The Compensation of CEOs Corporate Culture, Renumeration - 550 Words

The Compensation of CEOs: Corporate Culture, Executive Renumeration (Term Paper Sample) Content: Executive RemunerationInsert NameInstitution Corporate firms have adopted a socially aligned governance measures in structuring numeration for CEOs to achieve positive benefits for the shareholders in a widespread international trend. In fact, socially responsible firms have come to employ corporate culture in relation to its employee performance. The focus on CEO compensation is kept on check for the interest of the shareholders, stakeholders and the society. Thus, in recent times, most corporate firms have come to base CEO on performance to protect the interest of its shareholders. The shareholders have been persistent and advocated for performance-based compensation for executives by their involvement in decision mainly by voting against remuneration without a foundation on the corporate performance (Conyon Peck 1998). The case studies involving, GlaxoSmithKline plc, Royal Dutch Shell and America International Group (AIG) serve as example of the revolutionary co nflict decree that the board of directors have come into with its shareholders regarding CEO compensation. The three firms have a common problem; the compensation offered to CEO puts the firms at a risk of agency cost in case a CEOs pay and CEO turn over fails to deliver on the target benefits aimed at by its shareholders and the firm at large. Each case study has significant emphasis on the relation between executive compensation and the output of the corporation. Thus, this has come to shape corporate governance and lead to development of harmonious and productive relations between the corporate governors, its executives and the shareholders (Conyon Peck 1998). On the other, the three firms from the case studies share a common trend in reduction of CEO compensation after advocacies to base the remuneration performance unlike the previous remuneration offered by the directors. In each case, it is noteworthy that the relation between performance of the firm and the executive rem uneration is the main interest of the shareholders balances the equation for both the employees and other stakeholders. The remuneration of the executives based on performance boosts investor confidence, and checks the executives commitment since they are bound to benefit and receive a pay turn over depending on the firms performance record (Frye, Nelling Webb, 2006). The stakeholders has used the socially responsibility mechanism to influence the decision making process in the corporate governance. In essence pay performance sensitivity has played a substantial role in establish a balance as to extent a CEOs remuneration is worth depending on the performance of the corporation. Thus, there is a firm emphasis on firm performance and compensation hence increased performance following implementation of performance-based compensation. This has been so mainly owing to stock grants. This approach is closely related to financing constrains and risk aversion by the use of combined measure s such performance and contract monitoring which induce managers to take incentives. This mechanism has proven effective and undisputable. Overall, the stakeholders have put on the table a mechanism that serves the general good of the firm and interest of all its stakeholders (Pass, 2003). Observance of the mechanism undertaken by shareho...

Difference between two types of value intrinsic and instrumental - Free Essay Example

Sample details Pages: 2 Words: 565 Downloads: 9 Date added: 2019/10/10 Did you like this example? Virtue ethics is an important aspect in shaping the character as well as the morality of an individual. Virtue ethics focuses on issues that emphasize the role of a character as well as the aspects of moral philosophy. It looks into an individual’s character rather than focusing on the duty of a person with the aim of coming up with real consequences. Learning things related to ethics and virtue ethics is important mainly because it provides an efficient platform for individuals to be able to distinguish between characters that have a positive impact rather than focusing on behaviors. Through this, an opportunity is achieved to be able to distinguish what is good and what is not okay (Jayawickreme et al. 2014). Understanding about ethics and virtue is also important because it helps in the provision of the opportunity to understand and to distinguish between different types of values mainly intrinsic values as well as experimental values. Don’t waste time! Our writers will create an original "Difference between two types of value: intrinsic and instrumental" essay for you Create order Based on the understanding of aspects of virtue ethics, knowledge is always drawn on how people reason out. Some people reason about the means of achieving the end and others think about the end. The way people reason out is important in generating the difference that exists between intrinsic as well as instrumental values. Intrinsic value reasons out about the end while on the other hand, value argues about how the end will be achieved. Intrinsic value mainly concentrates on the overall values of an item, the value that an individual or a commodity holds. On the other hand, instrumental value focuses on the values that an aspect holds in helping to achieve other aspects (Van Hooft, 2014). By this argument, holding on to instrumental value helps characters to judge something based on the outcome that it brings rather than the value it has. An aspect might be of value, but it does not have positive components that it brings out. Instrumental values and intrinsic values can be used in judging character based on aspects of morality. A character can be judged based on the methods of behavior that is exhibited by an individual. The methods of behaviors do not define the nature of an individual, rather, they describe the reasons behind the character presented by an individual. In this context, there are some important characteristics acquired by a person based on the values that he or she has (Jayawickreme et al. 2014). These characters might include being logical, imaginative, loving, polite, responsible among others. These are linked to being instrumental regarding values a person who is intrinsic regarding the values that he or she holds deploys characters such as social recognition, beauty, harmony among others. Finally, considering aspects of values, morality, and ethics, we note that at times individuals can get into a situation of moral breaks. Moral breaks can at times be argued as moral breakdowns. In most cases, it affects a character that holds onto values. At times, he or she might be left in a dilemma and make judgments that might morally have an impact on an individual. Moral breaks at times might also happen in a situation whereby a person is making a rushed decision. When looking at the characters of a person, we always note that we always think of ourselves first with the way we behave rather than other people.   Naturally, people are always self-centered. We behave based on the way people judge us.

What Is Free Verse Definition, Examples, Analysis

Free verse poetry has no rhyme scheme and no fixed metrical pattern. Often echoing  the cadences of natural speech, a free verse poem makes artistic use of sound, imagery, and a wide range of literary devices. Free verse:  Poetry that does not have a rhyme scheme or a consistent metrical pattern.Vers libre:  The French term for free verse.Formal verse:  Poetry that is shaped by  rules for rhyme scheme, metrical pattern, or other fixed structures. Types of Free Verse Poetry Free verse is an open form, which means it has no predetermined structure and no prescribed length. Since theres no rhyme scheme and no set metrical pattern, there are no specific rules for line breaks or stanza divisions.   Some free verse poems are so short, they might not resemble poems at all. In the early 20th century, a group who called themselves Imagists wrote spare  poetry that focused on concrete images. The poets avoided abstract philosophies and obscure symbols. Sometimes they even abandoned punctuation. â€Å"The Red Wheelbarrow,† a 1923 poem by William Carlos Williams, is free verse in the Imagist tradition. In just sixteen words, Williams paints a precise picture, affirming the importance of small details: so much dependsupona red wheelbarrowglazed with rainwaterbeside the whitechickens. Other free verse poems succeed at expressing powerful emotions through run-on sentences, hyperbolic language, chanting rhythms, and rambling digressions. Perhaps the best example is Allen Ginsbergs 1956 poem Howl. Written in the tradition of the Beat Movement of the 1950s, Howl is more than 2,900 words long and can be read as three strikingly lengthy run-on sentences.   Highly experimental poetry is also often written in free verse. The poet might focus on images or word sounds without regard to logic or syntax.  Tender Buttons by Gertrude Stein (1874–1946) is a stream-of-consciousness collection of poetic fragments. Lines like  A little called anything shows shudders have perplexed readers for decades. Steins startling word arrangements invite debate, analysis, and discussions on the nature of language and perception. The book often prompts  readers to ask, What is a poem? However, free verse isnt necessarily experimental or difficult to decipher. Many contemporary poets write free verse narratives in the language of  ordinary speech. What Did I Love by Ellen Bass tells a personal story about a menial job. If not for the line breaks, the poem might pass for prose: What did I love about killing the chickens?  Let me startwith the drive to the farm as darknesswas sinking back into the earth. Free Verse Controversies With so much variation and so many possibilities, its no wonder that free verse has stirred  confusion and controversy in the literary sphere. In the early 1900s, critics riled against the rising popularity of free verse. They called it chaotic and undisciplined, the mad  expression of a decaying society. Even as free verse became the standard mode, traditionalists resisted. Robert Frost, a master of formal rhymed verse and metrical blank verse, famously commented that writing free verse was like playing tennis with the net down. A modern-day movement called New Formalism, or Neo-Formalism, promotes a return to metrical rhyming verse. New Formalists believe that systematic rules help poets write more vividly and more musically. Formalist poets often say that writing within a structure prompts them to reach beyond the obvious and to discover surprising words and unexpected themes. To counter this argument, proponents of free verse claim that strict adherence to traditional rules stifles creativity and leads to convoluted and archaic language.  A landmark anthology,  Some Imagist  Poets, 1915, endorsed free verse as a principle of liberty. Early followers believed that  the individuality of a poet may often be better expressed in free-verse and a new cadence means a new idea. In turn, T. S. Eliot  (1888–1965) resisted classification. Free verse mingles with rhyming verse and blank verse in Eliots book-length poem,  The Waste Land.  He believed that all poetry, regardless of form, possesses an underlying unity. In his often-quoted 1917 essay, Reflections on Vers Libre, Eliot stated that there is only good verse, bad verse, and chaos.  Ã‚   Origins of Free Verse Poetry Free verse is a modern idea, but its roots reach into antiquity. From Egypt to the Americas, early poetry was composed of prose-like chants without rhyme or rigid rules for metrical accented syllables. The richly poetic language in the Old Testament followed the rhetorical patterns of ancient Hebrew. Translated into English, the Song of Songs (also called Canticle of Canticles or Song of Solomon) might be described as free verse: Let him kiss me with the kisses of his mouth — for thy love is better than wine.Thine ointments have a goodly fragrance; thy name is as ointment poured forth; therefore do the maidens love thee. Biblical rhythms and syntax echo through English literature. 18th century poet Christopher Smart wrote poems shaped by anaphora rather than meter or rhyme. Readers mocked his wildly unconventional Jubilate Agno  (1759), which he wrote while confined to a psychiatric asylum. Today the poems seem playful and eerily modern: For I will consider my Cat Jeoffry†¦For first he looks upon his forepaws to see if they are clean.For secondly he kicks up behind to clear away there.For thirdly he works it upon stretch with the forepaws extended. American essayist and poet Walt Whitman  borrowed similar rhetorical strategies when he wrote his rule-breaking  Leaves of Grass. Composed of long, unmetered lines, the poems shocked many readers, but eventually made Whitman famous. Leaves of Grass set the standard for the radical form that later became known as free verse: I CELEBRATE myself, and sing myself,And what I assume you shall assume,For every atom belonging to me as good belongs to you. Meanwhile, in France, Arthur Rimbaud  and a group of symbolist poets  were dismantling long-established traditions. Rather than regimenting the number of syllables per line, they shaped their poems according to the rhythms of spoken French. By the dawn of the 20th century, poets throughout Europe were exploring the potential of poetry based on natural inflections rather than formal structure.   Free Verse in Modern Times The new century provided fertile soil for literary innovations. Technology boomed,  bringing powered flight, radio broadcasting, and automobiles. Einstein introduced his theory of special relativity. Picasso and other modern artists deconstructed perceptions of the world. At the same time, the horrors of World War I, brutal factory conditions, child labor, and racial injustices spurred a desire to rebel against social norms. The new modes of writing poetry were part of a larger movement that encouraged personal expression and experimentation. The French called their rule-breaking poetry  vers libre. English poets adopted the French term, but the English language has its own rhythms and poetic traditions. In 1915, poet Richard Aldington (1892–1962) suggested the phrase free verse to distinguish the work of avant-garde poets writing in English. Aldingtons wife  Hilda Doolittle, better known as H.D.,  pioneered English free verse in minimalist poems like 1914s Oread. Through evocative imagery, H.D. dared Oread, a mountain nymph of ancient Greek mythology, to shatter tradition: Whirl up, sea—whirl your pointed pines H.D.s contemporary, Ezra Pound (1885–1972), championed free verse, believing  Ã¢â‚¬Å"No good poetry is ever written in a manner twenty years old, for to write in such a manner shows conclusively that the writer thinks from books, convention and clichà ©, and not from life. Between 1915 and 1962, Pound wrote his sprawling epic,  The Cantos, mostly in free verse. For readers in the United States, free verse had special appeal.  American newspapers  celebrated informal, democratic poetry that described the lives of ordinary people.  Carl Sandburg  (1878–1967)  became a household name.  Edgar Lee Masters (1868–1950) won instant fame for the free verse epitaphs in his Spoon River Anthology.  Americas  Poetry  magazine, founded in 1912, published and promoted free verse by  Amy Lowell  (1874–1925)  and other leading poets.   Today, free verse dominates the poetry scene. Twenty-first  century  poets chosen to be the Poets Laureate  of the United States have worked mainly in the free verse mode. Free verse is also the preferred form for winners of the  Pulitzer Prize for Poetry  and the National Book Award for Poetry.   In her classic text, A Poetry Handbook, Mary Oliver (1935– ) calls free verse the music of conversation and time spent with a friend. Sources Beyers, Chris. A History of Free Verse.  University of Arkansas Press. 1 Jan 2001.Childress, William. Is Free Verse Killing Poetry? VQR (Virginia Quarterly Review). 4 Sept 2012. https://www.vqronline.org/poetry/free-verse-killing-poetry.  Eliot, T.S. Reflections on Vers Libre. New Statesman. 1917. http://world.std.com/~raparker/exploring/tseliot/works/essays/reflections_on_vers_libre.html.  Lowell, Amy, ed. Some Imagist Poets, 1915. Boston and New York: Houghton Mifflin. April 1915.  http://www.gutenberg.org/files/30276/30276-h/30276-h.htmLundberg, John. Why Don’t Poems Rhyme Anymore? HuffPost. 28 Apr 2008. Updated 17 Nov 2011.  https://www.huffingtonpost.com/john-lundberg/why-dont-poems-rhyme-anym_b_97489.html.  Oliver, Mary. A Poetry Handbook. New York: Houghton Mifflin Hartcourt Publishing Company. 1994. pp 66-69.Warfel, Harry R. A Rationale of Free Verse. Jahrbuch fà ¼r Amerikastudien.  Università ¤tsverlag WINTER Gmbh.  1968. pp. 228-235.  https://www. jstor.org/stable/41155450.

A Breaf Overview of Post Traumatic Stress Disorder and...

Psychedelic chemicals are currently banned for any medical use and strictly limited in research to determine if they can be used effectively to help patient. With one out of ten people in America suffering from depression and one out of four people struggling with some type of mental illness not using every tool available to use seem foolish to limit the tools used by psychotherapist. During the next few pages I will discuss earlier uses for MDMA in psychotherapy and whether these results support or contradict these uses. This will be broken up into four sections; a brief overview of effects, couples therapy, post-traumatic stress disorder (PTSD), and schizophrenia. In order to better understand why a therapist would recommend MDMA to a patent it is important to know exactly how this drug effects the patient. The effects of MDMA become apparent to the patent anywhere from 20 to 90 minutes after it is taken. Then the strongest part of the experience happens in under 20 minutes after the initial wave hits and last around 2.5 hours. The after effects usually last 24-48 hours with rare cases of them lasting up to a week. The most notable of the effects is an openness. This openness can further be understood by knowing that there is an immense reduction in any fear the patient is experiencing, an increase of empathy, overwhelming sense of love, and a loosening of ego. Some negative effects during the initial experience include hyperthermia, dehydration, jaw clenching,

Personal Statement Marketing Management - 978 Words

Personal Statement My connection to marketing started when I was a child. My mother’s friend sold beauty products in gorgeous boxes, targeted at female customers in various age groups. Attracted by the exquisite designs and persuasive slogans, I hoped that one day I could come up with such creative marketing ideas. As I grew up, I gained a better understanding of marketing from my father, a corporate sales director. Through our conversations, I learned that while making a sale is undoubtedly important, establishing brand equity and customer loyalty is the ultimate goal. This can only be achieved through successful marketing. Such recognition sparked my interest in exploring the field of marketing, and the real-world experience I’ve gained since then has only strengthened my desire to pursue a marketing career. Admission to ICL’s Strategic Marketing program is a natural next step in my preparation. While pursuing a major in public administration for undergraduate study, I have gained intensive training on data analysis by applying quantitative methods in core courses such as Applied Statistics, Public Policy Analysis, and Operations Research. I have also taken a double major in economics to cultivate my economic thinking. I’ve selected marketing-related courses to acquire basic marketing knowledge. I learned the marketing theory of 4Ps and applied it to analyse MUJI’s marketing strategy in a group project during a summer program at the University of Hong Kong. Through aShow MoreRelatedHow Effective Marketing, Financial and Human Resource Management Activities Could Be Expected to Contribute to Fitness Firsts Success.1496 Words   |  6 PagesThis essay will be examining how Fitness First uses marketing, finance and human resource management to continually be an effective and sustainable sports organisation. 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Learner-Center Educational Plan Free Essays

string(80) " the opportunity to ask any questions and familiarize themselves with the work\." With abundance of information regarding teaching and learning, it might reasonably be expected that education planning would be a quick and easy process. Teachers still have a vital role to play within planning; the guidance and frameworks provides information on what to teach, the teacher will decide how best to interpret this information for the particular children within their class. Proctor et al (1995, p. We will write a custom essay sample on Learner-Center Educational Plan or any similar topic only for you Order Now 39) discusses the requirement for planning, and opens with the idea that no planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn. The planning process requires the identification of the learning objectives in detail; in reality, meeting the criteria of the curriculum and even the more detailed key objectives in the teaching strategy will require a series of lessons and usually a return to the subject at a later date. Planning over different time frames allows teachers to meet the desired outcomes and provide a coherent progression. Long term plans will detail the expectations within a curriculum area over an academic year; these plans will identify themes to be used and the subject areas to be covered they will be expressed in terms of the key concepts that children will need to understand and the knowledge and skills that they should be acquiring. Medium term planning will usually be for a unit of work – generally one item from the program of study – and cover a term or  ½ term. The medium term planning phase is when teachers are required to link the long-term plans to the curriculum key objectives. The medium term plans will outline a series of activities and the approach that is to be taken; these plans are the first level at which the teaching/learning approach is considered and the methods and criterion for assessment are decided. (Platz 1994) There is need to consider the different learning styles that children prefer and to include (as far as is practical) these different styles within each teaching episode. Education planning, is a complex area, not all teaching methods are appropriate to the subject matter; we as teachers need to remember that an eclectic approach is necessary if we are to provide an adequate learning experience for all of the pupils within our classrooms. Additionally, new paradigm of learner-centered education emerged recently. It implies issues of what and how the student is learning, the conditions under which the student is learning, how current learning positions the student for future learning, and whether the student is retaining and applying the learning. (Weimer, 2002 XVI).   In this paper we will try to cover up a cognitive aspect of learner-center education planning. Cognitive aspect of learner-centered education involves some following factors. These are the nature and goals of learning process, the construction of knowledge and higher-order thinking. In order to identify children’s individual learning needs the teacher should observe the children and their work. Factual information can be obtained from previous teachers, schools etc. The Standard Assessment Tasks (SATs) provide essential information about the level of attainment a child has reached and may possibly show levels of progression over time. According to Proctor et al (1995 p.129) assessment provides an accurate picture of an individual child’s achievements. It measures a child’s achievements from that child’s own baseline and as it is non-comparative to other children it shows what a child is able to achieve regardless of what other’s can do. Individual Educational Plans (IEPs) show evidence of any special needs, which may be physical such as poor sight and hearing and any learning difficulties. It will also identify children who have behavioral problems or particularly able and gifted children. IEPs will also show any strategies and teaching approaches used to meet these children’s needs. It can also highlight any particular resources that facilitate the children’s learning. A previous teacher can provide valuable information on how these strategies and resources were employed and the success or failure of them. It is important to keep in mind when discussing children with other teachers that their views and opinions are unlikely to be impartial. Conversations with parents/carers allow them to raise any issues they have about their interpretations of their children’s needs and progress in learning. It can also be useful to look at children’s ages to gain a better understanding of the level they are working at. Once this preliminary information has been collected the teacher can plan diagnostic work, which will further identify children’s abilities and needs. Teachers should plan broad topic work at a variety of levels where children have a reasonable opportunity of success and which provides some challenges. The teacher’s prior knowledge of the children should enable him/her to pitch the work at the correct levels. If not, the assessment of the children’s difficulties or ease will provide clues as to how to alter it. From this point onwards the teacher should have a fairly coherent idea of the needs of the class as a whole and the individual children within it. (Hamilton 1999) When planning to meet children’s individual needs, a teacher is planning for inclusive education, which provides all children with an equal opportunity to reach their potential.   While planning, teachers must set up a learning activity, which effectively achieves the learning outcomes for each individual child. Teachers must structure learning within their classrooms in order to move each child forward, this can include differentiating appropriately, using appropriate resources and implementing various teaching and learning strategies inclusive of all children. Teaching Strategies Education planning will use a variety of strategies described by Minton (1997, p.117). It is appropriate to use ‘lecture’ to begin the session to explain what is to be covered, to find out how the students have found the work in the previous session so there will be some ‘questions and answers’. There will be a ‘group discussion’ as we go through the assignment and this will give the students the opportunity to ask any questions and familiarize themselves with the work. You read "Learner-Center Educational Plan" in category "Essay examples" A ‘question and answer’ session will follow and then depending on the outcome, there be the opportunity for ‘demonstrations’. These strategies are outlined below.  §   Question and answer to review work from last lesson  §   Lecture to explain unit assessment  §   Group discussion while criteria for assessment are discussed  §   More question and answers as appropriate  §   Demonstration of previous practical work if necessary Using Q and A to start the lesson as this gives an immediate feedback of progress. The disadvantage of this is that the ‘quiet’ students may be reluctant to ask questions, There is need to be aware of this, and perhaps ask those students questions that they can answer to build up their confidence. A lecture strategy is then used to explain the unit assignment, as this is an effective method of broadcasting the information. Then a group discussion will involve teacher and students discussing criteria, this allows everyone to ask questions and give opinions but it may allow ‘loud’ students to dominate the group. Certain time to demonstrate practical work to the students on the computer allows the student to see what the final product should be of any particular exercise and gives them confidence in their own work. Learning Resources For IT classes, for example, a variety of resources are used in the high school. The most common ones used in the IT department are computer-based resources, OHT’s and computer generated slides, and printed materials. The most common types of media resource are the PC/projector combination and printed materials, to accompany whiteboard work. In the IT department it is critical that students have individual access to PCs with relevant software installed on them, and also access to a printer to enable them to obtain hard copies of work produced. There is need for a room to seat all students, we do not need PCs for each student in this case, we need them all to see a whiteboard so we can explain the topic we will supply unit assignments in hard copy to every student, including the marking criteria and the moderator’s comments. It is becoming common practice to write all forms of work on the PC, and we would expect them to word process their work whenever the facility is available. There is need to evaluate the group of students at the beginning of a course to determine if any had special requirements, for example disabled access or if any had hearing or visual impairments. It is necessary to develop intranet to include study aids for the students. For example, to put previous lecture notes and practical exercise handouts on the intranet to enable students to go over past work and also allow absent students the opportunity to catch up. Arrangement of the desks in the classroom is a common horseshoe of computer workstations with a small number of tables in the center of the room. The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson. The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section. The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation. Goals of learning process On reflection, education planning goals are following: Timing · Allow enough time for each phase. Be aware of how long it takes to complete tasks and allow some leeway in each lesson for dealing with any class management issue. Be wary of being overambitious in what can be achieved in a lesson. Allow enough time for discussion and be aware of allowing too much time for starter and plenary activities. Content · Teacher should not try to cram too much in – don’t fall into the trap of thinking ‘one topic per lesson’ and be prepared to spend more than one lesson on a topic When to collect in/hand out homework · Have a clear idea of when you are going to do this and how. Keep it consistent so the pupils know when to make a note in their contact diaries, and when to hand their homework into me, and allow time for this to be done. Differentiation.   Although there has been minimal need for differentiation in teaching particular class, teacher should be aware that other classes might require more differentiation and he should always ensure that lessons are tailored to the class he teaching. Pupil-led activities.   Make sure to include enough pupil-led activities. Remember that these types of activities not only engage learning but are also very useful in settling a lively class. Strengths Planning lessons around the five different phases of a lesson, using starter and plenary activities. This enables to focus on the different stages of a lesson and therefore how best to achieve the learning objectives as well as concentrating on what either myself as teacher, or the class or individuals should be engaged in at any point during the lesson. However, flexibility is also a key factor in delivering effective lessons and it is able to adapt the lesson plan (for example by omitting certain overheads or allowing more time for discussion of a topic) to accommodate the learning. Being creative. This a useful skill in planning and meant that it is appropriate to present what is for most pupils a familiar topic in a new and interesting way, therefore engaging more higher order thinking and facilitating learning (and minimizing disruptive behavior) at the same time. Being able to plan around what resources are available. This to a certain extent is also a creative skill although it must be taken into account when planning a series of lessons. Linking lessons with each other and with the pupils experiences. Using everyday examples, images that the pupils can relate to, and referring back to the concept map of the whole picture at every lesson enabled the pupils to put their learning (and the objectives for each lesson) in context. If the pupils can relate to what you are teaching them, you are more likely to succeed in your learning objectives. Weaknesses Overestimating what can be achieved in a lesson. Certainly to begin with, underestimated how long it would take to complete a worksheet or copy something from the board. In addition, it had not taken into account during first lesson plan, the time that would be spent on dealing with minor off-task behavior which can lead to you running five minutes late by the end of the lesson and therefore running out of time for the clearing and exit phases, which for example can mean you run out of time to explain the homework task properly. Spending too much time on one phase. The pupils enjoyed this so much that they would ‘plead’ for another round and on more than one occasion complied, meaning that although the pupils had a ‘great’ time, teacher run out of time to handle the clearing and exit phases as well as he should and the lessons ended a bit ‘rushed’. This is as a ‘new’ teacher who was anxious to ensure that the pupils viewed my lessons as a ‘positive’ experience References: Hamilton, P. J. (Fall 1999). Perceptual learning lifelong Montessori. Montessori Life, 11(4), 41-42. Minton, D. (1997) Teaching skills in further and adult education 2nd edition, Macmillan Proctor, A. Entwistle, M. McKenzie-Murdoch, S. (2001) â€Å"Learning to Teach in the Primary Classroom† London : Routledge Platz, Donald L., (March, 1994)   Student directed planning: fostering student ownership in learning. Education, 3 Weimer, Maryellen. (2002) Learner-centered Teaching: Five Key Changes to Practice. Jossey-Bass How to cite Learner-Center Educational Plan, Essay examples

Learner-Center Educational Plan Free Essays

string(80) " the opportunity to ask any questions and familiarize themselves with the work\." With abundance of information regarding teaching and learning, it might reasonably be expected that education planning would be a quick and easy process. Teachers still have a vital role to play within planning; the guidance and frameworks provides information on what to teach, the teacher will decide how best to interpret this information for the particular children within their class. Proctor et al (1995, p. We will write a custom essay sample on Learner-Center Educational Plan or any similar topic only for you Order Now 39) discusses the requirement for planning, and opens with the idea that no planning can take place without a clear idea, on the part of the teacher, of what the children in the class are going to learn. The planning process requires the identification of the learning objectives in detail; in reality, meeting the criteria of the curriculum and even the more detailed key objectives in the teaching strategy will require a series of lessons and usually a return to the subject at a later date. Planning over different time frames allows teachers to meet the desired outcomes and provide a coherent progression. Long term plans will detail the expectations within a curriculum area over an academic year; these plans will identify themes to be used and the subject areas to be covered they will be expressed in terms of the key concepts that children will need to understand and the knowledge and skills that they should be acquiring. Medium term planning will usually be for a unit of work – generally one item from the program of study – and cover a term or  ½ term. The medium term planning phase is when teachers are required to link the long-term plans to the curriculum key objectives. The medium term plans will outline a series of activities and the approach that is to be taken; these plans are the first level at which the teaching/learning approach is considered and the methods and criterion for assessment are decided. (Platz 1994) There is need to consider the different learning styles that children prefer and to include (as far as is practical) these different styles within each teaching episode. Education planning, is a complex area, not all teaching methods are appropriate to the subject matter; we as teachers need to remember that an eclectic approach is necessary if we are to provide an adequate learning experience for all of the pupils within our classrooms. Additionally, new paradigm of learner-centered education emerged recently. It implies issues of what and how the student is learning, the conditions under which the student is learning, how current learning positions the student for future learning, and whether the student is retaining and applying the learning. (Weimer, 2002 XVI).   In this paper we will try to cover up a cognitive aspect of learner-center education planning. Cognitive aspect of learner-centered education involves some following factors. These are the nature and goals of learning process, the construction of knowledge and higher-order thinking. In order to identify children’s individual learning needs the teacher should observe the children and their work. Factual information can be obtained from previous teachers, schools etc. The Standard Assessment Tasks (SATs) provide essential information about the level of attainment a child has reached and may possibly show levels of progression over time. According to Proctor et al (1995 p.129) assessment provides an accurate picture of an individual child’s achievements. It measures a child’s achievements from that child’s own baseline and as it is non-comparative to other children it shows what a child is able to achieve regardless of what other’s can do. Individual Educational Plans (IEPs) show evidence of any special needs, which may be physical such as poor sight and hearing and any learning difficulties. It will also identify children who have behavioral problems or particularly able and gifted children. IEPs will also show any strategies and teaching approaches used to meet these children’s needs. It can also highlight any particular resources that facilitate the children’s learning. A previous teacher can provide valuable information on how these strategies and resources were employed and the success or failure of them. It is important to keep in mind when discussing children with other teachers that their views and opinions are unlikely to be impartial. Conversations with parents/carers allow them to raise any issues they have about their interpretations of their children’s needs and progress in learning. It can also be useful to look at children’s ages to gain a better understanding of the level they are working at. Once this preliminary information has been collected the teacher can plan diagnostic work, which will further identify children’s abilities and needs. Teachers should plan broad topic work at a variety of levels where children have a reasonable opportunity of success and which provides some challenges. The teacher’s prior knowledge of the children should enable him/her to pitch the work at the correct levels. If not, the assessment of the children’s difficulties or ease will provide clues as to how to alter it. From this point onwards the teacher should have a fairly coherent idea of the needs of the class as a whole and the individual children within it. (Hamilton 1999) When planning to meet children’s individual needs, a teacher is planning for inclusive education, which provides all children with an equal opportunity to reach their potential.   While planning, teachers must set up a learning activity, which effectively achieves the learning outcomes for each individual child. Teachers must structure learning within their classrooms in order to move each child forward, this can include differentiating appropriately, using appropriate resources and implementing various teaching and learning strategies inclusive of all children. Teaching Strategies Education planning will use a variety of strategies described by Minton (1997, p.117). It is appropriate to use ‘lecture’ to begin the session to explain what is to be covered, to find out how the students have found the work in the previous session so there will be some ‘questions and answers’. There will be a ‘group discussion’ as we go through the assignment and this will give the students the opportunity to ask any questions and familiarize themselves with the work. You read "Learner-Center Educational Plan" in category "Essay examples" A ‘question and answer’ session will follow and then depending on the outcome, there be the opportunity for ‘demonstrations’. These strategies are outlined below.  §   Question and answer to review work from last lesson  §   Lecture to explain unit assessment  §   Group discussion while criteria for assessment are discussed  §   More question and answers as appropriate  §   Demonstration of previous practical work if necessary Using Q and A to start the lesson as this gives an immediate feedback of progress. The disadvantage of this is that the ‘quiet’ students may be reluctant to ask questions, There is need to be aware of this, and perhaps ask those students questions that they can answer to build up their confidence. A lecture strategy is then used to explain the unit assignment, as this is an effective method of broadcasting the information. Then a group discussion will involve teacher and students discussing criteria, this allows everyone to ask questions and give opinions but it may allow ‘loud’ students to dominate the group. Certain time to demonstrate practical work to the students on the computer allows the student to see what the final product should be of any particular exercise and gives them confidence in their own work. Learning Resources For IT classes, for example, a variety of resources are used in the high school. The most common ones used in the IT department are computer-based resources, OHT’s and computer generated slides, and printed materials. The most common types of media resource are the PC/projector combination and printed materials, to accompany whiteboard work. In the IT department it is critical that students have individual access to PCs with relevant software installed on them, and also access to a printer to enable them to obtain hard copies of work produced. There is need for a room to seat all students, we do not need PCs for each student in this case, we need them all to see a whiteboard so we can explain the topic we will supply unit assignments in hard copy to every student, including the marking criteria and the moderator’s comments. It is becoming common practice to write all forms of work on the PC, and we would expect them to word process their work whenever the facility is available. There is need to evaluate the group of students at the beginning of a course to determine if any had special requirements, for example disabled access or if any had hearing or visual impairments. It is necessary to develop intranet to include study aids for the students. For example, to put previous lecture notes and practical exercise handouts on the intranet to enable students to go over past work and also allow absent students the opportunity to catch up. Arrangement of the desks in the classroom is a common horseshoe of computer workstations with a small number of tables in the center of the room. The central tables can be moved freely although this is a suitable position for the classroom discussion. The computer workstations will be used towards the end of the lesson. The white board is at the door end of the room, it is a new smart board, and although is smaller, it can be seen from all positions in the room, if the students move their chairs round. This will be used for demonstrations of PC work and is available for the question and answer section. The acoustics are adequate for a teaching environment. The room is always light and warm enough, and windows can be opened to provide additional ventilation. Goals of learning process On reflection, education planning goals are following: Timing · Allow enough time for each phase. Be aware of how long it takes to complete tasks and allow some leeway in each lesson for dealing with any class management issue. Be wary of being overambitious in what can be achieved in a lesson. Allow enough time for discussion and be aware of allowing too much time for starter and plenary activities. Content · Teacher should not try to cram too much in – don’t fall into the trap of thinking ‘one topic per lesson’ and be prepared to spend more than one lesson on a topic When to collect in/hand out homework · Have a clear idea of when you are going to do this and how. Keep it consistent so the pupils know when to make a note in their contact diaries, and when to hand their homework into me, and allow time for this to be done. Differentiation.   Although there has been minimal need for differentiation in teaching particular class, teacher should be aware that other classes might require more differentiation and he should always ensure that lessons are tailored to the class he teaching. Pupil-led activities.   Make sure to include enough pupil-led activities. Remember that these types of activities not only engage learning but are also very useful in settling a lively class. Strengths Planning lessons around the five different phases of a lesson, using starter and plenary activities. This enables to focus on the different stages of a lesson and therefore how best to achieve the learning objectives as well as concentrating on what either myself as teacher, or the class or individuals should be engaged in at any point during the lesson. However, flexibility is also a key factor in delivering effective lessons and it is able to adapt the lesson plan (for example by omitting certain overheads or allowing more time for discussion of a topic) to accommodate the learning. Being creative. This a useful skill in planning and meant that it is appropriate to present what is for most pupils a familiar topic in a new and interesting way, therefore engaging more higher order thinking and facilitating learning (and minimizing disruptive behavior) at the same time. Being able to plan around what resources are available. This to a certain extent is also a creative skill although it must be taken into account when planning a series of lessons. Linking lessons with each other and with the pupils experiences. Using everyday examples, images that the pupils can relate to, and referring back to the concept map of the whole picture at every lesson enabled the pupils to put their learning (and the objectives for each lesson) in context. If the pupils can relate to what you are teaching them, you are more likely to succeed in your learning objectives. Weaknesses Overestimating what can be achieved in a lesson. Certainly to begin with, underestimated how long it would take to complete a worksheet or copy something from the board. In addition, it had not taken into account during first lesson plan, the time that would be spent on dealing with minor off-task behavior which can lead to you running five minutes late by the end of the lesson and therefore running out of time for the clearing and exit phases, which for example can mean you run out of time to explain the homework task properly. Spending too much time on one phase. The pupils enjoyed this so much that they would ‘plead’ for another round and on more than one occasion complied, meaning that although the pupils had a ‘great’ time, teacher run out of time to handle the clearing and exit phases as well as he should and the lessons ended a bit ‘rushed’. This is as a ‘new’ teacher who was anxious to ensure that the pupils viewed my lessons as a ‘positive’ experience References: Hamilton, P. J. (Fall 1999). Perceptual learning lifelong Montessori. Montessori Life, 11(4), 41-42. Minton, D. (1997) Teaching skills in further and adult education 2nd edition, Macmillan Proctor, A. Entwistle, M. McKenzie-Murdoch, S. (2001) â€Å"Learning to Teach in the Primary Classroom† London : Routledge Platz, Donald L., (March, 1994)   Student directed planning: fostering student ownership in learning. Education, 3 Weimer, Maryellen. (2002) Learner-centered Teaching: Five Key Changes to Practice. Jossey-Bass How to cite Learner-Center Educational Plan, Essay examples