Determining Areas and Perimeters of Polygons

Although I Am More Inclined To Identify With Expressionism,

Although I am more inclined to identify with expressionism, there are benefits to the other three ideologies: current-traditional, cognitive psychology, and social-epistemic. As an English teacher, it is important to understand the benefits, as well as the liabilities, of all four of these ideologies, so that they can be fully utilized in the classroom when necessary. These next paragraphs will explore the pros and cons of the four ideologies in depth. A pre-1960s ideology, Current-traditional is a popular philosophy that many English teachers still adopt in their classroom. There is much to be said about the negative consequences of this ideology, but there are some positive consequences, as well. For example, current-traditional†¦show more content†¦This has the potential of ruining a young writer’s confidence and putting them off of writing permanently. Cognitive psychology, Berlin’s second ideology, is similar to current-traditional in that it focuses on error. Yet, cognitive psychology â€Å"address[es] the ‘process’, rather than the ‘product’ of writing in the classroom† (Berlin, 480). This, to me, is a benefit because the focus is not what a student can produce, but, rather, the process and steps that they take to achieve their writing goals. Another positive aspect of cognitive psychology is that it emphasizes the individual: their process, their writing, and their goals. However, there are some liabilities that are associated with the cognitive psychology ideology. For example, it is a science-based ideology that refuses to acknowledge important ideological questions. This can be viewed as negative for several reasons. One reason is that it turns the writing process into a â€Å"one-size-fits-all† formula that is meant to achieve goals, but not to reflect on the value of those goa ls (Berlin, 482). It assumes that all writers go through the same process, which is not necessarily true. A second reason is that although this ideology considers itself to be apolitical, many of its ideals align with the ideals of the modern corporation. Therefore, it produces

Leadership and Learning Conceptualizing Relations

Question: Discuss about the Leadership and Learning for Conceptualizing Relations. Answer: Introduction The study focuses on development of a school improvement plan of a remote school in Australia. The rural schools of Australia face problems and issues related to retaining and attracting teachers and other staffs. Another aspect of the problem faced by the schools in te remote areas is the implementation of effective school leadership. However, it can be said that the primary problems and challenges faced by the schools while recruiting and retaining new staffs are workload, inexperience, ability of the professional to deal with the competing demands of a manager or educator, professional isolation, etc. The developmental plan of the school will focus on the three areas of the National School Improvement Tool. The study will be focused on the improvement of the school leadership in the school while putting emphasis on rural social space. The developmental plan will focus on the ethical standards, fairness and integrity of the aboriginal culture of the area. School improvement plan The school improvement plan will analyze the context of the situation along with understanding a prevailing culture while leading in a transience climate. Development of excellent school leadership incorporates the importance of strategy, influence and alignment. The leadership shifts from sole responsibility (individual leadership) to shared leadership (collective) (Haslam Mckenzie, 2013). The principal of the school has already founded that the school has no retention policies regarding the principles as well as other staffs. The student attendance is not up to the mark. It remains in between 50% to 65%. However, it can be said that the annual report of the school has cleared the fact that the relationship with the community and the school is positive. But the participation of the students and other staffs are not up to the mark (Lock et al., 2012). The school improvement plan must incorporate the factors of school leadership for all members of the school. Leadership will not only be limited to the principal of the school as well as the other faculties and administrative staffs of the school. The leadership roles will include staff turnover, professional communication, developing mentoring relationships, etc. The teachers along with the principal must harness the framework of learning. The moral purpose of the implementation of the framework is to improve the performance of the school in order to increase the quality of education provided to the indigenous students of Australia (Lock et al., 2012). The learner framework consists of professional development, conditions for leaning, teaching curriculum, parent community support, leadership, etc. Apart from that, the element of culture is also included in the plan as per the elements of National School Improvement Tool (2012). As per learner guide, the context of the school improvement plan contains various aspects that will be incorporated in the improvement plan of the school. The school context will include infrastructures, governance, special programs, local economy, student diversity, community diversity, partnerships, providing quality ICT to students, resources, degree of remoteness, economic aspects, cross or inter agency relationships, etc. to the elements of the National School Improvement Tool (Lambert et al., 2016). The cultural aspect of the school is aboriginal culture. The indigenous students of Australia along with the other administrative staffs of the school in the leadership development if the school development plan. The contextual knowledge is related to the importance of the role of the school leaders in order to utilize skills attributes, leadership knowledge, while bringing high quality learning schooling and teaching. The environments of the school are responsible for the production of creative confident individuals along with active informed citizens and successful learners. It is an important aspect related to the equity of the country as well other countries of OECD illustrate the fact that educational equity is for all. The students irrespective of their caste and other social factors have equal opportunity for having basic education (Whannell Tobias, 2015). The location of the school is important in building strategies of development and enhancing the learning outcomes and opportunities in the school. Plan as per the elements of National School Improvement Tool The National School Improvement Tool has definite educational goals for the aboriginal students of Australia. In all school sectors, the Australian government is closes the gap for all the young indigenous students of Australia. The tool will assist the school in formulating practices that will help in the high performance of the school. The three domains are selected regarding the culture of the school, proper use of resources of the school and development of expert teaching team of the school (Harris et al., 2013). The most important feature of the tool is to set the levels of performances in terms of outstanding, high, medium and low. The four levels of the strategies will enable the school while making judgments in the improvement journey. The school improvement plan will incorporate different types of school wide improvement plan that will incorporate participation of the community as well as the faculties in order to increase the level of quality education provided to the abori ginal students in the school (Harris, 2013). The listed three categories of the tool will kept in between outstanding to high in order to meet the goals of increasing the attendance of the school as well as the participation of students and teachers. Culture promoting learning It can be said that the school has a culture that contains both the culture of the region of Australia and the school culture. However, the promotion of culture in the school has not affected the participation of students and teachers in the school. The strong collegial culture will have to be maintained in the school so that it can develop a strong culture of school leadership in the school. The equity for Australia and other OECD countries interprets that the equity for education is for all. All students of the school irrespective of their economic, social, culture and race must have the opportunity of using the facilities provided by the school (DiPaola Tschannen-Moran, 2014). The contextual factor that are responsible for creating an impact on the achievement of the student are socio-economic factors, family background, geographic location, culture, etc. The current situation of the school illustrates the fact that the retention rate of the administrative staffs as well as the f aculties of the school is high. In order to promote the culture of the school, many activities regarding the promotion of culture and participation of the community and the members of the school are necessary. Culture promotion is related to the improvement of learning of the students. The principal of the school must keep the track of the records of the performance of the students and the teachers in the school development plan. It is the responsibility of the teacher while engaging the students as well as their parents in the cultural development plan. The policy will follow the system of rural social space (Bush Glover, 2014). It is consisted of three sections namely economy, geography and demography. These three aspects will encompass the area of profit, place and people. In this area of the National School Improvement Tool, the demography section of the rural social place will be highlighted as this contains history, spirituality, indigeneity and culture. In this way, the school can achieve an outstanding pos ition in the sphere of promotion of culture in the learning procedure of the students (Spillane, 2015). Targeted use of resources In this context, the targeted use of resources of the school i.e. both tangible and intangible resources are to utilized in an optimum level in order to avail the facilities of the school while maximize the learning procedure of the student. The school has scored low in all the aspects of the tool. The plan is formulated for twelve months for flexible delivery arrangements of the curriculum that will establish a positive relation among the staff to address the individual needs of the school (Jensen, 2016). The budget of the plan will align both the system and local priorities. Effective utilization of the physical environment along with the available facilities while providing an opportunity of the best uses of the staff resources and various expertises. School wide programs require proper allocation of resources. The resources of the school include materials, expertise, staff time, facilities and funds which should be used in a targeted pattern. The main aim of this section is to de velop the programs that will meet the well being needs and learning needs of the students (Day et al., 2000). The policies of the school must be flexible in nature so that the school can respond quickly to the procedures and appropriately while meeting the needs of the individual learners. The primary focus of the scope of the program is to allocate the available resource in the programs of the school. Various initiatives of community engagement programs as well as the employees of the school will help in implementation of strategies of creative wide solutions. The responsibility of the principal is to deploy the staffs and faculties of the school in a way so that they can use their skills in a proper way. For instance, the science teachers will focus on the ability of the students while responding to the promptness of the students in responding to the science subject. The record of the school development program will be maintained centrally while sharing it across the different year levels (Dimmock, 2000). Expert teaching team The success of a school in accomplishing its goals is very much depended on the teachers and their level of expertise. The active team of the teachers is responsible for taking active leadership responsibility beyond the classroom. In this context, to keep the rating as outstanding plans and procedures are to formulated that will give priority on retaining, developing and attracting the best talents within the school (Ellyard, 2001). The current situation of the school portrays that the retention rate of the staffs are low due to the remoteness of the place of the school. The remoteness is the major issue of the school is the high rate of the employee turnover. The development plan will include many amenities for teachers as well as building a culture of continuous improvement of professional careers. It will include mentoring, classroom based learning, and various coaching arrangements (Fullan Ballew, 2004). The school leadership program is the best solution that can be used not only to enhance the skills and expertise of the teacher but also to retain them by engaging them in leadership development, principal mentoring, effective interventions, etc. A deeper understanding of the common understandings of the student, learning difficulties, etc. are essential in order to increase their commitment while focusing on mitigating the needs of the students. It will not only help in increase of the attendance of the students but also it will improve the rate of retention of different staffs of the school (Hargreaves, 2003). The aim of the school is to work in a cohesive way while learning from each other. It may include different online professional communities that will help the school in gaining an outstanding rate in this context. Conclusion It can be concluded that the school improvement and developmental plan will encompass different contextual factors that creates impact on the achievement of the students. The factors include geographical location, culture, family background and socio-economic factors. The context of the school suggests that the school is located in a remote place. The principal is the school leader that is responsible for the influence of the student achievement. The leadership learning framework will incorporate features like vision and values, interpersonal skills, personal qualities and social qualities. The related contexts of the school development plan are community, education systems, and socio-economic national, global and regional levels. Regarding the understanding of the remoteness of the school, a better understanding is created by the teachers of the school and the educational leaders. It can be said that in the format of the NSIT (2012), all the sections of management are low. The plan is formulated for the development of the plan in the category of outstanding. References Bush, T., Glover, D. (2014). School leadership models: What do we know?.School Leadership Management,34(5), 553-571. Day, C., Harris, A., Hadfield, M., Tolley, H., Beresford, J. (2000). Leading schools in times of change. Buckingham: Open University Press. Dimmock, C. (2000). Designing the learning-centred school: A cross-cultural perspective. London: Falmer Press. DiPaola, M., Tschannen-Moran, M. (2014). Organizational citizenship behavior in schools and its relationship to school climate.Journal of School Leadership,11(5), 424-447. Ellyard, P. (2001). Ideas for the new millennium. (2nd Ed.). Carlton South,Vic: Melbourne University Press. Fullan, M., with Ballew, A. (2004). Leading in a culture of change. SanFrancisco: Jossey-Bass. Hargreaves, A. (2003). Teaching in the knowledge society. Maidenhead, UK: Open University Press. Harris, A. (2013).Distributed school leadership: Developing tomorrow's leaders. Routledge. Harris, A., Day, C., Hopkins, D., Hadfield, M., Hargreaves, A., Chapman, C. (2013).Effective leadership for school improvement. Routledge. Haslam Mckenzie, F. (2013). Delivering enduring benefits from a gas development: governance and planning challenges in remote Western Australia.Australian Geographer,44(3), 341-358. Jensen, R. (2016). School leadership development: what we know and how we know it.Acta Didactica Norge,10(4), 48-68. Lambert, P., Marks, W., Elliott, V., Johnston-Anderson, N. (2016). Generational change in Australian school leadership: Collision path or smooth baton change?.Journal of Educational Administration,54(2), 114-134. Lock G., Budgen, F., Oakley, G., Lunay, R. (2012). The Loneliness of the Long-Distance Principal: Tales from Remote Western Australia. The Australian and International Journal of Rural Education. 22(2) 65-78. Lock G., Budgen, F., Oakley, G., Lunay, R. (2012). Welcome to the Outback: The Paradoxes of Living and Teaching in Remote Western Australian Schools. The Australian and International Journal of Rural Education. 22(3), 117-134. Spillane, J. P. (2015). Leadership and learning: Conceptualizing relations between school administrative practice and instructional practice.Societies,5(2), 277-294. Whannell, R., Tobias, S. (2015). Improving mathematics and science education in rural Australia: A practice report.Australian and International Journal of Rural Education,25(2), 91.

Writing My First Story Essay Example For Students

Writing My First Story Essay During my childhood, I grew up listening my mothers stories. Most of them were from the Bible and some other about animals. My mother in certain way impulse me to love reading in the way I do now; she taught me how to enjoy it. At the age of five I started to try to imitate her by telling the stories that I knew to my youngest cousins; it was a very exciting activity for me, to the point that it became my hobby. Even a few teachers of the Bible School for Kids in the Church, knew about my pleasure for telling stories and in some opportunities they asked me to tell a story about of a character of the Bible to my classmates. We will write a custom essay on Writing My First Story specifically for you for only $16.38 $13.9/page Order now I always liked to share the story of Moses. He was an insecure man and had problems with his speak proficiency. His life was not the great adventure, but God came to scene to change his life. Moses passed from being an unsuccessful man to becoming in the leader that took out from captivity the people of Israel. After this stuff of telling stories, my level of confidence was not very high, near to my four years of age my pronunciation used to be poor. Many times I got mad because I was not able to say a few words; that thwarted me to tears. But my sweet mother patiently practiced with me the difficult words; she encouraged me! Thanks to her consistency I started to speak fluently and especially without fear. I think Moses and I had something in common, we both had trouble with our speaking skills, but with practice and a divine touch this changed. My divine touch was the blessing of having a very dedicated mother. Most of the people have these kinds of reading experiences, there will always be someone who is part of the development of our reading abilities, nevertheless the writing experiences seems a totally different picture. I think it is because commonly our first contact with reading is pleasant, hearing the voice of your mom/dad telling you an entertaining story is something that you can enjoy. But the way that we begin to be related with writing is very distinct, the perceived magical touch when we read, is not present the first time we wrote. We do thousands of handwriting exercises for having a good penmanship. We learn tons of grammatical rules, although this does not ensure that we will be good writers, due to the fact that our introduction to writing is planned and structured the experience is not delightful at the start. As soon we put aside the perfectionism, the hard rules of writing and all the things that make us feel insecure about it; we will be free to express ourselves. I recall once I was trying to figure out how to start my first short story. Id never written a story before, as a nine year-old girl, I have enjoyed telling stories for years, but writing one was something totally different for me. I was nervous and insecure about it. In that moment I thought that my writing skills were not enough. This was too much pressure for a little girl. I dont know why, but since I remember I take everything seriously, which is good at times, because it can bring out the best of you, but it also could obstruct all of my potential. On that occasion, I was in my third grade of elementary school and a publishing company came to invite the whole school to be part of a writing activity, in which each student had to participate. The writing activity was to make a short story, but we only had half an hour to write it. .u626c9f4c80c82f1a458ff6b0fe02ced4 , .u626c9f4c80c82f1a458ff6b0fe02ced4 .postImageUrl , .u626c9f4c80c82f1a458ff6b0fe02ced4 .centered-text-area { min-height: 80px; position: relative; } .u626c9f4c80c82f1a458ff6b0fe02ced4 , .u626c9f4c80c82f1a458ff6b0fe02ced4:hover , .u626c9f4c80c82f1a458ff6b0fe02ced4:visited , .u626c9f4c80c82f1a458ff6b0fe02ced4:active { border:0!important; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .clearfix:after { content: ""; display: table; clear: both; } .u626c9f4c80c82f1a458ff6b0fe02ced4 { 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; } .u626c9f4c80c82f1a458ff6b0fe02ced4:active , .u626c9f4c80c82f1a458ff6b0fe02ced4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .centered-text-area { width: 100%; position: relative ; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .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; } .u626c9f4c80c82f1a458ff6b0fe02ced4:hover .ctaButton { background-color: #34495E!important; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u626c9f4c80c82f1a458ff6b0fe02ced4 .u626c9f4c80c82f1a458ff6b0fe02ced4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u626c9f4c80c82f1a458ff6b0fe02ced4:after { content: ""; display: block; clear: both; } READ: Jack London's To Build a Fire: Theme EssayWhen the instructors of the company arrived to my classroom to start the activity, I was feeling excited and anxious. They gave me the sheet of paper with the title of the activity and the format to fill with my personal information. Once I finished that, I did not have idea of what to write, I thought about some ideas but the time wasnt enough to develop them. I felt like it was just me and my imagination in that room; too much silence and mind going blank. My desire was to write something memorable to impress all those people. There were 15 minutes remaining and I had nothing in my sheet, at that moment I decided to plan less and write more, I completely forgot about the perfectionism and started having fun, leaving the worries about pleasing others allowed me to write with more confidence and freedom. The final result for that smart decision was a charming story of a mouse named Antoinette, who was very naughty and restless. She used to give many headaches to her parents but in the end she learned to be a good mouse. When I finished the story, I still felt like it was not good enough; but to my surprise 3 weeks later I knew that my story was chosen to be published in a compilation with the other stories that the company had chosen. I honestly did not expect it, but it made me feel happy, I thought: â€Å"Im not such a bad writer. † and the truth is that I was not too bad, I was just a beginner. Feeling insecure about something new was absolutely natural, it was the first time. The way that happened with my reading skills, I had to practice, but the difference is that there was not someone to be my support. This happens very often in the maturation of writing skills; a lack of support. The writers learn by themselves to enjoy and improve their writing. Professors can explain to you the grammatical rules but they will not teach how to write, what I mean is: Does someone teaches you to think? No. The same thing is with writing, no one really teaches you. When we read the magic comes out from someone else’s creation, but when we write the magic is supposed to come out of us. However we do not trust enough in our capacity, even if we are capable. I was feeling uncertain writing my first story, not only because it was new, also because I realized that I did not know how to write by myself, writing summaries or homework is an easy thing. Writing something original, something born in your mind; a product of your creative thought, is not simple. Reading a book is as simple as saying the ABC’s, but writing one can take years to develop. Failure was my fear in that moment, I hadnt the help of somebody telling me what to do; I was on my own. But I had to brave and face that I was alone, after that I started to write freely and enjoy what I was doing. This choice helped me a lot, because I commenced to trust in myself and believe that I could do whatever I want to. Decided being a creator and not only a spectator of a work gave me delight. This experience encouraged me, now I like not only telling stories, I like to tell the stories that I had wrote, the ones that came out me; the ones that can give magic to others.