in James and Mary Norcom’s household. When the women reached ages 15 and 16, both their masters made sexual overtures to them, in which the women had to try and over power. Becky Cress, William’s wife and Mary Norcom, James’ wife were women who could not control their husband’s actions. Since both Becky and Mary suspected that their husbands were having a sexual relationship with their servant, they insisted that the servant left the house immediately. Even though Rachel and Harriet were removed from their master’s household, their masters continued to visit them at their new home trying to have sex with them. When Mary had Harriet sleep with her so her husband could not and so she could â€Å"protect† Harriet, Harriet said, â€Å"she whispered in my ear, as though it was her husband who was speaking to me, and listened to hear what I would answer. (140) When Mary confronted her husband about the issue, he did not stop his sexual overtures. After Becky heard William trying to kiss Rachel in the cellar, Rachel said, â€Å"she had caught him & he wd deceive her no longer, but William denied any wrongdoing and Becky left in tears. These verbal confrontations apparently did not alter William’s behavior; he continued to force himself sexually upon Rachel. † (140) These two wives show that they had no power over their husband. They confronted their husbands about the situation and all they did was deny their behaviors, which lead to Becky and Mary not undertaking any actions to put their husband’s sexual overtures to an end. If Becky and Mary really wanted their husband’s sexual relationship with their servant to end, why didn’t they remove their husband from the house? Or why didn’t they just divorce their husband? This shows how men over powered women during this time by talking their way out of dilemmas and how women did not have the courage to stand up for themselves and prove that they are right and their husband are wrong. By Rachel Davis being a white woman she had more of an opportunity to over power her master than Harriet Jacobs. â€Å"The master of the white servant was sent to prison, while the black slave imprisoned herself to escape her abuser. † (136) â€Å"In 1807, Rachel’s father found out what had occurred and initiated a rape prosecution against William, who was found guilty and sentenced to ten years in prison. † (136) Since Rachel had her father’s support and also because she was white she was very fortunate that her master ended up in jail. Even though Rachel and Harriet’s rape incidents by their masters were very similar, â€Å"enslaved women ordinarily did not have access to the protection offered by a patriarchal figure. † (143) This is unfair to Harriet because she doesn’t get the local legal system to form a criminal prosecution like they did for Rachel because she is black. Harriet also went through rougher times than Rachel. Rachel was demanded out of the household right when her mistress suspected the sexual relationship. For Harriet, Mary demanded that she left the house when she found out Harriet was pregnant. Harriet had to do this so she could get away from her master and show her mistress that what her husband was doing to her was factual. Harriet didn’t have anyone to help her end her master’s sexual overtures on her, she had to became a runaway slave, and hide in her free grandmother’s attic. Even though both the masters treated Rachel and Harriet the same way, Harriet’s grandmother could not help her lead to legal intervention like Rachel’s father did for her. During this time, women were treated with no respect just as if they were nothing, especially the black women.

Number of Protons, Neutrons, and Electrons in an Atom

The three parts of an atom are positive-charged protons, negative-charged electrons, and neutral neutrons. Follow these simple steps to find the number of protons, neutrons, and electrons for an atom of any element. Key Takeaways: Number of Protons, Neutrons, and Electrons Atoms are made of protons, neutrons, and electrons.Protons carry a positive electrical change, while electrons are negatively charged, and neutrons are neutral.A neutral atom has the same number of protons and electrons (charges cancel each other out).An ion has an unequal number of protons and electrons. If the charge is positive, there are more protons than electrons. If the charge is negative, electrons are in excess.You can find the number of neutrons if you know the isotope of the atom. Simply subtract the number of protons (the atomic number) from the mass number to find the remaining neutrons. Get Basic Information About Elements Youll need to gather basic information about the elements to find the number of protons, neutrons, and electrons. Fortunately, all you need is a periodic table. For any atom, what you need to remember is: Number of Protons Atomic Number of the Element Number of Electrons Number of Protons Number of Neutrons Mass Number - Atomic Number Find the Number of Protons Each element is defined by the number of protons found in each of its atoms. No matter how many electrons or neutrons an atom has, the element is defined by its number of protons. In fact, its actually possible to have an atom consisting of only a proton (ionized hydrogen). The periodic table is arranged in order of increasing atomic number, so the number of protons is the element number. For hydrogen, the number of protons is 1. For zinc, the number of protons is 30. The element of an atom with 2 protons is always helium. If you are given the atomic weight of an atom, you need to subtract the number of neutrons to get the number of protons. Sometimes you can tell the elemental identity of a sample if all you have is the atomic weight. For example, if you have a sample with an atomic weight of 2, you can be pretty certain the element is hydrogen. Why? Its easy to get a hydrogen atom with one proton and one neutron (deuterium), yet you wont find a helium atom with an atomic weight of 2 because this would mean the helium atom had two protons and zero neutrons! If the atomic weight is 4.001, you can be confident the atom is helium, with 2 protons and 2 neutrons. An atomic weight closer to 5 is more troublesome. Is it lithium, with 3 protons and 2 neutrons? Is it beryllium with 4 protons and 1 neutron? If youre not told the element name or its atomic number, its hard to know the correct answer. Find the Number of Electrons For a neutral atom, the number of electrons is the same as the number of protons. Often, the number of protons and electrons is not the same, so the atom carries a net positive or negative charge. You can determine the number of electrons in an ion if you know its charge. A cation carries a positive charge and has more protons than electrons. An anion carries a negative charge and has more electrons than protons. Neutrons do not have a net electric charge, so the number of neutrons does not matter in the calculation. The number of protons of an atom cannot change via any chemical reaction, so you add or subtract electrons to get the correct charge.  If an ion has a 2 charge, like Zn2, this means there are two more protons than electrons. 30 - 2 28 electrons If the ion has a 1- charge (simply written with a minus superscript), then there are more electrons than the number of protons. For F-, the number of protons (from the periodic table) is 9 and the number of electrons is: 9 1 10 electrons Find the Number of Neutrons To find the number of neutrons in an atom, you need to find the mass number for each element.  The periodic table lists the atomic weight for each element, which can be used to find mass number, For hydrogen, for example, the atomic weight is 1.008. Each atom has an integer number of neutrons, but the periodic table gives a decimal value because it is a weighted average of the number of neutrons in the isotopes of each element. So, what you need to do is round the atomic weight to the nearest whole number to get a mass number for your calculations.  For hydrogen, 1.008 is closer to 1 than 2, so lets call it 1. Number of Neutrons Mass Number - Number of Protons   1 - 1 0 For zinc, the atomic weight  is 65.39, so the mass number is closest to 65. Number of Neutrons 65 - 30 35