Behaviour for Learning

Behaviour for Learning The need to manage behaviour has long been an issue within schools. With the push on raising attainment, the development of SEN provision and the increase in policy, to be inclusive of all learners irrespective of their academic level or their social behaviour, as identified that 20% of all SEN learners have SEBD. Current policy has adapted towards a positive approach focusing on the ability of teachers to create a positive learning environment developing positive relationships in order to promote a positive attitude towards learning, steering away from the once punitive approach and not being re-active to negative behaviour but more pro-active as supported by (EPPI) Behaviour management is often flagged as an area that ITE students feel they would benefit from having greater support in when entering the profession of teaching (Buell et al., 1999 cited in EPPI). This has been met by the expectations set by the TTA via the Qualifying to teach, the new standards and requirements for Qualified Teacher Status (QTS) (TTA,2002). B4L is a concept that has been developed through a review of effective behaviour management strategies. It has been identified that B4L is a result of multitude of influences and not merely the desire of a learner to misbehave and unwillingness to learn. It is important to identify the theoretical principles behind the way in which learners manifest themselves in terms of behaviour, as identified in the rationale for the EPPI systemic review of how theories explain learning behaviour in school context. Behaviour for learning (B4L) identifies the link between students social conduct and behaviour and the way in which they learn. The schools policy clearly states high expectations of students, We expect students to reflect this in their appearance, attitudes and behaviour. We know we are moulding the citizens of the future and will encourage them to care for one another, be open, fair, honest and just. We want them to have a sense of pride in being part of our school community. (School Aims, Staff handbook). Further to this the school s vision is to raise achievement by developing a culture where learning is at the heart of the school community. To achieve this vision the school identifies whole school priorities for 2010/2011 including improving behaviour and attendance. It also stated that the school will focus on incorporating SEAL practice in the classroom, which has been identified as an important key in developing learners emotional intelligence (Coleman, 1996) providing learners with the skill set to monitor and improve their behaviour independently. It was clearly identified in the School Development Plan that Behaviour for learning needed to be addressed (appendix 1). This was further reinforced as a high priority area during staff meetings and subsequent correspondence from the Head Teacher (Appendix 1a), which focused on current issues in lessons and the need to improve B4L. Two key issues that arose were the use of mobile phones within lessons and consistency of sanctions (Appendix 1a). It is interesting to note that these both encompass the teacher and the learner. It is concerning to note that use of mobile phones within lessons is being flagged as a B4L issue and not a sign of disengagement. Understandably there is a close link between the quality of learning, teaching and behaviour, and therefore raises the question can behaviour be improved through improving the quality of learning teaching? The school clearly identifies that there is a need to reinforce their school policies on behaviour for learning. Through initial observation it was interesting to note the level of behavioural issues occurring both in and out of lessons. It poses the question is this a school being pro-active in managing behaviour for learning or re-active to behaviour that had not been managed consistently? This study will focus on the schools current policy on behaviour for learning and how this is implemented on a daily basis. Through a review of the schools current policy and issues this study will hope to suggest future recommendations to improve behaviour for learning. Recent national policy has moved away from a punitive system where students were punished for doing something wrong reactive and are now working towards understanding what causes learners to be off task and display undesirable behaviour pro-active. With the recent development of special educational needs identification and provision it is no longer acceptable to respond in a punitive way. National policy now promotes the inclusion of a greater diversity of learners in schools irrespective of level of achievement or social behaviour (Department for Education Employment (DfEE), 1999). It is important for schools to recognise this and develop strategies to promote B4L as over 20% of SEN provision are learners with social emotional and behavioural disorder (SEBD) (Department for Children, Schools Families, 2008). SEBD learners by nature can display undesirable behaviour unless managed in a positive way, and would it not be deemed unacceptable from an education professionals view for a learner predisposed to display poor behaviour as the result of a recognised disorder, to fall victim to punitive actions. It is therefore important for schools to have a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN department and the rest of the school is also essential. (back up with research) too many lessons lack challenge and do not take sufficient account of students individual capabilities or encourage independent learning. Also, quality of marking and feedback generally varies considerably across the school. However, a small minority of parents expressed views that the schools communication with parents could be better, and also that students behaviour was not always as good as it should be. Inspectors found behaviour to be satisfactory overall, but variable. In general, students have a high regard for their school, enjoy their education and appreciate the variety of opportunities on offer to them, both within the curriculum and beyond. They are developing a good range of personal skills that are preparing them well for their education and employment after school. Ensure that lesson activities consistently challenge students of all ability groups to make better progress and develop their independent learning skills, especially at Key Stage 4. Behaviour in lessons is satisfactory, although someinstances of pupils being too boisterous were seen during the inspection. However, there is generally not enough really challenging teaching across the school to ensure that students make consistently good progress in their learning and therefore develop the confidence and ability to work independently. Where teaching is less effective, planning does not take sufficient account of students different capabilities and starting points, and is too teacher-directed. Teachers do provide some clear, detailed and useful written feedback, but this is inconsistent across the school and does not always give specific advice about what students need to do to improve their work a problem which persists since the last inspection.

The Role of Business in Foreign Policy Essay -- Foreign Policy

Throughout the course of American history, business-related interests have played a predominant role in influencing foreign policy. Foreign policy determines how America conducts its relations with other countries. It is designed to further certain goals such as security and trade. More importantly foreign policy seeks to ensure America’s security and defense and its ability to protect America’s national interests around the world. National interests that shape foreign policy covers a wide range of political, economic, military, ideological, and humanitarian fields. This is the stand the United States has taken in the last decades in regards to foreign policy. While the US government conducts its foreign policy, the public is kept purposefully unaware of the motives behind some major decisions it takes and most of the operations related to foreign policy. Even though the US foreign policy is set to protect its well being and to spread democracy, I think the US foreign p olicy is not only influenced by business but is controlled by those with these business-related interests as well. In this essay I will argue the magnitude of the influence of business on foreign policy in the United Sates government. For most of America's history, foreign policy has reflected an obsession with open markets for American business. Democracy and capitalism are associated with open markets, and the US has made the spread of democracy and capitalism across the world a priority. The US has been anticipating the Arab Spring; the fall of the tyrants in the Middle East opens unexploited markets. This opens new markets that have been controlled by dictators like Muammar Qaddafi who expressed their hatred to the US and anything associated to it. The spread ... ...we come to notice that beneath a multitude of causes influencing the flow of history, lays a valid and strong economic one. Works Cited Ells, Mark Van. 1998. "No Blood For Oil: Protesting the Persian Gulf War". Journal for the Study of Peace and Conflict Garten E. Jeffrey. 1997. " Business and Foreign Policy". Office of Foreign Affairs Jacobs, R. Lawrence . 2005. " Who Inï ¬â€šuences U.S. Foreign Policy?" Vol. 99, No. 1. American Political Science Review. Mandelbaum, Michael. 2010. The Frugal Superpower: America's Global Leadership in a Cash-Strapped Era. New York: PublicAffairs books. Sean , M. Lynn-Jones. 1998. "Why the United States Should Spread Democracy." Discussion Paper 98-07, Center for Science and International Affairs, Harvard University Shaw, F. Eugene. 1979. ‘Agenda-setting and mass communication theory’, 25, 2 , p.101. Gazette

“Ithaca” by C.P. Cavafy Essay

Everyone is given the opportunity to take the odyssey that is â€Å"life, however it is important to make the journey as memorable as one possibly can. The poem â€Å"Ithaca† by C.P. Cavafy suggests that what is most important in life is the experience that is incorporated with the journey, not necessarily just reaching the ultimate goal. It is the quest, not the destination which matters most. This message is conveyed through the poem through the use of allusion, myth and symbolism. The poem, â€Å"Ithaca†, is based loosely around the great epic the Odyssey by ancient Greek poet Homer. In the Odyssey the character Odysseus trying to make his way home to his kingdom, Ithaca. The character faces many vicious creatures and other challenges he must endure in order to make it to the final goal. This is alluded to in the poem, by making reference to one of the characters starting out on â€Å"[his] journey to Ithaca† (line 1). C.P. Cavafy also refers to mythological creatures such as â€Å"the Cyclopes and the fierce Poseidon† (line 5), as well as â€Å"the Lestrygonians† (line 6) posing as obstacles during the journey, just as they did in the Odyssey. The allusion to the myth of the Odyssey is appropriate for the meaning the poet is trying to convey. References to the Odyssey evoke thoughts of going on a journey, which may include obstacles, new experiences and the opportunity to gain a wealth of knowledge. This is central to what the poem â€Å"Ithaca† is suggesting about the journey of life. The journey of life is all about the experiences that one encounters, the knowledge that is gained, and the deeper appreciation for the journey, not just for attaining the goal. The poem is somewhat faithful to the myth of the Odyssey. C.P. Cavafy does not distort the myth in any way, but rather leaves out many of the events that occurred in the Odyssey that perhaps were not relevant to the central theme being portrayed. The general idea of the journey to Ithaca is kept intact throughout the poem. The central theme of the poem â€Å"Ithaca† is based on the meaning of life, and the journey that one takes through life. The importance of â€Å"[praying] that the road is long† (line 10) is stressed continually throughout the poem. The poet emphasizes the idea that one should not â€Å"hurry the voyage at all† (line 23). Experience and wisdom are gained throughout time and the aging process.  It is also learned through the poem that it is important to take time for things that one finds enjoyable. Such things as â€Å"mother-of-pearl and corals† (line 16) represent those things which make us joyful. It is suggested that one is supposed to enjoy and obtain these niceties while they last. The journey of life is something that a person only gets to encounter once, so experiencing things which bring joy to a person are important. In the poem the speaker advises those embarking on the journey to â€Å"visit hosts of Egyptian cities† (line 19) to â€Å"learn from those who have knowledge† (line 20). Learning from those who are wise and intelligent can prove beneficial for carrying on with the journey. C.P. Cavafy also mentions that the elements that make a person rich in life, are the experiences and â€Å"the great wisdom [he/she has] gained† (line 23) along the way. If a person finds himself at the end of the journey, and sees nothing of value around him, â€Å"Ithaca has not defrauded [him]† (line 31) for Ithaca is not the final destination but the passage one takes and the wisdom one obtains. If a person can recognize that the journey, and what the journey brings, is more important than the final destination or goal, then that person has understood the true meaning of life and â€Å"what Ithaca means†. As humans we are all given the chance to embark on a wonderful journey through life. Some choose to focus on the final goal and choose to dedicate their lives for the end destination. The poem â€Å"Ithaca† by C.P. Cavafy suggests that one should not focus ones entire life on the end goal but instead enjoy the journey, and take as much as one possibly can from it. The author uses Ithaca as a metaphor for life in the poem. It can be understood from this poem that Ithaca represents the journey of life; the beginning, the end and everything in between.

Objectives Of The Square Space Technologies - 707 Words

2.2 Outsourcing Objectives The following are the main objectives of the Square Space Technologies in following this outsourcing: †¢ Have approachability to the extensive range of dealers of workforce resources for quick â€Å"time to market†. †¢ In order to guarantee timely assistance of hardware and software issues as well as restricted training requirements using the local presence of the vendors †¢ Reduce the amount of the IT services as mentioned under this document. †¢ Take advantage of the experience of the dealer with these IT services to daily make better the effectiveness and productivity of these IT services. 2.3 IT Service Overview The following are the points in which the Square Space Technologies in general is searching vendors support (Ahimbisibwe 2016): †¢ Data Centre Operation over multiple sites, with complete flexibility. This will involve IBM and more. Combined Help Desk in order to offer business application assistance along with technical assistance. †¢ For shared processes having Desktop PCs, Servers, Internet containing Asset Obtaining and Management. †¢ Involvement of Network Operations, WAN Branch network. network control center on the grounds of City with fiber optic links to the information centers. †¢ Application assistance and Maintenance containing any latest development needed. 3.0 Instructions to Vendors This is only a Request for Information (RFI), certainly not an order. 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