CREDE Standards

CREDE Standards CREDE standards are the standards usually applied by teachers in order to make their pedagogy more effective. These standards are the rules that were established after a careful research of teaching practices and methods. The rules determined by the researchers are directed at the improvement of educative literature and techniques of teaching.Advertising We will write a custom essay sample on CREDE Standards specifically for you for only $16.05 $11/page Learn More The standards are designed to help maintain the agreement between the literature and teaching materials and the cultural diversity in the classroom (The CREDE Five Standards for Effective Pedagogy n. d.). The need for standards appeared with the development of globalization in the world and with the occurrence of high level of cultural diversity in the schools of the United States of America. This diversity required the teachers to demonstrate individual approach in order to improve the productivit y and effectiveness of their teaching techniques. The researchers focused on the determination of clear norms that would work and bring positive outcome to any classroom and help any teacher. Another technique directed at helping a teacher and a class was created by Dr. Garcia. The strategies of Dr. Garcia are called â€Å"five R’s and one T†. These strategies recommend the teacher to be Respectful towards the students, another important aspect is the Responsiveness in the classroom, and the teacher must engage the students in conversations and maintain a dialogue between them. The students and the teacher are Responsible for their own active participation in the process of learning. Resourcefulness is the teacher’s capacity to stimulate the students’ desire to learn. Reasonable teacher will control the amount of work and the level of challenges they employ. Finally, the T is for theory. This means that the theory the lessons are based on must be correct and reliable (Redding 2010). When I teach I try to apply the five CREDE standards and follow Dr. Garcia’s strategies for better pedagogy. Evaluating my own teaching, I can say that I employ most of the standards and techniques. I try to make lessons collaborative, engage the students into dialogues and discussions that include the use of the thematic vocabulary, share own experiences related to the topic of the lesson, engage the students into group work. I also use tasks of various complexities to challenge the students, I provide my students with proper and clear feedback about their performance, I guide and direct the interaction between students, stimulate learning through the conversation.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, during the class that included reading about environmental protection, I encouraged my students to have dialogues with each other, talking about their own experiences with protection and pollution of the environment, and using the new vocabulary. I believe that during my work with the students in the classroom I effectively implement joint productive activity, by means of engaging in a conversation and stimulating a discussion with students in order to make them come to conclusions and be productive under my guidance. I also provide language development for the students, because the communication that is done in the class always includes specific vocabulary. I assist with written and oral tasks; I stimulate purposeful conversation, statements and questioning. I connect the student language with literacy, mixing the students’ familiar experiences and the topics of lessons together. Using new words in speech helps the students memorize them and develop own literacy. I also implement contextualization when I suggest the students making connections between the materials we study in class and their personal e xperiences. I challenge the students by offering them tasks of higher level of difficulty. I do this in order to increase my students’ thinking and study skills as well as interactions in the classroom (Reed Railback 2003). To my mind, the way of teaching could be more culturally responsive. I think I could bring more contextualization to the learning process of I engaged the family members of my students into the participation in classroom activities. This practice could add more contrast and provide more learning opportunities. Besides, it would increase the connections between the students’ life and the studies. Community based learning activities could bring the students’ life and the school closer. I also would be interested to try the practice of change of conversational styles, introduce my class to co-narration, call-and-response and choral practices. This strategy is also good for language development and forming of language objectives, which is a very important component of teaching ELLs (Wallace 2004). This specific adjustment would allow me develop the strategies formulated by Dr. Garcia such as respectfulness towards each other’s cultural backgrounds, better base for being responsive and communicate, creating more resources for learning.Advertising We will write a custom essay sample on CREDE Standards specifically for you for only $16.05 $11/page Learn More Some of the topics such as family, work or holidays could be easily modified in order to allow me to introduce the students’ families to the class, create communication with the use of thematic vocabularies, contextualize the topic and the lives of the students, create responsiveness and instructional conversation. The parents could also help m stimulate and challenge the students, organize group activities and stimulate the students create more resources for discussion, learn though dialogue and be respectful and appreciative of ea ch other’s and own backgrounds. Reference List Redding, A. (2010). Blogspot. Web. Reed, B., Railback, J. (2003). Strategies and Resources for Mainstream Teachers  of English Language Learners. Portland, OR: Northwest Regional Educational Laboratory. The CREDE Five Standards for Effective Pedagogy. (n. d). CREDE. Web. Wallace, S. (2004). Effective Instructional Strategies for English Language Learners  in Mainstream Classrooms. Web.

Bio-ecological systems theory

Bio-ecological systems theory Abstract This paper is about the Bio-Ecological Systems theory of Urie Bronfenbrenner. Bronfenbrenners’s Bio-Ecological Systems Theory concerns the environmental influences on a child’s development. He observed that these influences were comprised of relationships around the child and these relationships have layers of interaction between the child’s and the child’s environment. He called these layers ‘systems’. These events start with direct influence on the student and progress outward until the events have only minimal, indirect influence. Next it will discuss a minority population which is deafness. There are two main forms of hearing loss and five levels of severity. After the child’s hearing loss is identified the parents need to choose what technology they want their child to use. The next obstacle for parents is how and where to educate their child. Then it will discuss how the theory applies to a particular student of this min ority population. And lastly it will discuss the educational considerations and recommendations revealed from applying the theory to this student. It will also consider which educational theorists apply to this student. By considering the student more holistically, rather than only what happens presently in the classroom, it will help the instructor develop a teaching plan for this student to maximize his learning potential. Bronfenbrenner’s Bio- Ecological Systems Theory: As Applied to a Deaf Student Bronfenbrenners’s Bio-Ecological Systems Theory concerns the environmental influences on a child’s development. He observed that these influences were comprised of relationships around the child and these relationships have layers of interaction between the child’s and the child’s environment. He called these layers ‘systems’ and they consisted of five different levels of influence. These events start with direct influence on the student and progress outward until the events have only minimal, indirect influence. The five systems that were recognized by Bronfenbrenner are as follows: 1. Microsystems- the immediate environment of the child which has the most impact on the child’s development, for example the relationship between the child and his parents, the child and his peers, or the child and his school. 2. Mesosytems- the connections between the microsystems, where the systems overlap, these also have a direct impact on the child’s development; for example, the interaction between the child’s peers and the child’s parent or the interaction between the child’s parents and the child’s school. 3. Exosystems- the next level of events in the environment are further from the child but nevertheless have impact on the child’s development; for example, problems with the parents’ work (indirect events) which causes tension in the home (direct event) 4. Macrosystems- the larger cultural environment that the family lives in; for example the economy of the area the family lives which contributes to the work opportunities for the parents 5. Chronosystems- the transitional events in the child’s life as he grows up; for example the changes incurred by moving from middle school to high school. The â€Å"otheredness† of my student is deafness. I believe deafness is a minority condition because the â€Å"National Center for Health Statistics places the number of profoundly deaf in the U.S. at more than 400,000, while people classified as hard-of-hearing number over 20 million, or about 8 percent of the total population†. (Bacon, 2002) Even though deafness has received some attention through television shows and movies, there are still many misconceptions about deaf people and their social and educational needs.

Executive Leadership in Public Organizations Assignment - 1

Executive Leadership in Public Organizations - Assignment Example The Sunroof community performance will be determined by multiple experiences of leaders, and the outcome reflected at individual and community level (Wart, 2012). In order to achieve better performance, the community should build the capacity of new leaders by provides sufficient information through utilization of wisdom of the older generation (Cleveland, 1985). The community should inspire the new generation of leaders by building their capacity and matching individual goals with community goals so that individual leader’s achievement can translate to community advancement. The leadership performance can be determined by the community standards (Wart, 2012). Therefore, Sunroof community should utilize the leadership programs to impart the new generation of leaders with the relevant knowledge and use those programs as a benchmark for measuring performance standards in all community aspects such as social, cultural and economic aspects (Cleveland, 1985). In order to surpass th e previous leadership performance, the community should make a review of the leadership programs and modify the components that did not work according to the community expectations. The community should involve a diversified team of leaders who can identify and solve various issues affecting the community (Wart, 2012). The aim of the community is to train a new class of leaders that will take place of the former group and maintain the status quo of the Sunroof City as a community model for advancing science, innovation, culture and knowledge. As a diversified community and a role model in performance, the community should ensure they obtain leaders from various cultural and intellectual backgrounds to promote a unity of the community and retain creativity. The community should ensure they obtain new leaders from all cultural and intellectual background in order to achieve the organizational goals (Cleveland, 1985).  Ã‚  

Film Critique Movie Review Example | Topics and Well Written Essays - 1250 words - 2

Film Critique - Movie Review Example The three main women characters in the film are: Margaret Tate (Sandra Bullock), Gertrude (Malin Akerman) and Grandma Annie "Gammy" (Betty White). One can easily identify that these female characters are different in their roles. For instance, Margaret Tate is dominating, Gertrude is down to earth, and Grandma Annie represents the upper crust. But Krevolin (2011), points out that â€Å"For an example of an energeiac structure that didn’t work, take the Sandra Bullock romantic comedy, The Proposal† (p. 69). This comment does not prove that the film was a flop within the film field. Margaret Tate, working as an editor in a book publishing company is the central female character in the film. One can easily identify that her life is fully immersed in the field of book publishing industry. Her role in the film is as a dominating character that is able to control all her subordinates including Andrew Paxton, her subordinate. Etaugh & Bridges makes clear that â€Å"Many women seek to achieve success and better their own lives through individual efforts† (p. 467). Her attitude towards her subordinates irritates them but she does not consider changing her attitude. In the film, her function is to be a bold lady with immense power to control her subordinates according to her will. Meanwhile, she came to know that the authorities are going to deport her to Canada. But she was not ready to give up and decided to seek the help of her subordinate, Andrew Paxton. But Etaugh & Bridges makes clear about gender equality that â€Å"As more and more women attain levels o f power currently held by men, gender equality will begin to affect other areas† (p.461). Later, she went to Sitka to prove that she is married to Andrew Paxton. This incident proves that Margaret Tate is ready to face challenges in her life. In the opening of the film, Margaret Tate is presented as an

Essay on Bravery in The Tempest -- Tempest essays

The Theme of Bravery in The Tempest   Ã‚  Ã‚   Bravery performs a very important role in The Tempest.   Different than a motif, the theme of bravery actually takes form in Shakespeare's play and develops the play itself.   However, like a motif, bravery is used intermittently throughout the play in different form and context.   It captures different meanings and performs different capacities erratically.   A denotative definition from the 15th century, according to the Merriam-Webster Collegiate Dictionary (10 ed.), portrays brave as meaning, "[from Old Italian and Spanish, meaning courageous, wild; probably from Latin, meaning barbarous]."   The dictionary then defines brave as "a.   having courage: dauntless b.   making fine show: colorful, c. excellent, splendid."  Ã‚  Ã‚   All of these distinct definitions find their capacity in The Tempest.   Prospero could be said to define bravery when speaking to Ariel when he likens Ariel's bravery to being "firm, so constant...coil would not infect his reason"(I.ii.299).   Ariel's spirit is courageous and wild for he takes on the powers that be in order for Prospero to enact his revenge on the usurping Duke of Milan.  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Let's look at another example of bravery.   Miranda likens the form of Ferdinand to bravery.   Her young, inexperienced eyes have not seen a young man basically rise out of the sea before.   What wonder and show this must be to her concept of courage and splendid which are all definitions of brave.   Prospero even infers that Miranda herself is "more braver"(I.ii.672), than Ferdinand.   I believe that his foundation for this belief lies in our definition of brave in the aforementioned dictionary from 1546, "to face or endure with courage."   Miranda has endured much in her... ...er, Prospero designates Ariel "brave" because of his uninfected "reason" (I.ii.299-301).   So let's review.   Brave is monster, abominable, womanly, unequaled, propagation, diligent, conscientious towards directions and reasonable. "Is it so brave..."(III.ii.153)?   Yes, and everything else.    Bibliography Primary Texts William Shakespeare, The Tempest, ed. Frank Kermode, with an introduction by Frank Kermode, (Arden, 1964) Montaigne, Selected Essays of Montaigne, trans. John Florio (1603) ed.Walter Kaiser, with an introduction by Walter Kaiser, (Riverside, 1964)    Secondary Texts Curt Breight, " 'Treason doth never prosper': The Tempest and the discourse of treason, Shakespeare Quarterly, 41, no.1, (1990) Eric Cheyfitz, The Poetics of Imperialism: Translation and Colonization from The Tempest to Tarzan, (Oxford University Press, 1991)

Essay on Bravery in The Tempest -- Tempest essays

The Theme of Bravery in The Tempest   Ã‚  Ã‚   Bravery performs a very important role in The Tempest.   Different than a motif, the theme of bravery actually takes form in Shakespeare's play and develops the play itself.   However, like a motif, bravery is used intermittently throughout the play in different form and context.   It captures different meanings and performs different capacities erratically.   A denotative definition from the 15th century, according to the Merriam-Webster Collegiate Dictionary (10 ed.), portrays brave as meaning, "[from Old Italian and Spanish, meaning courageous, wild; probably from Latin, meaning barbarous]."   The dictionary then defines brave as "a.   having courage: dauntless b.   making fine show: colorful, c. excellent, splendid."  Ã‚  Ã‚   All of these distinct definitions find their capacity in The Tempest.   Prospero could be said to define bravery when speaking to Ariel when he likens Ariel's bravery to being "firm, so constant...coil would not infect his reason"(I.ii.299).   Ariel's spirit is courageous and wild for he takes on the powers that be in order for Prospero to enact his revenge on the usurping Duke of Milan.  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Let's look at another example of bravery.   Miranda likens the form of Ferdinand to bravery.   Her young, inexperienced eyes have not seen a young man basically rise out of the sea before.   What wonder and show this must be to her concept of courage and splendid which are all definitions of brave.   Prospero even infers that Miranda herself is "more braver"(I.ii.672), than Ferdinand.   I believe that his foundation for this belief lies in our definition of brave in the aforementioned dictionary from 1546, "to face or endure with courage."   Miranda has endured much in her... ...er, Prospero designates Ariel "brave" because of his uninfected "reason" (I.ii.299-301).   So let's review.   Brave is monster, abominable, womanly, unequaled, propagation, diligent, conscientious towards directions and reasonable. "Is it so brave..."(III.ii.153)?   Yes, and everything else.    Bibliography Primary Texts William Shakespeare, The Tempest, ed. Frank Kermode, with an introduction by Frank Kermode, (Arden, 1964) Montaigne, Selected Essays of Montaigne, trans. John Florio (1603) ed.Walter Kaiser, with an introduction by Walter Kaiser, (Riverside, 1964)    Secondary Texts Curt Breight, " 'Treason doth never prosper': The Tempest and the discourse of treason, Shakespeare Quarterly, 41, no.1, (1990) Eric Cheyfitz, The Poetics of Imperialism: Translation and Colonization from The Tempest to Tarzan, (Oxford University Press, 1991)

Essay on Bravery in The Tempest -- Tempest essays

The Theme of Bravery in The Tempest   Ã‚  Ã‚   Bravery performs a very important role in The Tempest.   Different than a motif, the theme of bravery actually takes form in Shakespeare's play and develops the play itself.   However, like a motif, bravery is used intermittently throughout the play in different form and context.   It captures different meanings and performs different capacities erratically.   A denotative definition from the 15th century, according to the Merriam-Webster Collegiate Dictionary (10 ed.), portrays brave as meaning, "[from Old Italian and Spanish, meaning courageous, wild; probably from Latin, meaning barbarous]."   The dictionary then defines brave as "a.   having courage: dauntless b.   making fine show: colorful, c. excellent, splendid."  Ã‚  Ã‚   All of these distinct definitions find their capacity in The Tempest.   Prospero could be said to define bravery when speaking to Ariel when he likens Ariel's bravery to being "firm, so constant...coil would not infect his reason"(I.ii.299).   Ariel's spirit is courageous and wild for he takes on the powers that be in order for Prospero to enact his revenge on the usurping Duke of Milan.  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Let's look at another example of bravery.   Miranda likens the form of Ferdinand to bravery.   Her young, inexperienced eyes have not seen a young man basically rise out of the sea before.   What wonder and show this must be to her concept of courage and splendid which are all definitions of brave.   Prospero even infers that Miranda herself is "more braver"(I.ii.672), than Ferdinand.   I believe that his foundation for this belief lies in our definition of brave in the aforementioned dictionary from 1546, "to face or endure with courage."   Miranda has endured much in her... ...er, Prospero designates Ariel "brave" because of his uninfected "reason" (I.ii.299-301).   So let's review.   Brave is monster, abominable, womanly, unequaled, propagation, diligent, conscientious towards directions and reasonable. "Is it so brave..."(III.ii.153)?   Yes, and everything else.    Bibliography Primary Texts William Shakespeare, The Tempest, ed. Frank Kermode, with an introduction by Frank Kermode, (Arden, 1964) Montaigne, Selected Essays of Montaigne, trans. John Florio (1603) ed.Walter Kaiser, with an introduction by Walter Kaiser, (Riverside, 1964)    Secondary Texts Curt Breight, " 'Treason doth never prosper': The Tempest and the discourse of treason, Shakespeare Quarterly, 41, no.1, (1990) Eric Cheyfitz, The Poetics of Imperialism: Translation and Colonization from The Tempest to Tarzan, (Oxford University Press, 1991)