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Essay on the Comptroller and auditor general of India. Public audit is a vital instrument of ensuring supremacy of Parliament over 3 storey building executive and enforcing public accountability. Public audit institutions developed over time to help legislatures to implement the power of the purse. This power had two essential elements: the granting of the moneys and supervision of the expenditure. State audit in its present form was introduced first time in Great Britain as an integral part of parliamentary control over national finance with the enactment of Exchequer and Audit Department Act in 1866. Traits? The Act required all departments for 3 storey building the first time, to produce annual accounts known as appropriation accounts.
The Act also established the position of Comptroller and Auditor General (CAG) and an Exchequer and Audit department to provide the supportive staff from within the civil service. The results of CAG's investigations were considered by a dedicated parliamentary committee called the Committee on Public Accounts, thus establishing a circle of parliamentary financial control. The system of Government accounting and auditing and the organisational structure of the Indian Audit and Accounts Department (IAAD) as it exists today in five, our country is the legacy of British Raj and is more or less patterned on British model. Building? The IAAD has a history dating back to five, 1858 when the East India Company administration was taken over by the British Government and an Auditor General of India, who looked after both audit and accounts functions, was appointed. The introduction of constitutional reforms in 1919 brought about statutory recognition to the Auditor General. The Government of 3 storey India Act 1935 gave further recognition to the importance and status of the Auditor General. Constitutional and statutory mandate.
The Indian Constitution gave special status to Comptroller Auditor General (CAG) as laid down in Articles 148 to 152. The CAG's Act, 1971 regulates the duties, powers and conditions of service of the Comptroller and Auditor General. On? Sections 13, 16 and 17 of Act give authority to CAG to audit all expenditure from and receipt into the Consolidated Fund of India and the State. Sections 14, 15, and 20 of the Act authorizes CAG to audit the receipts and expenditure of bodies or authorities substantially financed by loans or grants from Union or State or Union Territory. Article 151 of the Constitution prescribes that Audit Reports on the accounts of Union and the States be submitted to Parliament /State Legislature. Extracts from the Constitution of India (Articles 148 to 151) (1) There shall be a Comptroller and Auditor-General of 3 storey India who shall be appointed by the President by warrant under his hand and seal and shall only be removed from traits, office in like manner and on like grounds as a Judge of the Supreme Court. (2) Every person appointed to be the Comptroller and Auditor-General of India shall, before he enters upon 3 storey his office, make and Tragedy Essay, subscribe before the President or some as person appointed in that behalf by him, an oath or affirmation according to 3 storey building, the form set out for the purpose in the Third Schedule. (3) The salary and on Courage: The Creation of a, other conditions of 3 storey service of the Comptroller and Auditor-General shall be such as may be determined by Parliament by law and, until they are so determined, shall be as specified in the Second Schedule: Provided that neither the salary of a Comptroller and Auditor-General nor his rights in respect of leave of absence, pension or age of retirement shall be varied to his disadvantage after his appointment. (4) The Comptroller and Auditor-General shall not be eligible for further office either under the Government of India or under the Government of any State after he has ceased to hold his office. (5) Subject to the provisions of five this Constitution and of any law made by parliament, the conditions of service of persons serving in building, the Indian Audit and Accounts Department and the administrative powers of the Comptroller and Auditor-General shall be such as may be prescribed by rules made by the President after consultation with the moral Comptroller and Auditor-General. (6) The administrative expenses of the office of the Comptroller and Auditor-General including all salaries, allowances and pensions payable to or in respect of persons serving in 3 storey, that office, shall be charged upon five the Consolidated Fund of India.
Art. 149. Duties and Powers of the Comptroller and Auditor-General : The Comptroller and 3 storey, Auditor-General shall perform such duties and exercise such powers in relation to the accounts of the kohlberg Union and of the States and of any other authority or body as may be prescribed by 3 storey, or under any law made by Parliament and, until provision in that behalf is so made, shall perform such duties and exercise such powers in relation to the accounts of the Union and Uncommon Courage: of a, of the States as were conferred on or exercisable by the Auditor-General of 3 storey building India immediately before the commencement of this Constitution in relation to symbols in slaughterhouse five, the accounts of the Dominion of India and of the provinces respectively. Art. 150. Building? Form of Accounts of the Union and of the States: The accounts of the Union and of the States shall be kept in such form as the President may, on the advice of the Comptroller and Auditor-General of India, prescribe.
(1) The reports of the Comptroller and Auditor-General of India relating to the accounts of the Union shall be submitted to the president, who shall cause them to be laid before each House of Parliament. (2) The reports of the Comptroller and theory, Auditor-General of India relating to 3 storey, the accounts of a State shall be submitted to the Governor of the State, who shall cause them to be laid before the Legislature of the State. Kohlberg? During last three decades, the appointment of CAG has always been mired with controversy from the time the Constitution came into being in 1950, the four CAG's appointed to the post, were senior members of the Indian Audit Accounts Service. However from 1978 onwards the last four incumbents are from the 3 storey Indian Administrative Service (IAS). The appointment of CAG who do not possess the requisite background of auditing and accounting has been subject of severe criticism by Chairman of the Public Accounts Committee, press, public spirited men, Officers and Staff association of the Audit department. The Indian Constitution does not lay down qualification for the post of CAG nor the manner of his selection. However the invention matter was discussed during the Constituent Assembly debates held in May 1949. From the debates it seems that framers of the Constitution's intention was that a person who had sufficient knowledge of finance and accounting systems and had practical experience of the work of Finance department and had worked as Accountant General would only be appointed However, in practice this assurance has not been honored by successive governments. The CAG is the head of the Indian Audit and Accounts Department.
The office of the CAG directs controls and monitors the activities of the various offices of the department and is responsible for development of organisational objectives and policies, auditing standards and systems, laying down policies for 3 storey building management of manpower and final approval of the Audit report. For carrying on these responsibilities, field formations exist for each specific area of auditing and accounting. The offices of IAAD are spread throughout the country. There are 34 Union Government Audit Offices headed by Director General/ Principal Director of Audit and Tragedy Essay, 60 State Accounts and Audit offices headed by Principal Accountant General and Accountant General. 3 Storey Building? There are 60000 personnel in the IAAD with about 500 Group A officers belonging to the Indian Audit and Accounts Service (IAAS).The total budget of the IAAD is symbols in slaughterhouse, around Rs 846 crores, bulk of which constitutes expenditure on pay and allowances of the staff. Building? Appointment of comptroller and auditor general.
The most important instrument of accountability, the Comptroller and Auditor General of India has a dual role to perform - firstly as an agency to function on behalf of the Legislature to odysseus traits, ensure that the Executive complies with the various laws, passed by the Legislature in letter and 3 storey, spirit, and secondly, on behalf of the Executive to ensure compliance by subordinate authorities with the rules and orders issued by it. The Comptroller Auditor General, as the head of the Indian Audit and on Courage: The Creation of a Hero, Accounts Department, is thus neither a part of the Legislature nor the Executive but is an 3 storey building, officer created by the Constitution to A Poetic Tragedy, see that diverse authorities act in regard to all financial matters in building, accordance with the Constitution, and the laws and rules framed there under. There are several provisions enshrined in the Constitution to safeguard his independent function:- » He is appointed by the President of migration 1630 India by warrant under his hand and seal and his oath of office requires him to uphold the building Constitution of India and the laws made thereunder. » He can be removed from office only on grounds of proven misbehavior or incapacity after an address by both Houses of Parliament supported by a two-thirds majority. » His salary and conditions of service cannot be varied to his disadvantage after appointment. » He shall not be eligible for further office under the Government of India or of migration any State after retirement. » His administrative powers and the conditions of service of persons serving in the Indian Audit and Accounts Department shall be prescribed by rules made by the President only after consulting him. » The administrative expenses of his office are charged upon the Consolidated Fund of India and are not subject to being voted by Parliament. 3 Storey? The legal basis for the auditoria functions of the Comptroller Auditor General of in slaughterhouse India is provided by the Comptroller and Auditor General's (Duties, Powers and Conditions of Service) Act, 1971. Although.
India has a federal setup, the Constitution provides for a unitary audit by the Comptroller Auditor General, who conducts audit of the accounts of both the Union and State Governments. Preserve Articles is home of thousands of articles published and preserved by users like you. Here you can publish your research papers, essays, letters, stories, poetries, biographies, notes, reviews, advises and allied information with a single vision to liberate knowledge. Before preserving your articles on this site, please read the following pages:
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How to Write a Resume Skills Section. The resume skills section allows you to list, re-iterate, and expand upon 3 storey building your skills and abilities that are relevant to the job you are applying for. A well-crafted resume skills section will also help your resume beat Applicant Tracking System (ATS) “resume reading robots”, which is the first step to getting your application into a hiring manager’s hands. Don’t miss the opportunity to make a powerful skills section that can tip the odds in your favor — read on odysseus hero traits to learn how. Sometimes referenced as “ Additional Skills ” the Skills Section is where you can list all of your useful abilities that are not overtly mentioned in the bullet points of the Work History sections. Here are some samples showing what they look like: Customer Service Resume Skills Section. Laborer Resume Skills Section. As you can see, these all tend to be brief and to the point. Yet, there is a right way and a wrong way to 3 storey building, writing them.
Don’t forget your cover letter. Browse through our library of Cover Letter Samples by Industry. Tips on Essay The Creation Hero Adding Additional Skills to 3 storey building, Your Resume. In the above examples, there are a few similarities to the types of skills that the job seekers listed even though they are going after different positions. A hiring manager is kohlberg theory, interested in building what relevant skills you have. They do not care about whether or not you came in first place in symbols in slaughterhouse five the hot dog eating contest at the state fair.
An IT Industry job seeker should not do this : Leader of a 70 member guild in 3 storey building World of Warcraft for 3 years. Maintained a self-hosted VoIP chat server for 3 years. One of the great migration 1630 above skills shows some legitimate tech savvy while the other does not. That’s something that might catch a hiring manager’s eye. Keep your skills targeted toward the job you are applying for. Even if you have a knack for something that is not directly related to the position, as long as it’s relevant it’s worth mentioning . For example, if you are applying for an assistant manager position at a small music shop, it’s perfectly acceptable to mention that you can play guitar. It isn’t directly related to management, but it shows you have knowledge of the industry. Just like discussed in all of the Resume Genius resume samples, replace nonspecific adjectives with hard numbers. The same goes for how specific you are in regards to software, hardware, and other tools you are skilled with. Don’t Say: Excellent with foreign languages.
Do Say: Fluent in English and 3 storey, Spanish , and proficient in French. Don’t Say: Skilled typist. Do Say: 70WPM typist. You don’t need to get overzealous with the specifics, but a couple of details go a long way. When listing large software suites like Microsoft Office, try to name the individual applications you’re proficient with, such as PowerPoint or Excel when page space is adequate. If you’re only listing 2 or 3 bullet points, this isn’t that big of a deal, but once you start listing more, you want to keep things sensible.
For example, keep your computer skills with your computer skills and your speaking and language skills with your speaking and language skills. Experienced graphic artist well versed with Adobe Photoshop and Adobe Illustrator Bilingual – Fluent in invention television English and French Proficient with MS Word, Excel, and PowerPoint Charismatic and confident public speaker. Experienced graphic artist well versed with Adobe Photoshop and Adobe Illustrator Proficient with MS Word, Excel, and PowerPoint Charismatic and confident public speaker Bilingual – Fluent in English and 3 storey, French. Also, when possible list the group of skills that are more important to the position that you’re applying for first. You shouldn’t spend too much time debating on the ordering though as per the first tip, they all should be relevant anyway. Formatting: Additional Skills vs. Great Migration! Technical / Computer Skills.
Most job seekers end up choosing a resume template that places their relevant skills closer to the bottom, but for some specific industries listing them at the top is very effective . Building! Take a look at the sample resume for an applicant searching for an IT job: Because an IT job requires an employee to have a base set of Uncommon Courage: The Creation of a Hero skills, the building applicant starts off by listing his Technical Skills instead of adding them as Additional Skills towards the end. He also breaks them down by hero traits, theme, such as what computer networking skills he has and what operating systems he is building, proficient with, bolding each main general category and then listing each specific skill in its respective category. Some jobs where using a Technical Skills section instead of an Courage: The Creation Additional Skills section could be beneficial are: Information Technology Graphic Design Manufacturing Technical Writing Engineering. Regardless of which style of Skills Section you use on your resume, as long as you use relevant, clear, well organized bullet points , you’re sure to impress. Industry-Specific Skills for your Resume. The Best List of Skills For a Resume. Below are the most sought after skills and abilities that employers look for on a resume. 3 Storey Building! If you can include these abilities on your resume, you will be sure to attract their attention. However, it is not enough to in slaughterhouse, simply list your skills.
The bottom line is that HR managers want proof. That’s why it is more effective to include examples of how you use your skills rather than merely stating, “Possess great communication skills.” The bottom line is that HR managers want proof. Here is a list of good skills and example bullet points to add to your resume: Approach all work activities with deliberate focus to ensure that each task is completed correctly, efficiently, and effectively. Seek and actively learn new information to keep up to date with new skill requirements and 3 storey, technological innovations. Invention Television! Achieve high levels of multi-tasking ability by remaining focused and goal oriented, completing several tasks simultaneously to reach desired targets. 3 Storey Building! Commended by peers for great migration, displaying a good attitude, working hard, and setting and 3 storey, achieving personal goals.
Listen to and integrate criticism and advice from peers, teachers, and bosses, strengthening personal deficits and weaknesses wherever possible. Perform requested duties beyond the expected requirements to maintain high personal standards and ensure absolute satisfaction with produced work. Adapt to all arising situations, and able to develop solutions to problems as they appear to the satisfaction of any client. Work towards solutions with a flexible approach to all challenges that helps solve problems in the most direct and time efficient way possible. Respond and adapt to developing challenges and obstacles when under pressure calmly and in slaughterhouse five, logically to develop working solutions in a timely manner. Manage time constraints and unpredictable schedules with adaptable methodology that can re-prioritize and delegate tasks to achieve maximum efficiency. Develop and utilize a large personal knowledge base, creating a broad understanding of 3 storey a wide range of issues and the ability to develop flexible solutions. Create working relationships with co-workers and clients with varying personality types and coming from different backgrounds, maintaining a professional and egalitarian attitude at all times. Adapted to new industry standards to television, guarantee that our business was compliant with all guidelines Revised my sales strategy to 3 storey building, align with new customer trends.
Evaluate and dilute complex work processes into kohlberg series of manageable tasks to increase efficiency and reduce waste. Analyze large volumes of 3 storey data and identify trends, and present results in a clear and understandable manner. Produce comprehensive solutions to complex problems through extensive analysis and great 1630, accurate assessment of relevant data sets. Identify efficiency savings within given tasks and successfully implement them, aiding in efficient problem solving. Determine the relevance of suggested arguments and ideas, and analyze the relative importance of each before accepting or rejecting them as courses of 3 storey building action. Manage complex problems and time-constrained tasks with rapid but error-free analyses to ensure projects are completed without disruption. Prevented workplace accidents by encouraging safe working practices and Essay on Courage: of a, preserving company equipment.
Responsible for resolving client issues, identifying customer trends, monitoring competitor activities. Plan strategically and maintain awareness of attention to details to overcome challenges, meet deadlines and 3 storey, achieve objectives without sacrificing quality. Create and detail step-by-step processes to create intermediate and odysseus traits, endpoint deadlines for all projects, making it easy to identify major obstacles and brainstorm solutions. Organize and building, communicate highly detailed planning and time management objectives to ensure all team members understand their roles and responsibilities. Identify errors and inconsistencies within any argument or reasoning used to form actionable conclusions, and present necessary counter-arguments. Restructure and television, reorganize underdeveloped projects that require complete revision to achieve detailed quality standards. Tasked by peers to oversee highly detailed projects, having a trusted ability to discover holes and issues where others may not. Foster strong relationships with customers and strategic partners to strengthen our brand awareness Facilitate monthly meetings with employees to ensure there is building, a mutual understanding of A Poetic a project’s directives High levels of confidence when speaking either to 3 storey, groups or individuals that allows the conveyance of ideas or instructions in television a clear, easily understood manner.
The ability to 3 storey, disseminate detailed concepts into understandable ideas in both written and verbal communication. Traits! Understanding of the meaning and implementation of body language to both gauge other’s intent and views and project a desired stance to others through non-verbal communication. Highly developed communication skills both verbal and non-verbal that help build a relationship more conducive to an agreeable outcome of any negotiation. Outstanding Typing Skills (WPM: 90). Sound knowledge of troubleshooting techniques for Microsoft Office Suite High levels of analytical ability means that problems can be understood and overcome quickly and efficiently.
Methodical approach to building, challenges means that problems can be overcome with solutions identified and great 1630, implemented in the most efficient manner. 3 Storey Building! Always seeking new information and keeping up to date with current requirements and innovations within the field of expertise. Exercise empathy with others to assist in all aspects of communication, creating higher chances of successful outcomes and compromises. Practice well-honed listening skills to give full attention to those in need, accurately assess every individual’s situation, and build necessary rapport. Project calm and genuine interest in others through verbal and non-verbal means, building confidence with other parties to ensure successful conclusions to all interpersonal interactions. Remain dispassionate and fair-minded during disagreements to highlight that ideas and opinions are always respected. Symbols Five! Assist and 3 storey building, teach others patiently when working towards a common goal, ensuring higher levels of cooperation when faced with challenges.
Help and suggest to co-workers and moral, peers to building, find institutions or people to hero traits, seek help for problems that are affecting them professionally. Integrate into all team situations easily and building, comfortably, possessing a personable nature that is migration 1630, open to teamwork and 3 storey, cooperation. Negotiate team and co-worker conflict or pressure effectively and efficiently through strong interpersonal and odysseus traits, communication skills. Work towards the building success of the group, de-emphasizing smaller perceived personal successes and focusing on the bigger picture. Listen actively and Essay Uncommon of a, engage genuinely with others to ensure that all perspectives and ideas are equally respected. Focus on overcoming challenges rather than seeking to blame the cause of any challenges and building, problems encountered, maintaining a positive attitude that is odysseus hero traits, a benefit to any team situation. Adhere to all institutional standards for ethical, interpersonal, and professional behavior at all times.
Finish all tasks and 3 storey, projects on time with a reliably high level of quality. Five! Accept all requests to fill necessary shifts, schedules, or complete tasks when others are unavailable. Maintain a professional and egalitarian attitude at the workplace at all times, ensuring minimal interpersonal conflicts and 3 storey, acting as an ambassador for the brand. Odysseus Hero! Trusted to handle sensitive items and situations, regarded as having a responsible and dependable personality by peers. Open a strong line of communication and make thorough preparations for taking time off. Assist others with tasks and projects during free time, even when it is 3 storey building, unrelated or unrewarded.
Seek answers to questions personally without needing excessive guidance, asking only when it is obvious the information cannot be found. Create personal tasks and projects without supervision, while seeking advice and permission to increase workplace efficiency. Learn new skills actively to avoid over-reliance on co-workers and team members Operate independently of team members and management, submit comprehensive reports and Tragedy Essay, feedback to keep projects on track. Argue against 3 storey conventional wisdom when it is based on illogic or poorly conceived notions, even when it is unpopular to do so. Utilize a wealth of skills, abilities, and personal networks to solve intractable problems and remove obstacles to completing projects. Display a thirst for knowledge, becoming an expert on any product or subject required quickly, and able to convey that knowledge clearly to 1630, others. Assume responsibility for completing all important tasks at hand and filling in labor gaps wherever it is necessary. 3 Storey! Brainstorm and develop approaches to theory, problems in downtime and present them to 3 storey building, peers without being personally tasked by A Poetic Tragedy, management. Approach challenges as opportunities to improve skills and abilities, seeking advice and criticism to constantly improve.
Volunteer for new projects and to complete tasks that are otherwise ignored or avoided. Speak frankly about weaknesses and issues that are causing problems and holdups, and 3 storey building, offer well-developed solutions. Odysseus Hero! Received award for outstanding work ethic 2 years in a row. Set challenging benchmarks of building success and plan by which to achieve them each month. Suggest and promote ideas for analysis and judgement without ego or personal issues should they be rejected by others. Assess and critically analyze personally developed ideas in the same way that others’ ideas are assessed. Essay On Uncommon! Compare, contrast, and 3 storey building, combine creative ideas, using critical and creative thinking skills to develop insights and alternative possibilities. Project an innovative outlook that encourages free thinking to challenge conventional barriers in problem solving and invention television, generate interesting ideas. Apply rational analysis and promote an evidence-based approach to take creative ideas and mold them into workable solutions. Appraise any given situation and approach its unique problems with a consistent and systematic methodology. Implemented efficiency and cost-saving initiatives that improved the customer service process Evaluate the various risks and rewards related to implementing new projects or programs.
Maintain an “honesty is the best policy” philosophy in the workplace, while being tactful about giving constructive criticism. Review project successes and failures dispassionately, accepting blame when mistakes are made and seek methods to building, prevent future issues. Moral! Conduct all business and personal affairs according to 3 storey, highest codes of ethics and A Poetic, responsibility. Establish trustworthy relationships with clients and co-workers, avoiding improper and unethical behavior. Follow institutional rules, processes, and practices at 3 storey, all times to support company’s quality management procedures.
Report issues and hero traits, problems through proper channels as set forth by company guidelines. Maintain a visionary outlook and the ability to see each challenge in the context of the 3 storey building broader scope of the project, while acting towards that desired end goal at all times. Project confidence and flexibility, able to accept differing views without viewing them as challenges to The Creation of a, authority, and utilize good ideas from others. Utilize interpersonal skills to motivate and 3 storey building, encourage co-workers, understanding that major goals are achieved through teamwork. Demonstrate critical thinking under stressful situations where problems are faced, and a willingness to make the right decisions even if they are unpopular. Display integrity and honesty at all times, honoring promises and odysseus hero traits, defending values when challenged. Set an example for 3 storey building, others, taking responsibility for successes and failures alike. Assumed a leadership role in the absence of the supervisor and ensured that the office operated normally.
Assisted in the training of 3 new employees to quickly integrate them into the department’s workflow. Schedule meetings, appointments, and travel arrangements for managers. Compiled, prioritized, and processed all new purchasing orders Keep organized at all times, understanding that efficiency is achieved by being mindful of future and often unanticipated needs Accurately estimate the work involved in any task to provide both a timetable and the effort required for successful completion. Excellent organizational skills to attribute time to odysseus hero traits, carry out responsibilities personally and for each member of the project team. Highly developed communication skills for discussing a project at all levels, with the building ability to clearly articulate the work, issues and challenges as they arise in a manner other stakeholders will understand quickly. Overcome obstacles to project completion by being forward thinking and positive, rather than adhering to the accepted limits. Apply a logical mindset to bring well researched ideas to 1630, the table and, and able to dissect counter arguments methodically and without prejudice. Project a positive persona that focuses on the positive outcome of any proposal or counter-proposal rather than the negative, ensuring all parties remain disposed to concessions. Listen actively to 3 storey building, all arguments and ideas presented, and fairly weigh and analyze them before responding with counter-arguments and counter-proposals.
Defend positions forcefully when necessary to achieve the best outcome possible for all stakeholders. Tragedy Essay! Seek out alternative solutions to stubborn problems, and methodically test, reject, and note progress and setbacks. Demonstrates the ability to 3 storey building, analyze large volumes of data to find the required information within, efficiently and accurately. Shows comprehensive problem solving ability, producing creative solutions to complex problems. Can identify important concepts within a project to provide effective, targeted research. Can break down complex concepts and ideas into more manageable tasks for research purposes. Odysseus Traits! Excellent communication skills that allow clear dissemination of researched data and ideas for further use. An analytical approach that ensures the identification and streamlining of research opportunities with any given project for more efficient results.
Maintain high levels of self-awareness that enables analysis of one’s own assumptions and values about any given subject. Approach mistakes with a dispassionate demeanor, focusing on finding solutions rather than attributing blame. Project a “customer is always right” attitude at all times, even when clients are being rude and irrational. Keep a professional manner with peers, co-workers, and clients at all times, no matter the circumstances. Avoid emotional confrontation and arguments with peers and clients, seeking de-escalate issues and find ways to resolve issues rationally. Adhere to company work schedules and 3 storey, give notice before taking time off. Remain calm under pressure, delivering workable problems during crisis scenarios in a timely manner. Perform and oversee multiple individual tasks simultaneously during work projects, ensuring quality and efficiency while remaining within deadlines.
Manage chaotic task loads and keep teammates focused and A Poetic, under control during high stress and time-sensitive crisis periods. Approach complex and tangled problems with a dispassionate disposition that allows an efficient and analytical approach to any problem. 3 Storey Building! Make and great, defend critical and building, high risk decisions based on careful research, analysis, and experience, accepting responsibility for the outcomes whatever they may be. Resolve interpersonal conflicts between other parties or personally by remaining objective and actively empathizing with the emotional parties. View every situation in the context of the broader picture to Tragedy, predict how the team may benefit overall from any given action.
Utilize a diverse skillset to complement any team makeup, whether giving or receiving instruction. Building! Convey authority, competence, and invention television, a socially oriented attitude by keeping a strictly professional manner at all times. Build friendly relations and easily communicate with teammates, co-workers, and 3 storey, customers through a confident and outgoing demeanor. Seek out new relationships and form large networks of invention television individuals, developing a pool of resources and talent that can be tapped to achieve goals and building, targets. Project warmth and sincerity to A Poetic Essay, peers and clients, and 3 storey building, a willingness to work together to achieve mutual goals. Team worker who is able to A Poetic Tragedy Essay, adapt in highly dynamic and changing situations. Collaborated in four-person team to 3 storey building, complete projects in a timely manner and under budget. Tech savvy, with the ability to quickly learn and apply new software applications to the position.
Desire to expand my current skillset and increase my value as an moral theory asset to the company. Broad knowledge base that aids in writing from a position of authority on a wide range of subjects. Highly developed research skills aid in 3 storey building creating accurate, informative and in depth writing on any subject matter. In Slaughterhouse! Expert literary skills ensures error free writing, with perfect grammar and style at all times. Adaptable approach allows a writing style that fits with the subject at 3 storey building, hand and its intended use. Empathic nature that allows the use of suitable language for the intended audience so that the writing is always on the correct level for its intended readership. Focused and driven to always meet deadlines and targets as required. As much as the theory words on a resume are important, so is the building overall style and design. For more information on how to style your resume like a pro, check out the Resume Genius resume aesthetics guide. thanks for this! We’re glad you found it useful!
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Thanks for 3 storey building, the kind words! Feel free to hero, spread the building word. Share How to Write a Resume Skills Section Our code geeks and HR experts are proud to introduce our new Free Resume Builder software to help you land more interviews in today’s competitive job market. We provide HR-approved resume templates, built-in job description bullet point phrases to moral, choose from, and easy export to MS Word and PDF.
Need a resume template? Feel free to download one, but be sure to make small modifications to Essay Courage: The Creation of a, unlock your. Would You Rather Work for a Man or a Woman? Do people still care whether they work for a man or woman, or do most people simply look for a nice job. 5 Ridiculous Excuses To Calling Out Of Work That Were Surprisingly Successful. Every office is bound to have that one person that abuses the call-out policy. These people go above and.
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Abraham Maslow Essay Examples Outline. Are you in High School, College, Masters, Bachelors or Ph.D and need someone to help in your homework? All you need is to ask for research paper help written by a specialist in 3 storey your academic field. When you buy an essay online from My Essay Services, we offer you an original, nil plagiarized and unique paper written by a dedicated writer who is PhD or Masters qualified. MyEssayServices.com is an experienced service with over 9 years experience having delivered over 83,000 essays over the years. Abraham Maslow is renowned for his invention in relation to invention television the hierarchy of needs. The psychologist invented the hierarchy of needs based on the premise that the needs of the human beings are not the same. He stated that the implementation of the 3 storey building human needs requires the following of some trend. This means that lower needs in the hierarchy have to be satisfied before moving on kohlberg moral theory, to the 3 storey higher goals. Just like in a ladder, the lower rungs have to great migration be stepped on before proceeding to the next runs that are located at the higher levels (Myers, 2004).
There are different motivations behind the invention of the hierarchy of needs. This paper will focus on 3 storey building, the hierarchy of needs and the motivation behind the development of the hierarchical representation of needs. The theory states that people have differing needs. These needs are the main motivators of the actions. Therefore, people are spurred into action by their needs. Moral? A need for a certain achievement will push someone into action (Myers, 2004). The motivational needs of the human beings are represented in five levels. The five levels can be further depicted as basic needs and growth needs. Basic needs are prerequisites for human survival. The needs motivate people to act whenever they are unmet (Myers, 2004). The basic needs include food and esteem.
If one is denied the building basic need for long, the desire to odysseus traits fulfill the building needs mounts hence the relationship between the urge and actual fulfillment of the needs. Satisfaction of the lower level needs is a requirement for the proceeding to the higher needs. The basic needs have to be attained first before proceeding to traits the higher needs of 3 storey building growth after the person has attained the goals of the kohlberg moral theory lower needs; he or she may proceed to the attainment of the higher goals. The highest motivational goal in human beings is self-actualization. Human desire to 3 storey progress of the higher goals is a pervading factor that leads to the development of the actions undertaken (Myers, 2004). Therefore, the main motivation of 1630 action in the human life is the attainment of the higher goals. Every human being has the building need or desire to Essay Uncommon Courage: The Creation Hero progress towards the highest rung or tier in the hierarchy. However, the rate of progression towards the same can be hindered by a variety of building factors. The failure of a person to meet the lower needs hinders the development of television higher needs. Some life experiences may even lead to the fluctuations of the attainment of the needs.
A major life experience affects the rate of progression since it may affect the level of stability and focus that the person has towards the attainment of the goals (Wade Tavris, 2000). 3 Storey Building? Fluctuation between the hierarchical levels is expected, and A Poetic it is the main deterrent of the smooth progression towards the attainment of the higher goals. Fluctuations are expected in between the 3 storey building levels. Therefore, the movement or progression to the higher levels cannot be undertaken in a smooth and effective manner. In the society, very few people attain their dream of self-actualization. The main explanation for odysseus hero traits, this development can be found in the way the society rewards the motivation. The society does not acknowledge the self-actualization drives (Wade Tavris, 2000). In most of the cases, it rewards the motivation biased on the social needs. This leads to a trend of appreciating the middle-level needs than the building higher level needs. As there is an emergence of the higher needs takes effect, they become dominate in five the information of action that the individual undertakes. This means that the higher needs end up replacing, the lower needs, which are focused on 3 storey, the most basic survival.
Emergence of higher needs increases the Essay Uncommon Courage: desire to attain them (Myers, 2004). However higher needs only emerge once there is the assurance that the lower needs have been attained to the satisfaction. The hierarchy of needs has been worked on to include other needs such as the cognitive and aesthetic needs; later there was the inclusion of the transcendence needs (Myers, 2004). Cognitive needs are the needs that emerge in the individual as the main motivation for the pursuit of knowledge. They are instrumental in the driving of research at all levels (Stockdale Crosby, 2004). Cognitive needs drive the need to search for new sources of information. Transcendence needs form the highest needs in the revised version of the hierarchy of needs. The needs are present only in the people that have attained self-actualization (Wade Tavris, 2000). Transcendence needs are the needs to building help other attain their needs for actualization. The people that have the needs develop their tendency towards out of the need to have more people in their group.
As stated earlier, few people attain self-actualization. Odysseus Traits? Therefore, very few people have attained this level (Myers, 2004). Transcendence needs arise to increase the number of self-actualized people. However, the development of the hierarchy of needs has received some criticisms. The main critics of the psychological philosophy are centered on the methodology that the research used. The biographical analysis was the main approach used in the assessment of the self-actualized people. The sample size of 18 could not possibly reflect the rest of the humanity. The method of analysis was largely subjective since the opinion of the researcher was the most pervasive aspect (Stockdale Crosby, 2004).
Biasedness of the opinion increased the chances of the 3 storey findings being invalidated. Myers, D. (2004). Psychology. New York: Worth Publishers. Stockdale, M., Crosby, F. (2004). The psychology and management of workplace diversity. Malden, MA: Blackwell Pub. Wade, C., Tavris, C. (2000). Psychology.
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Issues In Supporting Inclusion In Primary School. Inclusion in the educational system affirms the obligation for pupils with Special Educational Needs (SEN) to be educated alongside their peers in mainstream classes. But inclusion of pupils with SEN in mainstream schools remains challenging even as the current climate and the future focus more on an inclusive culture. Inclusive practice puts the onus on the mainstream teacher to provide an environment to cater for pupils of 3 storey building, diverse abilities. Even though the Department of Education and Science in Ireland (DES) recommends an inclusive system of education for pupils with SEN, many are still being withdrawn from their class for supplementary teaching. The Learning Support Guidelines promotes class room based learning through alternative groupings and recommend shared teaching approaches in great migration 1630 the pupils' classroom. For pupils with SEN, ideally the 3 storey building, provision of supplementary teaching is through in-class support where professional development is moral theory seen as prerequisite in 3 storey building helping teachers to migration, effectively support pupils with SEN but teacher knowledge, expertise and training show great deficiencies and inadequacies. To maintain a successful inclusive environment and to meet the needs of 3 storey building, all pupils, teachers need on-going CPD (continual professional development) in models of in-class support. The aim for every teacher is to develop, refine and moral theory maintain practices that address these needs. Differentiation is the pedagogic key to successful curricular inclusion for pupils with SEN.
Moving from a culture of total faith in and reliance on withdrawal to 3 storey building, in-class support will require great collaboration among all teachers and a whole-school approach to A Poetic, SEN. This assignment deals with the issues and building dilemmas associated with reaching the ideal of A Poetic, in-class support for learning with SEN in the mainstream primary classroom. In my own school I do a lot of in-class support teaching and I am hopeful that this study will help me to focus my attention on the in-class models most suitable for promoting the learning of pupils with SEN pupils. The overall aim of 3 storey, this study is to explore the issues associated with inclusion of pupils with SEN in mainstream classrooms, where inclusion focuses on in-class support as opposed to the more traditional and out-moded practice of withdrawal. Television! My intention is to develop my own knowledge and understanding of relevant literature so that in 3 storey building the context of my own school I will be well informed in advising and working alongside other practitioners. To address this aim I have set myself a number of questions, answers to which will inform policy and practice in odysseus traits my own school: 1. What is the national, official policy on building inclusion in Irish primary schools?
2. What is contemporary research literature saying about what inclusion is and how to achieve it? In particular, what counts as effective inclusion? 3. Moral Theory! What would constitute effective differentiation and assessment practice in an inclusive in-class model of support for learning with SEN? 4. What are the barriers for teachers in 3 storey building adopting effective inclusion practices in mainstream primary school classes? Throughout the assignment I will draw out the implications for my context in symbols in slaughterhouse five my own primary school. Mindful of these questions I will begin by examining the development of building, inclusion in education in great 1630 Ireland. I will outline current policy on inclusion with special reference to government legislation and policy, and I will explore the 3 storey building, links across research, policy and practice. Bearing in mind question two above, I will then review relevant international and national research on inclusion and highlight some of the debates and issues associated with definitions and practices of inclusion.
Taking account of question three I will focus particularly on the themes of differentiation and assessment and review key research that offers practical strategies for the promotion of in-class inclusion. Finally, I will discuss the implications for wider policy on inclusion in my own school. Overview of invention, SEN Provision in Ireland: Policy and Legislation (Question 1 above) When the first remedial teacher was appointed to an Irish primary school in 1963 there was no official national policy on remedial education. The focus on SEN policy began in 1988 when the Irish government produced the Guidelines on Remedial Education (1988).
Other influential developments in the 1990s were two important reports- the Special Education Review Committee Report (SERC Report) in 1993 and the Survey of Remedial Education in Irish Primary Schools Report (SRE Report) in 1998. These reports paved the way for 3 storey the Education Act in 1998 requiring mainstream schools to identify and provide for pupils with SEN and requiring the Minister for Education and Science to provide both the appropriate support services and quality of education to people with disabilities or other SEN. Migration! An objective of the Education Act (p. 5) is 'to make provision, in the interests of the common good for the education of every person in the state, including any person with a disability or who has other special educational needs'. In its definition of disability (p. 6) it included terms of learning differently and using different thought processes. The Education for 3 storey Persons with Special Educational Needs (EPSEN) Act in 2004 (p 36/37) gave a similar definition of SEN as: a restriction in the capacity of the person to participate in, and benefit from, education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in symbols a person learning differently from a person without that condition and cognate words shall be construed accordingly. The Learning-Support Guidelines (2000) were developed in 3 storey building response to the findings and recommendations of the invention television, SRE report. They set out the aims of learning support education and provided practical advice for schools on the organisation of building, a positive school environment for children with SEN. Griffin and Shevlin (2007), note the significance of these developments in A Poetic Tragedy Essay moulding the statutory structure of the 2004 EPSEN Act where and where the duties and responsibilities of school personnel and boards of 3 storey, management for SEN are outlined.
This act, which holds schools responsible for SEN provision and management through its outline of the roles and kohlberg theory responsibilities of school personnel and management and building rights of parents, is concerned with the formation and implementation of education plans for children with assessed SEN. It set up an independent agency funded by the state, the National Council for Special Education (NCSE) whose function is to plan and co-ordinate the provision of support services to pupils for SEN using an inclusive approach to education. As education policies worldwide focus on inclusion national developments in Ireland reacted and responded accordingly. International policy recommends a mainstream model where all children can learn together over segregated provision. Space prevents a full discussion here but it is noteworthy that the most influential is the Salamanca Statement (UNESCO, 1994) which advocated inclusion of in slaughterhouse five, all abilities. Subsequently, the Dakar Statement (UNESCO, 2000) and the United Nations Convention on the Rights of the Persons with Disabilities (UN 2006), (two reports which have not been adopted in all countries) along with many EU policy documents and OECD reports refer to the possibilities of including all learners in mainstream education providing education based on building equality, citizenship and 1630 individual and societal well-being. Drudy and Kinsella (2009) believe that, in response to international and 3 storey building European policies, Irish educational policy changed significantly in the legislative and policy framework for the education of children with SEN since the end of the 1990s. Swan (2000) described the provision of SEN in invention television Ireland passing through three stages- the stage of neglect and denial; the 3 storey, stage of the special school; and the stage of integration and inclusion. The development and implementation of inclusive practices in Irish education is supported by current legislation. The present policy of the DES is to provide the greatest level of inclusion in mainstream primary and post-primary schools and when this is not possible the DES provides for Courage: The Creation of a Hero them through special schools and special classes based in mainstream settings. In the past pupils with SEN attended special schools or classes resulting in isolation from their peers.
But recently this segregated special schooling has been less favoured and 3 storey building more children with SEN are being educated alongside their peers in Essay mainstream schooling causing a huge increase (41% in building the 5 years to 2003, National Disability Act, 2005, cited in Drudy and Kinsella 2009), in the number of pupils with disabilities being educated in mainstream schools and a comparable decrease in the number of pupils in special schools. The development of inclusive practices in Irish education over the last decade was influenced by the SERC Report 1993, advocating a continuum of education provision for children with SEN, favouring integration over segregation; and proposing basic principles to guide the future development of SEN provision, one of which was that appropriate education for all children with SEN should be provided in ordinary schools, unless individual circumstances made this impracticable. The Education Act (1998) recognises the right of pupils with a disability or SEN to education and allow for the appropriate support services and quality of education to fulfil this requirement. Two later acts, the Equal Status Act (2000-2004), and the Education Welfare Act (2000), both recommend inclusion in mainstream classes and full participationy in school life. DES circular 24/03 also shows commitment to inclusion as it recognises that pupils with SEN often learn at a different pace and in a different way from the rest of the class. The DES stresses that these pupils need to belong to a peer group and to mixed ability groups in a variety of situations. Even though the research on mixed ability teaching illustrates that children of lower ability benefit greatly and children of average or above ability are not academically disadvantaged (Hallam et al, 2004) the DES is aware that in recent years the invention, practice has developed of using resource hours on a withdrawal basis for individual tuition only. The DES states that an exclusive reliance on this approach conflicts with the principle of integration and 3 storey inclusion. Invention Television! King (2006) confirms this as she says that 87.5% of resource/learning support teachers continue to use withdrawal to deliver specialist supplementary teaching to children with SEN. King attributes this to the lack of teacher knowledge and training around in-class support systems. The 2004 EPSEN Act provides the statutory basis for the inclusion of children with SEN within the educational system.
It requires that children with SEN be educated alongside their peers in an inclusive environment unless it is 'inconsistent with the best interests of the child' (s.2, p.7). It sees inclusive education as a means to assisting children with SEN to participate in society and to live independent and fulfilled lives as adults. It also outlines assessment procedures for children with SEN and 3 storey building ensures provision of appropriate interventions and services. Currently the Essay, DES provides a continuum of support for children with SEN in mainstream schooling involving classroom based supports for mild needs or individualised support for more complex needs. Currently, in Ireland, the DES provides three main types of educational systems to meet the diverse needs. They are: ' Mainstream classes: supported by resource teaching, special needs assistance and learning support; ' Special classes in mainstream schools: currently 12% of mainstream schools have special classes. (NCCA, 2013a); and. ' Special schools: currently only 1% of children with SEN are enrolled in special schools, (NCCA, 2013a). At the core of inclusion is the principle that children with special or additional learning needs or disability belong in mainstream education. To be an inclusive school, therefore, means that the school accommodates the 3 storey building, needs of all children and welcomes diversity as a way to enrich learning for all in the school community. By providing the appropriate networks of support children with SEN are enabled to participate fully in the life and work of Uncommon Courage: Hero, mainstream settings.
To be compliant with Irish legislation and official policy it is vital that school staff is aware of its responsibilities. 3 Storey! I consider that as learning support teacher in invention television a small rural primary school I have a major responsibility in helping the principal and 3 storey other colleagues develop awareness of such requirements. Much of this awareness raising is done in migration an informal, collaborative way through regular discussion and updating of school policy and practice. What is building Inclusion and how best to achieve it (Question 2 above) Within the current literature, definitions of inclusion vary in kohlberg moral theory their focus. Building! Some emphasise rights, others values and community while more focus on the capability of the school to cope with difference and kohlberg moral theory diversity. The concept of inclusion replaced the earlier term 'integration', which was used in the 1980s to refer to the placement of 3 storey, pupils with SEN in mainstream schools. (Winter and television Raw, 2010). The Guidelines for Inclusion: Ensuring Access to Education for All (UNESCO 2005, p 13) defines inclusion as: 'a process of addressing and 3 storey responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education'. The Centre for Studies in Inclusive Education (CSIE, 2002) presents the invention television, view of 3 storey building, inclusive education as all pupils, with and hero traits without disabilities or difficulties, learning together with the appropriate networks of support. It sees inclusion as enabling all children, regardless of needs and building abilities, to participate fully in the life and work of great, mainstream settings. The British Psychological Society, (2002), emphasises the school's responsibility as it acknowledges the child's right to participate fully in school life and the school's duty to welcome and accept them.
Thus the fundamental principle of inclusion is that all children, regardless of building, any SEN or ability, have the right to be educated together. Farrell and Ainscow, (2002) added that inclusive education is now seen as a human right and challenges all those policies and practices that in the past excluded some children from moral theory, their right to education. There is 3 storey building considerable debate about full acceptance of inclusion. For example, scholars like Tony Booth and symbols in slaughterhouse five Mel Ainscow (2002), Gary Thomas et al (1998) and Melanie Nind, (2005) arguing from a strong sociological and 3 storey building rights perspective, claim that maximum inclusion and integration of all learners into the mainstream school and classroom is desirable. Arguing from a more psychological and special needs perspective, Braham Norwich (2002) worries about how mainstream settings can always cater for the very specialist needs of some pupils. Similarly, Lindsay (2007) argues that the moral theory, research evidence for the effectiveness of inclusion has been described as only marginally positive. Other literature links definitions of inclusion to a process rather than a state. 3 Storey Building! The 1994 UNESCO, Salamanca Statement which promoted inclusive education and viewed children with SEN as an integral part of education, saw inclusion as a process, in that it is concerned with the identification and removal of barriers, as well as the participation and achievement of all children and especially those most at risk. In agreement with the process theory, Stainback and Stainback (1990) and Ainscow (2005) emphasise the on Courage: The Creation Hero, onus on the school to make the appropriate changes to accommodate the needs of children with SEN rather than expecting them to fit in to existing structures.
Sebba and building Sachdev agree with this definition when they say inclusive education is a process involving changes in the way schools are organised, in the curriculum and in teaching strategies, to accommodate the range of needs and Essay The Creation of a abilities among pupils. (Sebba and Sachdev, 1997, p.2). If we agree that inclusive education is a whole school endeavour in developing and adapting culture, management, organisation, content and approaches to teaching and learning, to accommodate the educational needs of all children significant changes must be made to the content, delivery and organisation of mainstream programmes. This may be a great challenge for many schools. Griffin and building Shevlin (2007, p. 81) recognise that a whole school endeavour towards inclusive policies and A Poetic Tragedy inclusive educational practices calls for 3 storey building a 'radical restructuring of the educational system to enable all children to participate and achieve within mainstream settings'. Clearly inclusive education looks at both the rights of children, and how education systems can be transformed to respond to hero, its diverse groups of learners. It emphasises the need for opportunities for equal participation for children with SEN preferably in a mainstream environment. My understanding of building, inclusion from the literature that I have read is that the emphasis on it as a process rather than a state is extremely helpful as such a perspective means that inclusion is never truly won or reached in a school or setting ' rather it is something that is an Essay on, ongoing feature of school life, an ongoing process of enabling all learners participate fully in their learning and a process of recognising the barriers that hinder such participation. Later in this assignment I focus on some key pedagogic strategies that facilitate the process of inclusion.
Pedagogic Practices for successful Inclusion: Differentiation and Formative Assessment (Question 3 above) If inclusive education is based on processes, values, rights and principles, then the 3 storey building, question is not if inclusion works, but rather how to make it work effectively. On Uncommon The Creation! If inclusion is 3 storey building a right (and I believe so) then the key question becomes how to make if effective in every classroom and school. This process is concerned with building a supportive learning community and hero traits fostering high achievement for all pupils and 3 storey building staff. From the literature reviewed, I draw the following implications for teachers in great my school: ' understand and acknowledge inclusion as a continuing and evolving process; ' create differentiated learning environments responding to social, emotional, physical and cognitive development; ' provide a broad, relevant, appropriate and stimulating curriculum and adapt it to meet the needs of children with SEN and reduce barriers to learning and participation; ' welcome the participation of all school personnel and engage in appropriate training and professional development; ' restructure cultures, policies and practices to respond to the diversity of needs resulting in transparent inclusive policies and practices within the school. In this section of the assignment I focus on pedagogic practices that have been identified in the literature as key to the ongoing process of 3 storey building, inclusion.
Two major inter-related ones are differentiation and formative assessment. Differentiation in the mainstream classroom may take many forms depending on the individual learning needs and experiences of odysseus, children. Building! Commonly used methods of differentiation are by: ' level and pace- children work on a similar topic but at a level and pace dependent on their previous achievements; ' interest- tapping into the children's interests so as to motivate and enhance learning experiences; ' access and response- children access and respond to the same curricular content but through a modified means dependent on needs; ' structure- teacher plans small steps of learning for some children, while others are learning blocks of integrated curricular content; ' sequence- accessing different parts of subject content at different times throughout the year; and, ' teaching style- using various approaches and different styles of teaching as well as different forms of response. The DES (2007) recognises that teaching all children together in the same classroom doesn't give all children the same opportunities to learn and to enhance opportunities to kohlberg moral, learn in an inclusive environment recommends mainstream teachers adopt strategies such as the following: ' use a variety of teaching strategies and 3 storey building approaches; ' explain, refer to Essay on Uncommon Courage: The Creation, and review the learning objective throughout lessons; ' use formative assessment strategies (assessment for learning) to identify progress and use this evidence to inform teaching approaches; ' match the 3 storey building, content of lesson to the diverse learning needs and to levels of ability; ' use multi-sensory approaches to learning and teaching; ' provide materials, appropriate to the needs, ages, interests, and aptitudes of the children; ' utilise unexpected learning opportunities even if they vary from the invention, objectives of the lesson; ' allow appropriate time is for practice, reinforcement, and application of new knowledge and skills in practical situations; ' affirm all steps of achievement no matter how small; ' promote opportunities throughout the curriculum for language development and communication skills (e.g. listening, speaking, reading, writing); ' provide opportunities throughout the curriculum to develop personal and social skills; ' use homework to consolidate and extend, to 3 storey, promote independent learning, to monitor individual and class progress, and to evaluate the effectiveness of teaching and learning. Research from the great migration, RA4AL (2012) found evidence that pedagogical approaches to building, benefit all learners might include team teaching, and peer assisted learning ' both strategies have potential for migration differentiation and formative assessment. Ainscow (1999) believes that successful inclusion implies adapting the curriculum, teaching methods, materials and procedures and being responsive to 3 storey building, the learning needs of the great, children with SEN ' this is essentially what differentiation is and what formative assessment affords. Rix et al (2006 and 2009) found in 3 storey their research that the most common teaching approach used was the adaptation of instruction, followed by peer-group interaction and the adaptation of materials. The key findings from a three year systematic review from Rix et al (2009) shows that generic teaching approaches are not always suitable for children with SEN.
This research showed the effectiveness of peer interactive approaches adopted by teachers such as co-operative learning (particularly in relation to the curriculum area of literacy), encompassing elements of social grouping/teamwork, revising and symbols in slaughterhouse five adapting the curriculum and working with a co-operative learning school ethos. 3 Storey! Peer-group interactive approaches were effective in academic terms and were often effective in terms of A Poetic, social participation and children's attitudes to their learning and building their views of their own competence, acceptance and self worth. Teachers are more likely to symbols in slaughterhouse, be effective with all pupils if they use language to deepen understanding, encourage further questioning and link new and prior knowledge. Positive teacher attitudes to inclusion of children with SEN are reflected in the quality of their interaction with the children. Teachers who see themselves as responsible for the learning of all promote higher-order interaction, and use questions and 3 storey statements involving higher-order thinking and on Courage: of a Hero reasoning. They offer children the opportunity to 3 storey building, problem-solve, to discuss and describe as well as time to make connections with their own prior experiences and understandings. These strategies deriving from the research evidence affirm the importance of differentiation and formative assessment ' they position the theory, learner has having intentions, having points of 3 storey, view and thoughts about their own learning which are pertinent to incorporation into the curriculum and the pedagogic interactions in invention television the classroom. Such approaches position the learner as influencing their own learning and having some control over what and how they learn- themes that are hugely empowering for all learners especially those who may struggle to participate and find meaning in 3 storey what is on offer to them in the day to day lessons in the classroom. Differentiation and Formative Assessment as vehicles for inclusion. If all children are to learn together successfully class teachers must make provision and allowances for the varied learning styles and invention television needs of the children.
Effective use of differentiation and assessment will support this provision. The National Council for Curriculum and Assessment (NCCA, 2007, p. 8) defines differentiation as the 'process of varying content, activities, teaching, learning, methods and resources to take into 3 storey building account the range of interests, needs and experiences of individual student'. Differentiation applies to all effective teaching but is particularly important for children with SEN. Within any group there will be a wide range of ability and experience. Because children vary in their intellectual and physical capabilities as well as in their motivation, interest, health, and backgrounds teaching practices require flexible approaches, allowing differentiation to provide challenges and successes for all abilities, while accommodating those who are experiencing difficulties as well as those who are in need of further challenge. Thus the mainstream teacher differentiates the curriculum to suit the diverse learning needs of the class and adapts and symbols in slaughterhouse five tailors the curriculum to suit individual needs.
In this way the learning is building structured to meet the learning needs of children who need support and A Poetic challenges those who are exceptionally able. In planning for differentiation and formative assessment teachers are guided by three key factors: ' what the child knows and can do; ' what the child needs to know and needs to do; and, ' how the child can use assessment feedback to bridge the gap between the above two aspects (this is a definition of formative assessment or assessment for learning) The formulation of an 3 storey building, Individual Education Plan (IEP) is an effective way of supporting differentiation on the one hand and using formative assessment on the other. The IEP is developed within the context of the school plan and provides a comprehensive record of the child's learning needs, goals and progress based on formative assessment. It is a working document that is useful, available and comprehensible to kohlberg, all those working directly with the child.
Essential elements of planning for individual educational needs include: current level of performance; child's strengths and needs; priority needs and 3 storey building long-term learning goals; short-term learning objectives. In Slaughterhouse Five! Implementation of the IEP maximises access to a broad and 3 storey building balanced curriculum while still catering for the priority need. It also facilitates integration and inclusion of the child in group work within the class. In my school there is a well established practice of Essay, IEP formulation and review by teachers and this is led by building the learning the Courage: of a, support teacher (myself). 3 Storey Building! This practice works well for children with SEN but its success depends on appropriate collaboration and dialogue among teachers about the progress and difficulties of individual learners. Bearing in mind the notion of inclusion as a journey and not a destination there remains scope to continually improve the implementation of the IEPs in our school. In particular, what I believe requires yet more work and reflection is the extent to which the plans are executed faithfully with detailed recording of progress. Effective planning for future teaching and for differentiation requires accurate assessment of the child's level of achievement. Effective assessment recognises the positive achievements of children and informs planning. When used as a part of the teaching and learning process, assessment not only allows teachers to make decisions about differentiation but acknowledges potential, progress and Tragedy achievement.
Formative assessment involves giving feedback so as to learn more effectively in the future (NCCA, 2007 and helps the teacher identify where the children are in their learning, where they need to building, go next and how best to get there. So it can be a powerful tool in supporting the learning of children with SEN and assesses the effectiveness of planned interventions. Repeated regularly it shows whether or not the theory, strategies and interventions are working. Involving the child with SEN in assessment helps to promote further learning. Discussion with children regarding their individual goals and their progress enables them to be actively involved in the learning process. The Primary National Strategy (2010) claims that when the children with SEN are involved in assessment they show improvements in aspects such as task application, willingness to participate in lessons and building self esteem; communication skills; pupil-teacher relationships as well as reduced dependency and behaviour problems. Listening to their responses helps to identify the barriers to learning, learning strengths, gaps in learning, what is valued as valid and important learning and the targets that they want to achieve and set for themselves. Daily informal assessment suitable for SEN children could comprise of asking questions and sharing comments; observing their engagement and participation as they work; having discussions and conversations with them, analysing their work and engaging the child to self reflect on the assessment process. Other methods of assessment, recommended by the NCCA (2007), suitable for children with SEN include: ' Teacher-designed tasks and tests; Primary National Strategy (2010) also recommends mixed ability grouping so that a child with SEN has the opportunity to express themselves and learn through listening and observing. Further options that need to be considered by the teacher include grouping by friendship, random and personal interest groups to symbols, allow children to building, form different relationships or build on different strengths or shared goals.
Paired work helps develop a shared ownership of learning and great migration 1630 provides an opportunity to take risks. It is also suitable for think/pair/share, snowballing and brainstorming activities. The point here in 3 storey building relation to differentiation and assessment is that the teacher needs to consider not just the content and skills to be taught, learned and assessed but needs to think about the emotional, social personal and inter-personal dimension of what is being learned and how it is being learned. This is key for all learners and is often a dimension that is invention television marginalised for children with special educational needs as teachers sometimes draw to heavily on drill methods and deny the importance of the more holistic, applied and relational aspects of learning, that above all learners need to experience their learning as meaningful to 3 storey, them in the here and now of their lives. Barriers to odysseus traits, Effective Pedagogic Inclusion Practices for in-class support (Question 4) While the inclusion debate has gathered momentum and there has been great progress regarding inclusion of 3 storey building, children with SEN in mainstream schooling in theory a short space of time this has resulted in building major changes in the roles and responsibilities of teachers and the adaptation of odysseus hero, approaches to the curriculum and assessment.
Many issues and barriers in the inclusive learning environment have become evident and according to Shevlin, Kenny and Loxley (2008) remain unresolved. They attribute this partly to the fact that research on inclusion in Ireland is extremely limited. Changes include the development of new understandings of the interactive nature of children's needs and the focus in teaching has moved from asking what is wrong with the child to what the child needs to support learning ' as befits a rights based perspective as outlined already in this assignment. This brings great implications for how teachers are trained and supported in their professional development. Effective inclusive practices are constrained by barriers and challenges such as inadequate time, training, funding, professional support services, curriculum issues and maintaining standards in the basic subjects. Shevlin et al, (cited in NCSE 2009) identified inadequacies in training at under-graduate, post-graduate and in-service training as the most cited constraints causing the later lack of progress in the implementation of IEPs. At whole school level, time constraints impeded administration, paperwork and correction of homework, developing policy, staff liaison and collaboration, collaborative planning, liaising with parents and 3 storey the development of the IEPs as well as development of great, inclusive practices through training days, staff meetings and in-service. 3 Storey! At classroom level, while struggling to deliver the curriculum teachers lacked time to focus on differentiation as an approach to successful and effective inclusion. In inclusion of SEN children in mainstream schooling teachers play a central role in promoting participation and reducing underachievement. Invention Television! However according to Flatman-Watson's 2009 research/survey 34% of Dublin primary schools blamed lack of teacher expertise and 3 storey appropriately trained staff for denying or deferring placements for children with intellectual and/or pervasive developmental disability.
Ring and A Poetic Travers (2005) support these findings and show that teachers also feel specialist pedagogy and teaching approaches are required. Research from Coffey (2004) found teacher expertise is building vital for matching the teaching approaches closely to the individual learning needs of the child with SEN so they can engage meaningfully in odysseus traits the same curriculum as their peers. 3 Storey Building! Shevlin, Kenny and Loxley (2008) show that the policy documents call for appropriate training and professional development for teachers. Even though great financial resources have been allocated to the inclusion of children with SEN, and odysseus traits the DES established the 3 storey building, Special Education Support Service (SESS) in 2003 with the remit of delivering professional development initiatives and support structures for teachers this aspect seems to have been neglected. Symbols In Slaughterhouse Five! Drudy and Kinsella's (2009) study showed evidence of the perception of a lack of initial teacher training for SEN as well as a lack of effective continual professional development (CPD) for practising teachers. This confirms the NCSE (2009) report that acknowledges that teachers are more resistant to adopting inclusive practices when they experience a lack of confidence in personal instruction, skills and availability of resources and inadequate professional development. A project, RA4AL (2012) highlighted the same issues suggesting that teachers should be equipped with the 3 storey, necessary skills, knowledge and great migration understanding to 3 storey building, be able to help all children learn.
Gash (2006) reports positively that the introduction of A Poetic, differentiated learning and curriculum management and delivery are likely to benefit the skills of new teachers. Shevlin, Kenny and Loxley (2008) see no substitute for well-informed teachers and a knowledgeable school and view this oversight as contributing to the negative attitudes among teachers to inclusion and perhaps to the school's unwillingness to 3 storey, enrol children with SEN. Shevlin, Kenny and Loxley show that teachers were generally supportive of inclusive education and that they see positive teacher attitudes as being beneficial for all learners especially in the area of socialisation skills. Drudy and Kinsella's (2009) discovered that in the majority of Irish schools changes in the school ethos, culture and practices have still to moral theory, be realised. 3 Storey! They also identified other barriers such as: the physical limitations of school buildings and classrooms, the attitudes of all personnel within and associated with the 1630, school and the lack of opportunities for collaborative problem solving in relation to effective inclusion of children with SEN. Research from Ainscow (1999) in distinguishing between integration and inclusion shows that the main problem area within inclusion of SEN in education is the equality of 3 storey building, access to resources, particular schools, particular classes or particular subjects.
Coffey, (2004) and Ring and Travers (2005) identify time to adapt the curriculum and engage in collaborative planning between teachers to Essay, be another barrier. Over reliance on withdrawal methods of tuition rather than in-class support and team teaching reduces opportunities to collaborate. Class size is also in evidence as a contributory barrier to building, successful collaboration. The challenge therefore is to help schools progress on the inclusion journey for the benefit of the child with SEN as well as for the whole school community. Conclusion and Final Reflection on Own School Context. A number of A Poetic Tragedy Essay, messages emerge from my reading of the relevant literature all of which point to building, the need to carefully consider themes of hero traits, pedagogy and assessment: 1. The importance to maximise the learning of all children on the grounds of societal well being and the promotion of a cohesive society; 2. Building! The importance to maximise the learning of all children on odysseus traits the grounds that individuals have rights to education on an equal basis to their peers. 3. Inclusion is building not a state or a destination, it is more a process and a journey. The third point above has major implications for practice in my school. It highlights the issue of recognising and kohlberg theory addressing barriers to inclusion and for me it highlights the issue of the particular pedagogic strategies that should feature on the inclusion journey.
Two of these as described above are differentiation and assessment (especially formative assessment). In summary, to promote effective teaching and learning for children with SEN in inclusive settings teachers need to hone their professional skills in relation to differentiation and 3 storey formative assessment. Fundamental to this is the great, need to: ' recognise their responsibility for all abilities in their class; ' recognise social interaction as an effective approach to learning; ' plan to scaffold both cognitive and 3 storey building social learning and content; ' carefully plan group work with clearly defined roles; ' explore children's understanding, encourage questioning and Essay on Uncommon Courage: of a Hero make constant links between new and prior knowledge; ' work on (basic) skills in a holistic way, embedded in classroom activity and subject knowledge; ' utilise pupils as resources for learning e.g. peer group assessment, self assessment, target setting together for IEPs; ' use activities which the learner finds meaningful; ' use a range of different modalities, visual, auditory, verbal and kinaesthetic, practical and 'hands-on' approaches (modified from the NCSE 2009). One of the 3 storey building, more recent positive policy initiatives is the extension of the period of training at initial teacher education stage so that now trainee teachers have more time to engage with the Courage: The Creation of a Hero, challenges and issues associated with inclusion practices. There is also a move on the part of the Teaching Council to require teachers to engage in CPD on an ongoing basis. Such changes in policy will surely mitigate some of the challenges and barriers noted above in the research literature and building can only enhance inclusive practice in schools.
With more particular reference to my own school currently and bearing in invention television mind the literature just discussed, especially the evidence of the need for greater CPD and challenging of professional mindsets in relation to 3 storey building, in-class inclusion, there are a number of implications and recommendations worth emphasising. Much depends on the skill of the learning resource teacher to work with and alongside colleagues to enable all learners participate fully in invention their learning. By working alongside other teachers to support differentiation and to lead and support formative assessment of individual learners and groups of learners, teamwork and shared responsibility for all learners can be gradually become part of the taken for granted culture of the school. 3 Storey Building! By demonstrating and enacting differentiation practices in the public arena of the classroom practitioners can learn to share their own practices and 'deprivatize' their own practices thus putting practice on the table for discussion and review in a secure and collaborative climate of professional dialogue and sharing. The kind of on Uncommon The Creation, staff conversations about inclusion have implications for practice. Thinking can be challenged and 3 storey shared through professional conversations and by such conversations and invention television reflection a new language for inclusion can be evolved and made common place. From new thinking stems new practices and evaluation of practices.
Full participation of learners in their learning is also related to full participation of teachers in their learning ' both go hand in building hand in enabling an invention, inclusive culture at any school level. If this essay isn't quite what you're looking for, why not order your own custom Education essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on building hand, waiting to help you. Each of in slaughterhouse five, us is building qualified to a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question. Just complete our simple order form and you could have your customised Education work in your email box, in as little as 3 hours. This Education essay was submitted to us by a student in order to help you with your studies. This page has approximately words. If you use part of this page in your own work, you need to provide a citation, as follows: Essay UK, Issues In Supporting Inclusion In Primary School . Odysseus Traits! Available from: http://www.essay.uk.com/free-essays/education/issues-supporting-inclusion-primary-school.php [06-10-17].
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How to 3 storey building, Keep Good Teachers Motivated. This week, Education World's Principal Files team chats about what they do to keep good teachers motivated. What special things do they do to inspire teachers to keep learning and improving their skills? What do they do to symbols, keep up staff morale and make their schools fun places to work? Our principal team shares their best ideas for encouraging teachers to 3 storey, keep on plugging. Included: More than two dozen practical ideas for keeping teachers motivated. Given the great 1630, state of school budgets, it is extremely difficult for most principals to do substantial things to motivate and inspire teachers.
But sometimes little things can make an even bigger difference! That's why Education World recently asked our Principal Files principals to share with us some of their best ideas for keeping teachers motivated. As usual, our principals responded with dozens of practical ideas. This month's P-Files question reminded principal Les Potter about 3 storey building, Robert Greenleaf, author of Servant Leadership. Greenleaf's idea is migration, that administrators need to serve the worker, explained Potter. At our school we try to do that. Building? We work hard at making things less difficult and A Poetic Tragedy Essay, complicated.
We try to cut down the amount of paperwork our faculty must do, limit the number of 3 storey staff meetings, streamline procedures. Administrators at Potter's school try to Essay The Creation of a Hero, show teachers every day that they care in many ways. We have an open-door policy, they see us picking up trash and cleaning cafeteria tables, we arrive on campus before they do and we are here when they leave, and we do not have designated parking or other perks sometimes associated with management, Potter said. Administrators always have to put aside their own issues and 3 storey building, do what is Tragedy, best for students and 3 storey building, staff in a caring and sensitive way. We try not to say no to teachers, and we always treat them as adults. Principal Tony Pallija agrees. Odysseus Hero? He and the rest of his administrative team try to do lots of special things for the entire staff -- from special little gifts to Cookie Day. We try to pretend we are at IBM -- we treat everyone as a professional and 3 storey, we celebrate whenever we can, said Pallija. The material things are nice, but I have a motto that I try to live by each day: My job as principal is to Essay Uncommon Courage: The Creation of a Hero, make the teacher's job easier, better, so they can teach and students can learn.
Developing a positive school climate is critical to 3 storey, an effective school, added Les Potter. Hero Traits? Morale is 3 storey building, a very tentative issue. You can do 99 things right and make one mistake that will shoot morale forever. RECOGNIZING THOSE WHO GO ABOVE AND BEYOND! All teachers yearn for reassurance that they are doing a good job. Most principals recognize teachers' efforts by offering positive feedback -- both publicly and symbols five, privately. Weekly memos or e-mails, and building, regular staff meetings, are the perfect forums for hero traits recognizing special contributions that teachers or other staff members make.
Principal Jeff Castle includes such recognitions in staff memos and during a special celebration portion of each month's faculty meeting. He also makes a special point of building spotlighting efforts teachers make to develop projects that involve students across grade levels or with other schools. Castle hopes those special recognitions encourage others to consider projects that extend learning outside the walls of traits individual classrooms. With all teachers have to do, motivation is the key to keeping them focused and feeling worthy, principal Larry Davis told Education World. Davis reports that at each month's staff meeting at 3 storey building, his school two teachers are awarded the invention television, Golden Apple for their above-and-beyond efforts. The neat thing about the 3 storey building, Golden Apple is in slaughterhouse, that the teachers select its recipients!
Each of the winners of this month's Golden Apples are responsible for passing on the award to another worthy teacher at next month's meeting. Many principals try to leave a little extra money in the budget to recognize outstanding efforts with small personal gifts such as prepaid phone cards or store gift certificates. Recently, one principal gave a phone card to a teacher who stepped in without being asked (because the principal was out of the building) and took over an after-school program for a teacher who was stuck in a dentist's chair having a tooth pulled. Not every school can budget for a faculty retreat, but such an effort can go a long way toward building collegiality and morale. At The American School in London, lower school principal Julie Ryan has fond memories of building a two-day retreat held an hour north of the great, city two years ago. 3 Storey Building? Parts of the conference center where the retreat took place dated back to the time of Essay on Uncommon Courage: The Creation of a Hero Elizabeth I (16th century).
Retreat activities included a mix of building socialization and team-building activities; analysis of the strengths and weaknesses of the school's culture; and A Poetic Tragedy Essay, creating essential agreements about how we want to 3 storey, work together, Ryan told Education World. STICKY NOTES, OLYMPIC GAMES, TV STARS, MINI GRANTS, MORE! Principal Teri Stokes tries to observe every teacher at least two times a month. Many of Essay on Hero those visits are unscheduled, snapshot stops. Before heading on 3 storey to the next class, Stokes takes a moment to scribble a positive comment or two on a sticky note. On the way out of the room, she sticks that note to the door or the teacher's desk. In addition, Stokes often drops little feel-good cards or inexpensive gifts in teachers' mailboxes or on their desks. Invention? One year she provided each teacher with a Beginning-of-the-Year Survival Bag that included odds and ends, each with a special significance. Does this sound like an idea you might want to employ?
If so, you'll find some great ideas for 3 storey building putting together a Teachers' Survival Kit in the Education World article When All Else Fails, Turn to A Poetic Essay, the Survival Kit! Principal Marie Kostick uses a snapshot observation strategy similar to the one Teri Stokes uses. In addition, she takes advantage of local television stations that reach out into 3 storey building, the community to offers awards such as The Class Act Award or the Excellence in Teaching Award. Great Migration 1630? Kostick nominates members of her staff who go beyond the call of duty. Reporters from the television stations come to school to interview the teachers and 3 storey building, present them with certificates. Each teacher is then recognized in on of a a TV spot that is broadcast several times in one week. To build a strong team, principal Phil Shaman held an Educational Olympics at this school one year. Building? Teachers were divided into teams and competed in a variety of events. All events required that team members support each other to complete a task.
Events, planned with the support of kohlberg moral his physical education staff, were both athletic (for example, relay events and a team table tennis match in which team members had to alternate hits) and non-athletic (such as going through a maze blindfolded). Many states and some local school districts offer reward monies for schools whose students show improvements on standardized tests. In some schools, those monies are divided among contributing staff. In other cases, that money can be used to 3 storey building, support additional purchases for odysseus hero traits the school. At Silver Sands Middle School, staff members voted to set aside a chunk of that money for mini-grants, principal Les Potter told Education World.
Staff members complete a simple form to request a mini grant that will benefit their students. 20 MORE GREAT IDEAS FOR MOTIVATING TEACHERS. Education World's Principal Files principals shared dozens of great ways to motivate teachers. So far, we have mentioned just a handful of those ideas. Following is a list of more than 20 additional ideas presented by principals already mentioned above: Plan noon-hour lunches for 3 storey all staff members several times a year. (Don't leave out the paraprofessionals, the school secretaries, or the on Uncommon The Creation Hero, custodians!) Those lunches can be roving lunches in 3 storey which people eat during their regularly scheduled lunch period, or they can be whole-staff lunches that kick off professional development sessions scheduled for the p.m. part of the day. Organize small fundraising activities to raise money for Tragedy Essay an all-staff holiday or end-of-year banquet. For example, several times during the building, year faculty might be allowed to pay $2 to dress casually for the day. Contact local restaurants, sports franchises, movie houses, arts centers, and A Poetic Tragedy Essay, other businesses to arrange for gifts, gift certificates, tickets, or discount coupons that can be used as special prizes for 3 storey building teachers or coaches who volunteer their time or who go above and beyond. Encourage teachers to on Courage: of a Hero, seek out professional development courses or workshops. Approve all reasonable requests.
Then get extra mileage out of those sessions: Set aside time during each staff meeting, or arrange a special professional development day, so teachers can share with their peers the building, main ideas they learned from each session they attended. Encourage teachers to ask for the instructional supplies they require to facilitate teaching and great migration, learning. Provide reasonable requests from the 3 storey building, budget, or enlist local politicians or businesspeople to sponsor or help you track down other needed supplies. Organize a trip to the movies. Have you seen these articles from the Principal Files Series? Principals share the A Poetic Tragedy, courses they wish they had taken before they took the 3 storey building, job. Our principal team paints a picture of how school districts manage finding, training, and retaining substitute teachers. Principals share ways in which they are using data to lead their schools to success. Stuck for ideas for A Poetic Essay effective staff meetings? Looking for ways to make sure everybody is present and building, interested? Principals share the joys of the job plus words of encouragement for educators who might be considering the path to the principal's office.
The December holidays can be such a busy time. Instead of invention adding one more thing to 3 storey building, do and one more expense to odysseus, the month of December, why not spread around the fun? In October, for example, one school held Secret Spook Week. Those teachers who wanted to 3 storey building, participate filled out a profile form that asked questions about Essay Uncommon Courage: of a Hero, favorite colors, foods, drinks, hobbies, and 3 storey building, so on. Then each participant drew another staff member's profile form and became that person's Secret Spook. Each Secret Spook provided small token gifts for great 1630 the other person all week long. The total expenditure for each participant was set at $10. Include on building each weekly staff memo a quick activity idea that might be tried out in kohlberg moral theory the classroom, a quote related to education, or a short school-related joke. (Note: Each issue of Education World's Weekly Newsletter includes a Last Laugh section with several funny stories and jokes.
Feel free to copy and paste them for use in your own weekly memos or parent newsletters.) Send cards to teachers to welcome them back after an illness, celebrate a birthday or another important event, or recognize a special achievement. Add a copy of those special achievements cards to teachers' personnel files. Once a semester, or once a quarter, provide all staff members with a come-late-to-work-no-questions-asked form. (Or give that form to staff members who logged one or no absences in the most recent quarter.) That form represents two hours of time that can be taken at the start or end of the 3 storey building, school day for any reason -- from Courage: The Creation of a sleeping in to 3 storey building, getting a head start on the weekend. The only catch is that the form must be cashed in in advance so arrangements can be made to free an administrator or somebody else to cover the in slaughterhouse, staff member's responsibilities. Little things like this cost no money and 3 storey, demonstrate that administrators are willing to go the great 1630, extra mile for the folks who work for them. Provide free coffee in the teacher's lounge from 7:30 a.m. to 3 storey building, 2:30 p.m. every day.
Select a Teacher of the on Uncommon Courage:, Month. Set aside a special parking space close to the main faculty entrance that is marked with a Reserved for the Teacher of the Month sign. To motivate professional development, arrange study groups (perhaps organized by grade level) to read a book or discuss and research a current hot topic. Set up a schedule to 3 storey building, ensure that every educator makes at least two visits to Essay on Uncommon The Creation of a Hero, other teachers' classrooms or other schools during the 3 storey, year. Arrange coverage for those teachers. Odysseus Hero? You might set up a special arrangement with other schools to open their classrooms to your teachers, but teachers should also be able to make their own arrangements for visitations to classes/schools they have learned about through the 3 storey building, grapevine. Feed the migration, teachers! Celebrate the end of a busy week by arranging to have the cafeteria staff prepare a special continental breakfast -- beverages and muffins, rolls, or coffee cake -- every Friday morning. (Even once a month would be nice!) Don't forget to do something nice for the cafeteria folks a couple times a year. Appoint a teacher to be acting principal when you are out of the building. Building? (This usually convinces them that they love being a teacher!) Make sure that everyone is on a committee that meets regularly and that they have real tasks and opportunities for real input in school-level decision making.
Arrange to Uncommon Courage: Hero, have music played (or piped in) during faculty meetings. 3 Storey? Music stimulates the brain. Be sure to publicly commend staff members who go above and beyond outside of the school day -- by volunteering to A Poetic, be part of district-wide or state-level committees, for example. Approach the parent-school association, local business partners, Jaycees, or other groups to gather materials and labor to accomplish various fix-it projects that the Board of Education is unable to tackle. Organize a social committee to plan events just for fun. One such event might be a monthly Treat-Your-Friends Tuesday. Each month a different group of teachers brings themed food items to 3 storey, share during the A Poetic Essay, day in the teacher's lounge.
During Teacher Appreciation Week hold a daily drawing for a 1/2-day off certificate. The principal will cover the class when you take that time off. For more Teacher Appreciation Week ideas, see a previously published Education World article, Ways to Celebrate Teacher Appreciation Week. Make a spot on your weekly memo for a special thank-you or congratulations to individuals or the entire team. For example: Thank you for organizing Red Ribbon Week! Thanks for the extra effort on parent teacher conferences! Thank you to the bulletin board fairy who decorated the board in the workroom. Educator recounts how her school's administrators used the Survivor television show as a theme to 3 storey, strengthen teams, build camaraderie, present challenges -- and teach a few lessons about how to create a quality classroom environment for students. Included: Survivor activity ideas and teacher reactions! Submit your own lesson plan for a chance to receive a FREE $50 Classroom Supplies Gift Card! Receive timely lesson ideas and PD tips.
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