Leave Your Name at the Border by M. Munoz Essay Example | Topics and Well Written Essays - 500 words

Leave Your Name at the Border by M. Munoz - Essay Example Another reason the Mexicans prefer to adopt the English names when they get to America is to make it easy for people who cannot easily pronounce Spanish names. However, Munoz feels that the main reason is the attempt to hide their identity. Munoz argues that it has now become a custom for Mexican parents to give their children English names. He emphasizes on this point by giving an example of how her nephews, as well as second cousins and other children in his hometown, have evaded their Spanish name in favour of English ones. This paper is an analysis of Manuel Munoz essay, which attempts to demonstrate how Mexican Americans are increasingly deserting their culture particularly their names to assimilate English ones. As Munoz argues, Mexicans appear not to be proud of their culture. As much as they argue that they change their names to make it easy for other people to pronounce, it is not understandable why they would do so even in their own hometown. It is for sure a cultural problem when people completely alter their own way of life to assimilate another one. Names are very crucial since they are used for identification. Most names tell where a person comes from hence his or her culture. Altering one's name is thus a sign that one does not want to be associated with his or her culture. However, I think that the Mexicans have a reason for this. It happens that a lot of stereotyping against the Spanish h speakers exists such that people tend to generalize when they speak of Spanish speaking people. A name being a way of identifying one as Spanish, then those who do not want to be associated with anti-Mexican stereotypes have no choice but to assimilate new culture and avoid being viewed as illit erate (Munoz, 2007). Self-identification is very crucial and the fact that some Mexican Americans cannot even pronounce their names well and are astonished when some do it correctly, demonstrate the extent to which they have run away from their own culture.

The Types Of Pasta

The Types Of Pasta Delicious, healthy, quick to cook and, above all, economical pasta really is the ultimate convenience food. Whether simply tossed with a sauce, fresh vegetables or salad ingredients, or combined as a dish and baked in the oven, pasta can be used as the base of countless fabulous meals. And because there are so many different types of pasta fresh or dried, long or short, stuffed or flat and so many ways of combining them, from the ultra-simple to the impressively sophisticated, there really is a pasta dish for every occasion. Of the many, many different types of pasta available, they can be divided into four main categories: long, short, flat and stuffed. In turn, these many be fresh or dried, with wholemeal varieties available in some shapes, and made of durum wheat flour and water, or with additional egg. They may also be coloured and flavoured with spinach (green), tomato (red), beetroot (pink), saffron (yellow), squid ink (black) and herbs. Fresh pasta is delicious, although not necessarily better than dried pasta and many Italians will choose dried pasta over fresh for specific dishes. As a rule of thumb, buy the best pasta you can afford, as it will make all the difference to the final flavour and texture of the dish. LONG PASTA Most types of long pasta are sold dried, and some are also available fresh. They vary in length and may be sold in straight lengths, pressed into waves or coiled into nests. They are usually made from plain durum wheat. Those made with delicate egg pasta are usually sold coiled into nests. Most long pastas suit smooth, creamy and clinging sauces. Common varieties include: à ¢-  Bucatini Resembling thick spaghetti, each strand is hollow. There is a thicker version known as bucatoni. à ¢-  Capelli dangelo Also called angel hair pasta, this very long, thin pasta is like delicate vermicelli and is sold in nests. It is usually served with sauce, or in soup. Figure 2.2 Capelli dangelo à ¢-  Fettuccine Long, flat ribbons sold in nests. It may be plain, with egg or with spinach. It can be used interchangeably with tagliatelle. Figure 2.3 Fettuccine à ¢-  Linguine Resembling thin, flat spaghetti and used in the same way. Figure 2.4 Linguine à ¢-  Pappardelle Broad, flat noodles, often with a wavy edge. It often made with egg pasta and is tranditionally served with meat and game sauces. Figure 2.5 Pappardelle à ¢-  Spaghetti Probably the best known of all long pastas, these long, thin strings are good with ant sauce. Spaghettini has thinner strands. Figure 2.6 Spaghetti à ¢-  Tagliatelle Flat ribbon noodles sold in nests. It may be plain or with egg or spinach. Figure 2.7 Tagliatelle à ¢-  Vermicelli Fine pasta strands, sold coiled into nests. It may be plain or with egg and is good with light sauces. Figure 2.8 Vermicelli SHORT PASTA There are even more varieties of short pasta than there are long. They are widely available fresh and dried and may be plain, with egg, or flavorued and coloured. They are favoured by many for their versatility suiting most sauces and being great in salads and baked dishes. Common varieties include: à ¢-  Conchiglie Shell-shaped and available in many different sizes from large ones for stuffing, medium ones for tossing with sauce and tiny ones for soup. Figure 3.1 Conchiglie à ¢-  Farfalle Little pasta bows, plain or flavoured with spinach or tomato. Figure 3.2 Farfalle à ¢-  Fiorelli Pretty pasta tubes with a lacy edge. Figure 3.3 Fiorelli à ¢-  Fusilli Spirals resembling tight springs, formed by wrapping dough around a thin rod. Figure 3.4 Fusilli à ¢-  Macaroni Thick, slightly curved tubes of pasta. It is particularly popular served with thick, creamy sauces and in baked dishes. Figure 3.5 Macaroni à ¢-  Pastina Tiny pasta shapes for soup. They come in a fabulous array of shapes for soup. They come in a fabulous array of shapes including stars, letters, tubes, shells, bows, rings and squares. Larger ones are good for chunky soups such as minestrone, while the tiniest are ideal for light broths. Figure 3.6 Pastina à ¢-  Penne Tubular pasta shapes with angled ends, resembling a quill. Figure 3.7 Penne à ¢-  Rigatoni Ridged, chunky tubes used in the same way as macaroni. Figure 3.8 Rigatoni à ¢-  Rotelle Shaped like tiny cartwheels, these are very popular with children. Figure 3.9 Rotelle FLAT PASTA There are many flat pasta ribbons (see long pasta, above), but there is really only one type of flat pasta sheet. à ¢-  Lasagne Usually plain or flavoured with spinach, and available dried or fresh. The most commonly available varieties require no pre-cooking. The flat or ridged sheets may be layered with sauce and baked to make classic lasagna, or cooked then rolled around a filling and baked to make cannelloni. Figure 4 Lasagne STUFFED PASTA Usually available fresh, but also dried, stuffed pasta is good served simply, tossed with butter or oil, or with smooth sauces. Common varieties include: à ¢-  Cannelloni Dried pasta tubes for stuffing yourself, then covering in sauce and baking. Figure 5.1 Cannelloni à ¢-  Cappelletti Little hat-shaped pasta shapes made from a square of pasta dough that has been filled, folded into a triangle, and the ends wrapped round to make a brim. Traditionally eaten at Christmas in broth, but also good tossed with butter or sauce. Figure 5.2 Cappelletti à ¢-  Ravioli Usually square, these stuffed cushions of pasta may be large or small. Fillings may vary, to, with meat, fish, shellfish, cheese and vegetables all being popular. Figure 5.3 Ravioli à ¢-  Tortellini Similar to cappelletti in appearance, although larger and made with dough rounds rather than squares. Like ravioli, fillings are many and varied. Figure 5.4 Tortellini COOKING PASTA Pasta, whether fresh or dried, is incredibly simple to cook as long as you follow there simple rules. 1. Always use a big pan with plenty of water. The pasta needs enough room to cook without sticking together. Allow about 5 litres of water for every 500g of pasta. If youre cooking less pasta, you should still use at least 2.75 litres of water. 2. Add enough salt to the water: pasta cooked in unsalted water will give tasteless results. Allow 1 2 tablespoons of salt for every 500g of pasta. *Dont worry if this sounds like a lot of salt; most of it will be thrown away with the cooking water. 3. Add a little oil to the water to prevent the pasta sticking together. In the case of lasagna sheets, up to a tablespoonful of oil may be needed. Bring the cooking water to a fast rolling boil before adding the pasta otherwise the pasta can become stodgy. 4. Add the pasta in one go so that it all has the same cooking time. Long pasta such as spaghetti should be placed in the boiling water, then gently pressed into the water as it softens to ensure even cooking. 5. Give the pasta a quick stir to prevent it sticking together, then quickly return the water to a roiling boil. 6. Reduce the heat to medium-high so that the water remains at a brisk boil, stirring now and again to prevent the pasta sticking. 7. The pasta is ready when it is al dente that is tender, yet still with a bite when bitten. The easiest way to check this is to remove a piece of pasta from the pan and give it a bite. If you overcook pasta, you will get soft, stodgy results. 8. As soon as the pasta is al dente, drain it well, shaking the colander or sieve to remove any excess water. Reserve 2-3 tablespoons of cooking water in case you need to loosen the pasta sauce when you combine it with the pasta. *If the pasta is to be served cold, rinse it under cold water in the colander, then set aside. 9. Serve immediately with the sauce of your choice, or add ingredients ready for baking. HOW MUCH PASTA? The quantity of pasta required per person is a slightly moveable feast, depending on appetite, whether the sauce is light or substantial, and whether youre serving the dish as an appetizer or main course. However, you can use the following dry weight as a general guide: à ¢-  for an appetizer, allow 50g (2oz) per person à ¢-  for a main meal, allow 75-125g (3-4oz) per person COOKING TIMES Accurate timing is essential for perfect pasta, and cooking times can vary according to the variety, brand and type of pasta. Always check the packet for timing, or, if youre making your own, follow the timing given in the recipe. Start timing as soon as the water returns to the boil after adding the pasta. As a general guide, use the following times: à ¢-  thin, fresh noodles 1-2 minutes à ¢-  thicker fresh noodles and pasta shapes 2-3 minutes à ¢-  stuffed fresh pasta 3-4 minutes à ¢-  dried pasta 8-12 minutes (though wholemeal may take longer). WHICH PASTA? WHAT SAUCE? Another secret to success when serving pasta is pairing the right pasta with the right sauce -synchronizing your timing so that theyre both ready at the same time. *Most sauces can stand a little waiting while the pasta finishes cooking, but pasta is best served as soon as it is cooked, so try to make sure your sauce is ready in time. Although some sauces are traditionally served with specific pastas for example fettuccine all Alfredo, bucatini all Amatriciana, and penne all Arrabiata common sense usually prevails when pairing pasta and sauces. Heavy, chunky sauces are best served with short pasta shapes, such as penne, conchiglie and rigatoni, or wide noodles, such as pappardelle and tagliatelle. The sauce doesnt slide off these pastas in the way that it would a fine, delicate pasta such as capelli dangelo. Long, thin pastas, such as spaghetti and linguine, go better with smooth sauces that cling to their length, such as tomato or creamy sauces. And delicate pastas such as vermicelli go well with light sauces, such as seafood ones. There are also classic Italian regional pairings. For example, olive oil sauces made with tomatoes and seafood, which are popular in the south, are usually served with the plain durum wheat pasta, such as spaghetti and vermicelli, that is popular in the area. In the north, however, sauces are frequently made with butter and cream, and these go very well with the egg pasta that is made there. STORAGE Fresh pasta is best eaten on the day that it is made, although it can be refrigerated for 24 hours, or frozen for up to 3 months. Ready-made, vacuum-packed varieties may be stored in the refrigerator for slightly longer, so check the advice on the packet. Once opened, dried pasta should be stored in an airtight container and used within 9 months. Figure 6 Cooking pasta steps HISTORY OF PASTA Although pasta is associated with Italian food, but researchers claim pasta to be a Chinese invention that was brought by Venetian merchant Marco Polo to Italy after his famous trip to the Middle Kingdom in the 13th century.The idea that Marco Polo brought pasta from China to Italy is as similar to Italians as the idea that the hamburger came from Germany is to Americans. No one argue that the Chinese have made pasta, from many more kinds of flour than Europeans have, since at least 1100 B.C. Italians insist as a point of national pride that they invented pasta in their part of the world, despite considerable evidence that they did not. They cite as proof a set of reliefs on an Etruscan tomb dating from the fourth century BC, which carved a knife, a board with a raised edge that resembles a modern pasta board, a flour sack, and a pin that they say was made of iron and used for shaping tubular pasta. The Museum of the History of Spaghetti, owned by Agnesi (a pasta manufacturer near Tu rin) makes much of these reliefs, as do most histories of pasta-including the standard one, Anna del Contes Portrait of Pasta. The reliefs do not persuade the American historian Charles Perry, who has written several articles on the origins of pasta. There are plenty of things to do with a pin besides shape pasta, he says. In fact, Perry says, no sure Roman reference to a noodle of any kind, tubular or flat, has turned up, and that makes the Etruscan theory even more unlikely, given that the Romans dominated Italy soon after the Etruscans did. The first clear Western reference to boiled noodles, Perry says, is in the Jerusalem Talmud of the fifth century A.D., written in Aramaic. The authors debated whether or not noodles violated Jewish dietary laws. (Today only noodles made of matzoh meal are kosher for Passover.) They used the word itriyah, thought by some scholars to derive from the Greek itrion, which referred to a kind of flatbread used in religious ceremonies. By the tenth century, it appears, itriyah in many Arabic sources referred to dried noodles bought from a vendor, as opposed to fresh ones made at home. Other Arabic sources of the time refer to fresh noodles as lakhsha, a Persian word that was the basis for words in Russian, Hungarian, and Yiddish. (By comparison with these words, noodle, which dates from sixteenth-century German, originated yesterday.) In the twelfth century an Arab geographer, commissioned by the Norman king of Sicily to write a sort of travel book about the island, reported seeing pasta bei ng made. The geographer called it itriyah, from which seems to have come trii, which is still the word for spaghetti in some parts of Sicily and is also current in the name for a dish made all over Italy-ciceri e trii, pasta and chick-pea soup. The soup reflects the original use for pasta, which was as an extender in soups and sometimes desserts. Serving pasta as a dish in itself with a bit of sauce does seem to be an Italian rather than a Greek, Persian, or Arab invention. (Classic Cuisine of the Italian Jews, a wonderful book by EddaServiMachlin, has delicious pasta recipes that show some of the many influences that the Arab world had on Italian food.) The Marco Polo myth has refused to die. Italians accuse Americans of promulgating it, beginning with an influential article in a 1929 issue of Macaroni Journal (now Pasta Journal), an American trade magazine, which has inspired countless advertisements, restaurant placemats, cookbooks, and even movies. (From 1919 on, Macaroni Journal occasionally published articles purporting to give the history of pasta, usually-though not always-labeling the less plausible ones as lore. The 1929 story began, Legend has it . . .) In the 1938 film The Adventures of Marco Polo, Gary Cooper points to a bowl of noodles and asks a Chinese man what he calls them. In our language, the man replies, we call them spa get. In the centuries after Marco Polos voyage pasta continued to be a luxury in Italy. By 1400 it was being produced commercially, in shops that retained night watchmen to protect the goods. The vermicelli, as dried pasta was known, was kneaded by foot: men trod on dough to make it malleable enough to roll out. The treading could last for a day. The dough then had to be extruded through pierced dies under great pressure, a task accomplished by a large screw press powered by two men or one horse. This somewhat gamy procedure was not used for other kinds of dough, but commercial pasta dough has never been normal dough. The flour used to make it-semolina-is granular, like sugar, and has a warm golden color. Semolina makes a straw-colored dough that must be kneaded for a long time, which is why it has always been far more common in commercial than in homemade pasta. Semolina is milled from durum wheat (Triticum durum; durum means hard), a much harder grain than common wheat (Triticumvulgarum), which is used to make ordinary flour. (The harder the grain, the more energy required to mill it.) All durum makes firmer cooked pasta than common flour does, but not all durum is alike in hardness or quality. The kind of durum milled into semolina and how a manufacturer makes and dries the dough determine the firmness of the pasta when it is cooked. Durum wheat was suited to the soil and weather of Sicily and Campania, the region around Naples, and so the pasta industry developed there, in the eighteenth century, and led Italian production into this century. Naples had a perfect climate for drying pasta. The alternation of mild sea breezes and hot winds from Mount Vesuvius ensured that the pasta would not dry too slowly, and thus become moldy, or too fast, and thus crack or break. The number of pasta shops in Naples went from sixty to 280 between the years 1700 and 1785. Young English aristocrats making the grand tour in the eighteenth century were shown the city where pasta hung everywhere to dry-in the streets, on balconies, on roofs. Neapolitan street vendors sold cooked spaghetti from stalls with charcoal-fired stoves, working with bowls of grated Romano cheese beside them. Customers would follow the example of the barkers, who lifted the long strands high and dropped them into their mouths. The grand tourists assumed that t he fork hadnt yet caught on in Italy, whereas it was the Venetians who in the sixteenth century had introduced the fork to Europe. EVOLUTION OF PASTA As we look into the history of Italian pasta cooking, we will see that the food used as a basic type of food in the Italian diet has not always been so. While till the 1500s, macaroni (the term used for any dried pasta) was considered an exotic food, cooking pasta in an Italian household was considered very expensive chiefly due to the high costs and the time-intensive labor required for making pasta and was reserved only for the upper class. However, after the 17th century, the variation of the pasta industry saw a sea-change along with rapid industrialization and technological advances, finally making Italian pasta cooking a hot favorite among all classes. For this reason, Italians embraced pasta as an essential part of their daily diet. Eventually, the diversity, distinctive flavors and unique specialty dishes originating from Italian pasta made Italian cuisine a hot favorite among the whole of Europe and America. Italian pasta of course rules the roost, being the most important o f food culture throughout all of Italy. Through the course of time, the role of Italian pasta has changed greatly throughout Italys culinary history. Once enjoyed by Italys elite as a handmade specialty, today cooking pasta is made the foundation of Italian cuisine all over the globe. Today, a large amount of Italian pasta products available in the market consist of both fresh and dried pasta and range in size from tiny soup pasta to large sheets of lasagna noodles. Furthermore, there are shaped Italian pasta available in many different sizes and specific shapes. While the basic cooking method used for cooking pasta is boiling, a few other methods are also used to cook specific types of pasta, including baking, stir-frying, and deep-frying. Accomplished with a minimal amount of equipment like a large pot, a large spoon, and a colander, Italian pasta meals are known for their flavor and paired with healthy ingredients like tomato sauce, fresh vegetables, olive oil and fish. The meal is low in fat and contains nutrients and antioxidants to nurture body as your palate. Human diet on pasta PASTA IS A MEAL Generally, pasta is a simple dish, but comes in large varieties because it is a versatile food item. Some pasta dishes are served as an appertizer in Italy because the portion sizes are small and simple. The servings are usually accompanied by a side of meat. Pasta is also can be prepared as main course, such as salads or large portion sizes for dinner. HOW DO ITALIANS EAT PASTA? They serve pasta in warm, shallow and wide bowls instead of on dinner plates. In Italy, they call this a piatto fondo or deep dish. The rims of the bowl should be just enough to spin the fork against. They dont have to use the spoon. They put smaller portions of spaghetti on their fork before start to twirl. Then, twirl the pasta with a fork keeping the fork tip in contact with the plate. By doing so, they avoid the need to slurp and the need for a bib. DO ITALIANS EAT PASTA EVERYDAY? Yes, they eat pasta every day. In Italy, pasta is the most dishes that are dressed really simple and with few ingredients. They always use fresh and natural ingredients, dress lightly and most of all dont overcook. This is because overcooked pasta sends blood sugar higher than pasta cooked al dente. Italians believe that overcooked pasta is harder to digest and doesnt leave them feeling sluggish. When pasta is overcooked, it means it has absorbed its maximum amount of liquid. On the other hand, pasta cooked al dente can still absorb more during the digestive process and therefore digests more easily. PASTA SERVING SIZE Portion size of pasta is different depending on the ways that they eat pasta: Two to four ounces dry spaghetti as an appetizer Four to six ounces for a main course WHY EAT PASTA WITH SAUCE? Pasta sauces vary in taste, color and texture. Different types of pasta are served with different types of sauce according to the general rule that must be observed. For example, simple sauces like pesto are ideal for long and thin strands of pasta while tomato sauce combines well with thicker pastas. Thicker and chunkier sauces have the better ability to cling onto the holes and cuts of short, tubular, twisted pastas. Sauce should be served equally with its pasta. It is important that the sauce does not overflow the pasta. The extra sauce is left on the plate after all of the pasta is eaten. WHY PASTA POPULAR IN ITALY? Pasta is a traditional food in Italy and it is popular because it can be made into lots of shapes and pasta dishes. People can create lots of different dishes with it. It tastes delicious and its filling. Now, it became modern cooks because it is easy to prepare and convenient. Its also has a long shelf life Commercialization of Pasta Commercialization enables manufacturers to take the right product into the right place, at the right time, to satisfy end-consumers. In fact, the commercialization of pasta could only have developed in a strongly urbanized society. Due to its ease of preparation, low cost, versatility, palatability, long shelf life, and nutritional value, pasta is a popular commercial food product. Pasta products are commonly produced by extrusion, and their main ingredients are durum wheat semolina and water. Celiac disease is an immune-mediated disease triggered by the ingestion of the protein composite gluten. The only treatment for celiac disease is the permanent exclusion of sources of gluten (wheat, rye, and barley products) from the diet. It is important that high-quality cereal products made from alternative grains are available to this segment of the population. Recently, research on the improvement and development of gluten-free pasta has enahnced. Meanwhile, the number of gluten-free pasta products available on the market has increased dramatically. Preparation of Pasta BLT PASTA SALAD (BLT Bacon, Lettuce, Tomatoes) Ingredients 250gm any spiral/corkscrew pasta (Riccioli)  ½ cup milk 200gm bacon, sliced small 200gm cherry tomatoes, halved 1 clove garlic, finely minced 1 head of cos lettuce or 5 heads of baby romaine, torn to small pieces (basicallycos lettuce or romaine is the same thing) 100gm mayonnaise 70gm natural set plain yogurt 4 tbsp chopped spring onions salt black pepper Methods 1. Cook the pasta as per instructions on packaging until al dente. Drain and mix with milk. Set aside. (toss it from time to time to distribute the milk) 2. Fry bacon in pan (no oil) until crispy and the bacon oil oozes out. Tilt pan and let the oil drain off the bacon. Dish up bacon. Set aside. 3. Pour away most of the oil in pan, leaving behind about 2-3 tbsp of it. On medium heat, sautà © garlic until fragrant and pour in the halved cherry tomatoes. Just spread in pan but dont toss them. Let it cook until the garlic is golden. Tilt pan, push tomatoes to the higher side and let the oil collect at the lower side. Dish up tomatoes and as much garlic as you can. Set aside. (the tomatoes should not be mushy, but just cooked) 4. Prepare salad dressing, mix everything together and sprinkled the final 1 tbsp of spring onion as garnish. BAKED PASTA Ingredients 400gm pasta (shell pasta) 2 tbsp butter 2 tbsp oil 1 large onion, diced 3 cloves garlic, roughly chopped 400gm beef, minced 4 tbspchilli Paste 1 large carrot, diced 2 tomatoes, roughly chopped 1  ½ c peas 4 eggs, beaten 1 c cheddar, grated A handful of fried scallions A handful of parsley, chopped Salt sugar for seasoning Method 1. Cook pasta in a pot of boiling water until 2/3 cooked. Season with salt. Drain and set aside. 2. Then, heat wok with oil and butter. 3. Cook onion until soft and slightly caramelized. 4. Add in garlic. 5. Add the beef and cook until slightly brown. 6. Add chili paste and cook until the oil starts to bubble on the surface. 7. Add in carrot and stir well until slightly soft. 8. Add in tomatoes and let it cook until soft. Then mix in the pasta. 9. Switch the heat off, add parsley and season well with salt and sugar. 10. Make a well in the center of the wok and pour in beaten eggs. Let it scramble and stir to mix. 11. Combine the ingredients well. 12. Put the combined ingredients in a casserole dish. 13. Sprinkle the cheese and fried scallions evenly over the top of the mixture and bake at 150oC for 20-25 mins. GREEK MEAT PASTA Ingredients 1 package rotini pasta (16 ounce) 3 tbsp olive oil, divided 1 pound ground beef 6 tomatoes, grated 1 sweet yellow onion, grated  ½cup water 3 tbsp tomato paste 1 tbsp ground cinnamon  ½tsp white sugar  ½tsp cayenne pepper Salt ground black pepper to taste 4 cups shredded Mizithra cheese 1 cup shredded mozzarella cheese Method 1. Bring a large pot of lightly salted water to a boil; cook the rotini at a boil until tender yet firm to the bite, about 8 minutes; drain. Transfer to a large bowl and toss with 2 tablespoons olive oil. 2. Heat 1 tablespoon olive oil in a large skillet over medium heat; cook and stir ground beef until browned, about 10 minutes. Add tomatoes, onion, water, tomato paste, cinnamon, sugar, cayenne, salt, and pepper; stir to combine. Simmer meat sauce over medium-low heat until flavors combine, 20 minutes. 3. Preheat oven to 350 o F (175 oC). 4. Pour meat sauce over rotini; mix well. Pour half the pasta mixture into a casserole dish; sprinkle with half the Mizithra cheese and half the mozzarella cheese. Top with remaining pasta mixture; sprinkle remaining Mizithra cheese and mozzarella cheese. 5. Bake in the preheated oven until cheese is melted and bubbling, about 40 minutes. SEAFOOD PASTA Ingredients Spaghetti 10 medium-sized prawns, peeled and deveined 2 handful of clams 4 pcs of frozen fish cocktail 1 can of tomato pasta sauce 4 cloves of garlic, finely chopped 50ml water 3 tbsp olive oil Method 1. Bring a pot of water to a boil. Cook the spaghetti exactly according to the packet instruction. Drain and set aside. 2. Oven-baked the fish cocktail as per the packaging instruction. Cook and set aside. 3. Heat some olive oil in a sauce pan. Sautà © the garlic till fragrant. Add the clams and prawns to stir-fry for 1 minute. 4. Pour in the pasta sauce and water. Cook and stirring for 2 minutes. 5. Toss with spaghetti and serve with baked fish cocktails. MUSHROOM PASTA WITH TRUFFLE OIL (vegetarian) Ingredients 200g pasta (I prefer to use spaghetti or angel hair pasta) 100g grey oyster mushrooms, sliced thinly A handful of cep mushrooms, soaked and chopped roughly (optional) 2-3 tbsp extra virgin olive oil 3-4 cloves of garlic, finely chopped Salt and freshly ground pepper Fresh parsley, finely chopped Truffle oil Egg (optional) Method 1. Bring a pot of salted water to boil and cook pasta according to pack instructions (al dente should take about 8-10 minutes). Remove from heat and drain, run under cold water to stop from cooking further. 2. Heat olive oil in frying pan on medium high heat. Add garlic and cook for 2 minutes until golden brown, then add the mushrooms and fry for 1-2 minutes until cooked. 3. Finally add the pasta, parsley and mix thoroughly, and then season with salt and pepper. 4. Remove from heat and serve immediately. Add a dash of truffle oil to finish. Significance of Pasta

Lead Toxicity: Its Effects on Fetal and Infant Development Essay

Lead Toxicity: Its Effects on Fetal and Infant Development Lead toxicity has been an area of unending research in recent years. There have been positive and negative correlation’s relating its toxic effects to both child developmental deficiencies and adult regression problems. This review will focus on the problems associated with the children. It will discuss various routes of entry of lead into the child’s system, both prenatally and postnatally, the mechanisms employed by lead to cause the dysfunction’s, and some of the neurological deficits believed to be caused by the lead exposure. The development of a child begins in utero and continues following birth; thus both of these time frames must be examined as possible periods of lead intoxication. During development, the fetus is at the mercy of its mother. If the mother has high blood lead levels during pregnancy, the developing fetus will have the same. This is due to the lack of a transplacental barrier to lead. Thus, the maternal levels are consistently equal to fetal levels throughout pregnancy. The mode of transport is not clearly understood. However, it has been suggested that it is a matter of simple diffusion for several reasons (1). First, is the close quantitative relationship between maternal and fetal blood lead levels. Second, is the experimentally modeled linear relationship between the transfer of lead from the mother to the fetus and the umbilical blood flow rate. An increase in blood flow rate coupled with the increased surface area of the placental barrier, 2 m2 to 11 m2, over the gestational peri od increases the transplacental diffusion (1). With this direct correlation in mind, it then becomes important to discuss possible sources of increased mater... ...991; 13: 203-211. 4.Bressler, J. P. and Goldstein, G.W. "Mechanisms of Lead Toxicity." Biochemical Pharmacology. 1991; 41: 479-84. 5. Dietrich, K. N. "Human Fetal Lead Exposure: Intrauterine Growth, Maturation, and Postnatal Neurobehavioral Development." Fundamental and Applied Toxicology. 1991; 16: 17-19. 6. Bellinger, D., Leviton, A., and Sloman, J. "Antecedents and Correlates of Improved Cognitive Performance in Children Exposed in Utero to Low Levels of Lead." Environmental Health Perspectives. 1990; 89: 5-11. 7. Bhattacharya, A., Shukla, R., Bornschein, R. L., et.al. "Lead Effects on Postural Balance of Children." Environmental Health Perspectives. 1990; 89: 35-42. 8. Ernhart, C. B. and Greene, T. "Low-Level Lead Exposure in the Prenatal and Early Preschool Periods: Language Development." Archives of Environmental Health. 1990; 45: 342-354. Lead Toxicity: Its Effects on Fetal and Infant Development Essay Lead Toxicity: Its Effects on Fetal and Infant Development Lead toxicity has been an area of unending research in recent years. There have been positive and negative correlation’s relating its toxic effects to both child developmental deficiencies and adult regression problems. This review will focus on the problems associated with the children. It will discuss various routes of entry of lead into the child’s system, both prenatally and postnatally, the mechanisms employed by lead to cause the dysfunction’s, and some of the neurological deficits believed to be caused by the lead exposure. The development of a child begins in utero and continues following birth; thus both of these time frames must be examined as possible periods of lead intoxication. During development, the fetus is at the mercy of its mother. If the mother has high blood lead levels during pregnancy, the developing fetus will have the same. This is due to the lack of a transplacental barrier to lead. Thus, the maternal levels are consistently equal to fetal levels throughout pregnancy. The mode of transport is not clearly understood. However, it has been suggested that it is a matter of simple diffusion for several reasons (1). First, is the close quantitative relationship between maternal and fetal blood lead levels. Second, is the experimentally modeled linear relationship between the transfer of lead from the mother to the fetus and the umbilical blood flow rate. An increase in blood flow rate coupled with the increased surface area of the placental barrier, 2 m2 to 11 m2, over the gestational peri od increases the transplacental diffusion (1). With this direct correlation in mind, it then becomes important to discuss possible sources of increased mater... ...991; 13: 203-211. 4.Bressler, J. P. and Goldstein, G.W. "Mechanisms of Lead Toxicity." Biochemical Pharmacology. 1991; 41: 479-84. 5. Dietrich, K. N. "Human Fetal Lead Exposure: Intrauterine Growth, Maturation, and Postnatal Neurobehavioral Development." Fundamental and Applied Toxicology. 1991; 16: 17-19. 6. Bellinger, D., Leviton, A., and Sloman, J. "Antecedents and Correlates of Improved Cognitive Performance in Children Exposed in Utero to Low Levels of Lead." Environmental Health Perspectives. 1990; 89: 5-11. 7. Bhattacharya, A., Shukla, R., Bornschein, R. L., et.al. "Lead Effects on Postural Balance of Children." Environmental Health Perspectives. 1990; 89: 35-42. 8. Ernhart, C. B. and Greene, T. "Low-Level Lead Exposure in the Prenatal and Early Preschool Periods: Language Development." Archives of Environmental Health. 1990; 45: 342-354.

What are some of the stereotypic traits typically assigned to being feminine and to being masculine?

Men and women are being stereotyped as polygamous and polyandra. Transcending from animal to human behaviour, many would rather conclude that even man are not naturally inclined to be monogamous. Like the primates, two forms are readily observable in society. Of the two types of marriage systems, polygamy (plural marriage) has been found to be the most common throughout history than its opposite form of monogamy.Polygamy has taken two forms: polyandra, in which a wife has two or more husbands; and polygyny, in which a man has two or more wives. This second form of plural marriage has been much more common, historically, than the first, and still is, although polyandry still persisted towards the early 20th century in parts of India, on the high plateau of Tibet, and in other scattered localities. Primary reason for its practice mainly falls out of necessity.Sustenance depends from a limited number of farmland and the careful balancing of population against food reserves. Each family therefore, avoids dividing its meagre tillage in ever-diminishing lots among its progeny by having the younger sons share the wife of the eldest son. Not only does this practice reduce the number of children in each generation, and keep each property permanently within the family, it has some other curious results.Polyandry, for some reason not wholly accounted for by anthropologists, reduces the fertility of wives, and produces an abnormal ratio of male to female births. Custom obliges them to treat each husband with equal favour, but it often happens that a woman of many husbands may prefer one brother to all the others. Due to contacts with dwellers outside their village, women are feeling the stigma of polyandra. More women from this system then, are beginning to revolt and are asserting their own demands for monogamy.

Ethical Decision Scenario Worksheet Essay

Shannon met with several of Janet’s clients. After meeting with clients, she discovered a pattern in which the clients would report that they have not seen Janet in 2 to 3 months. However, the case files reflected face-to-face contact with all of her clients, despite what her clients stated. When Shannon investigated further, she found that the client notes were all at the same day and time, which is unlikely. Further, several of Janet’s clients needed referrals for counseling, but Janet never completed them and has not followed up to ensure her clients are receiving the necessary services. Janet is a close friend of Shannon. Shannon does not want to get Janet in trouble but realizes something must be done. Answer, in a 75- to 100-word response, each of the following questions: 1. What are the ethical issues involved in the scenario? Shannon is a juvenile probation officer that works for the Department of justice: she covered Janet’s casework and clients while Janet was out. She seen that Janet is lying on her paperwork saying the she sees her clients regularly, when her clients said otherwise. Janet is also completing all of the paperwork on the same day with the same notes and times. This is impossible to do so it means that none of her notes are true and she is reporting false information. Janet is not referring her clients when needed and is not doing her job right. Fidelity is respecting the trust that  clients place in their helpers and guarding against an erosion of that trust. Helpers are careful to fulfill their responsibilities, keep promises, and be honest in their interactions with clients. Veracity means being honest with clients. Human service professionals commit to providing clients with all of the information that they need and to providing fair and honest feedback. 2. What client rights are involved in the scenario? The client rights that are involved in this scenario are privacy, and informed consent. The privacy rights were somewhat violated because the clients file was given to another helper. Therefore this helper read the file and knew all the clients information. It is also the clients right to know the about the qualifications, treatment, procedure, cost of services, confidentiality and have the records the helper keeps of them. The client was clearly non given access to the record the helper kept of them: if so they sold have seen that the helper was giving false notes and information. 3. What, if any, client rights were violated? Janet was not taking notes on her clients and not seeing them regularly because all of her notes were done around the same time, and on the same day. The client is clearly not getting the attention they need. Her clients are stating that they have not seen her in 2 to 3 months. However Janet is not being truthful about her work. 4. How you would use the ethical decision-making model to address or resolve the situation?

Gershwin1 essays

Gershwin1 essays My primary goal for enrolling in music appreciation was to learn about the composers/musicians that have greatly contributed to modern music. Therefore, I decided to analyze a piece of music Rhapsody in Blue, which affected music in 1920s and still impacting the music world today. George Gershwins, Rhapsody in Blues, first performance was on February 12, 1924, and became an overnight success taking the music world by surprise. In this paper, I intend to analyze two very important versions of Rhapsody in Blue, and describe Gershwins life leading to his achievement. George Gershwin was born Jacob Gershowitz on September 26, 1898 in Brooklyn, New York. The son of immigrant parents, George had two brothers, Arthur and Ira, and one sister Francis. Although, George is the most well know of the family, his brother Ira was also a successful lyricist. In fact, if it were not for Iras interest in music, Georges parents would have never purchased the familys first piano. George, took an immediate interest in the piano, and immediately began successfully playing by ear. His parents arranged for piano lessons, and George began to study seriously at the age of 12 years old. George began his professional career in Tin Pan Alley, Located in New York City were aspiring composers and songwriters would bring their music in hopes of selling them for a modest amount of cash. He became a song plugger for the Jerome Remick Company. There, he became exposed to thousands of songs, giving him a better idea on the quality of music. Two years after he started work for Jerome Remick, George had his first song published. When you Want Em You Cant Get Em this piece was not an instant success for George, but it attracted attention from other great composers. This composition shaped the foundation, for the success Georges futur...

Roles and Responsibilities of a Teacher Essays

Roles and Responsibilities of a Teacher Essays Roles and Responsibilities of a Teacher Essay Roles and Responsibilities of a Teacher Essay This paper will focus upon the roles, responsibilities and boundaries in planning, managing and delivering learning based around the teaching training cycle. This covers the application of learning styles to identify the differences of my learners. The issues of entitlement, equality, diversity and Inclusitivity will be addressed. It will also address the relevant legislation in my area of expertise and the importance of record keeping to maintain quality standards. The outline of scheme of work, lesson planning, methods used and resources available to meet the needs of my learners. Contents Introduction4 Roles, responsibilities and functions of a teacher4 Designing6 Induction6 Effective Lesson Plan8 Scheme of Work8 Key Principle of Learning9 Motivation10 Group Learning12 Learning Styles13 Honey and Mumford Questionnaire13 Domains of Learning14 Facilitating Learning14 Communication14 Inclusion16 Resource Materials/ Teaching Strategies17 Current Legislation17 Managing Behaviour and Disruption18 Functional Skills18 Mentoring and Support19 Micro teaching19 Explain the need for record keeping? 19 Assessing Learning19 Quality Assurance of Assessment decisions20 Formative/Summative Assessment20 Self Evaluation21 Reflective Journals22 Continued professional Development22 Conclusion22 Referencing22 Introduction This assignment will look at the roles, responsibilities and boundaries of a teacher. I will discuss how a teacher has a major effect upon students learning and behaviour. I will discuss the different theories that are related to learning and teaching methods and how they can be used within your teaching practice. I will also pay attention to my students learning styles so that my students are kept motivated and learn effectively. This will enable me to accommodate their needs. I will identify the key aspects of current legislative requirements and codes of practice. I will include how information is gathered about the student and the importance of an Individual Educational Plan. I will examine the different types of assessment methods used and the importance of feedback. It will briefly go onto discuss the different types of records you would keep and why I considered record keeping to be important. I will identify how I implemented functional skills within my subject specialism. I will explain the importance of self reflection and how it enables you to improve your teaching practice. Roles, responsibilities and functions of a teacher The role and responsibilities of a teacher vary as is depends upon where and what you are going to teach. A teachers is not only to teach knowledge and skills to them, but to inspire them, be creative and finding ways to encourage learning. According to Marshall, B (2006). â€Å"Perhaps the most important is passing on what they know about a certain area or subject and ensuring that learners have enough practice and motivation to pass the ourse†. There are a number of roles and responsibilities that I need to carry out as this will help assist me to meet the needs of my learners effectively. These might include: ? Following professional values and ethics ? To create a safe learning environment ? Must possess subject knowledge. This shows the student that you are confident ? Give advice but keep it limited ? Must always ta ke a register ? Observe confidentiality ? Show patience ? Must possess classroom management skills ? Must track down students if they fail to attend lesson ? Make sure learning takes place Use safe equipment ? Diagnostic assessment ? Establish needs of the learner During my induction period at NTC I was provided with information about the college policies, current legislation and details about my roles and responsibilities. I have my own mentor that provides continuous help and support throughout my Teacher Training course. I tend to keep a record of what I teach I am going to teach and how my learners are progressing. I thought it was useful to set up a course file which contain all the documentation that is needed to deliver the course. This includes the syllabus, session plan, scheme of work, assignments handouts and activities. All the record of my learners are kept alphabetically so that I can easily access the learners information easily. I tend to keep certain information about my learners such as their application form, interview, Initial assessment, assessment records, action plan, tutorials, and review notes. I always make sure that I have some extra stationery hand as many of my students tend to forget to bring it with them. There are so many characteristics that make up an effective teacher. I always have additional worksheets prepared for my learners to carry out just in case the session finished earlier than expected. Teachers are addressed with many names such as assessor, coach, facilitator, counsellor mentor however it is necessary that I must work within my professional boundaries. It is about knowing where my role stops as a tutor. For instant make call to a learner to find out why they have not turned up, but continuously ringing the learner is not appropriate. I always make sure that I follow organisational requirements and policies. Below are some boundaries of a teacher: Your roles are limited to teaching pastoral care ? Cant undermine other colleague roles ? Not undermining departmental head ? If a criminal offence has been committed you must follow the legal process ? Making sure that you follow college policy e. g theft or assault Teachers are required by the college policy to attend staff meetings, attend standardisation meetings, take part in discipline p rocess and accurately mark a register and student homework. Most teachers tend to follow the training cycle. The training cycle identifies the learner’s needs and planning. Designing, facilitating and evaluating learning. However I always ensure that I follow through each point in order for teaching and learning to be effective. Identifying needs and planning – This is the stage where you find out the needs of the organisation and the learners. This stage prepares scheme of work and lesson plan taking into consideration the learning styles of each learner, the needs of the organisation, and the syllabus. Designing – Preparing a suitable environment, teaching strategies and resources Facilitating – Teaching and learning in a suitable manner Assessing – Ensuring that learners have met the learning outcomes and obtained knowledge and be able to apply this is practice Evaluation Obtaining feedback from my learners and evaluate so that I can make changes for improvemen Designing When designing the course I took into consideration the target audience so that there is no misconception of what the course entails. It also specified the time, duration and the entry requirements. I made sure that there is no sexual discrimination as the course was aimed at both male and females. There is also no age discrimination as all ages are welcome to join the course. I used a variety of colours, large fonts as this will have a visual impact as more individuals are likely to become aware of the course. The course takes place in the evening as this will give a chance for more learners to join as most individuals will have other commitments during the day such as going to work or looking after children. NTC offer child care facilities in order to attract those who are unable to attend due to not being able to afford child care costs. The course is absolutely free however identification is crucial as this must be bought in during the induction. You can bring in a passport, diving license as well as a bill. Induction When you begin teaching a new group it is very important to know certain points that I need to cover with them. This usually takes place during the induction process. This is a very important process. The induction usually gives an induction to the organisation and the course, I produce a checklist to ensure that I cover everything in the checklist and give learners a copy as this will give me them a framework of what is going to take place. During the induction I introduced myself to the class. I told them a bit about myself in terms of my educational history, where I’m from and my main aim which was to ensure that every learner within the class is learning effectively. I thought it was a good idea carry out an icebreaker as this will help the learners to get to know one another. This was an excellent team building exercise. I got my learners to introduce themselves in front of the class however this can be intimidating for some learners as they have no met any of the learners however most of my students were happy enough to undertake the activity. If I did encounter some problems I would group my learners into pairs and get them to chat to one another to discuss their hobbies and interests. The students really enjoyed this exercise as they got to know the similarities and the different experiences that learners have. The ice breaker helped me to retain attention, keep motivation high and help the group work together. An icebreaker also encourages the following: ? Encourages team work and inclusion ? Breaks down barriers ? Establish trust ? Create a friendly learning environment ? Builds confidence ? Helps reduce nerves Each of my learners had to fill in an application form as this will help me a brief idea about my learners. The application consisted of a section on their personal detail such as name, address, age, date of birth, place of birth. The next sections considered of previous qualifications and experience and a declaration. My learners undertook Initial/diagnostic assessment as this helped me to assess the level of literacy and numeracy skill the learner had. Some courses/qualifications have entry requirements. it also gives me an indication of aspects of work that they need to improve on. As a teacher I must make sure that I am not disadvantaging my learners by placing them on a course/qualification that they are not able to achieve. The initial assessment gave me information about the learner’s current level of ability as this will help me plan learning and assessment. I also conducted a one to one interview which involved asking a number of questions. I asked open ended questions and tried my level best to make my learners comfortable. During this process I got to know why my learner has enrolled on the course. This could be either internal or external. From this It also gave me a general idea on the learners motivation levels. I considered it useful to ask my learners their preferred learning styles as this will have to be taken into considered during the planning process. It gave a chance to identify whether they have any learning difficulties and needed any special adjustments. I thought it was necessary to ask whether they have other commitments and whether this would affect their attendance. Other commitment does tend to have an impact upon whether the learner is able to cope with the workload. It is very important for to know whether my learners have an health issues as my learners may need to need to leave the lesson to take the medicine as this will avoid disruption as I will be aware of why my learner wants to leave the room beforehand. I always ask my learners whether they have previous criminal conviction however I will not discriminate my learners on this basis as everyone must be given a second chance. I gave my learners a tour of the site so that they get familiar way with the building. I also gave them a handout on the facilities that we offer onsite. Such as parking areas, designated smoking areas, catering and toilet points within the organisation. I explained the health and safety procedures which explained the fire procedures, drill practices, and who to report to in an event of emergency. I must make sure that all my students fully understand the health and safety procedures therefore I performed a mini quiz with them which gave me satisfaction that they fully understood the procedures. I explained some details about the course such as the content of the course, learning outcome, how they will be assessed and important dates. We also agreed upon the lunch and break timing as learners need regular breaks to keep them motivated. All learners require ground rules. These are usually set by the organisation. Setting ground rules will help the learner to know their limits. Most learners have expectation from the teacher such as being organised, professional and facilitating learning in the best possible way. I always make sure that I start my sessions on time, write the aims and objectives on the board so that the learners know what is going to be delivered, recapping point and summarising at the end of the session. As a class we produced our ground rules which are the following: ? Mobile phones must be switched of or put on silent in order to avoid distracting the class. Anyone who needs to keep the phone on must inform the teacher as well as informing the group at the beginning of the session so that the call can be taken outside the class ? Must keep up to date with work- If student are not attending class they must make sure that they get the missed information from myself or other peers within the class ? All students must respect one another. Unacceptable behaviour is not acceptable. This can result in Work must be handed in on time. If work is not handed in on time it could lead to failure ? Must attend regularly In order to make sure that these ground rules are not forgotten I encouraged my students to design a poster that can be hung up on the wall so that my learners were aware of what is expected from them. You must allow students to decide upon the ground rules so that they can diffe rentiate between good and bad. It is also very useful to conduct a quiz or multi choice questionnaire that the can stick in their books so that they are constantly reminded of the code of conduct Identifying Learners Needs Scheme of Work A scheme of work is usually prepared i advance. The scheme of work takes into consideration the course requirements and is then broken down into small parts. The scheme of work usually consists of what you are going to cover in each lesson, the teaching activities that are going to be used, the timing for each learning activity in detail as well as the assessment activities. Whilst producing my scheme of work I take into consideration individual needs as well as special learning requirements. I also take into account WWWWWH. The scheme of work consists of the following: Who the lesson is for, the qualifications and the course title ? Location and duration of session ? Aims and objectives ? Activities, resources and assessment Lesson Plan There is a wide variation in regards to a teachers approach to lesson planning. Some teachers have detailed plans whilst others have little information on. Whilst planning a lesson plan there are a number of factors that influence you. A lesson plan consists of a set of aims and objectives in order to achieve the goals that have been set out by the syllabus. I tend to allocate time to the various objectives that have been set out. The aims and objectives covered within the lesson will follow on by assessment/examination. I tend to consider the SMART objectives so that I am able to examine my aims and objectives. I tend to start my lesson with aims and objectives so that the students are aware of what they are expected to know by the end of the lesson. I don’t expect too much of my learners as it will take time for my learners to assimilate new knowledge. I make sure that I book the venue beforehand and make sure that I have enough chairs and tables in order to accommodate the students. I will also check if the environment is appropriate for any special requirements. The venue can be a boundary and the best use of it must be the tutor’s responsibility. I tend to keep myself up to date with information relating to my subject area as well as my profession. I refer back to the National Qualification Curriculum Handbook so that I am able to set out activities based upon the learners ability. A boundary is that learners can expect the tutor to know everything. This is not possible. I must make sure that I have information and details on where information is available. Different aspect of diversity and inclusitivity were taken into account throughout the delivery of the lesson. Key Principle of Learning There are a number of theories that explore how people learn. These theories are dependent upon the thoughts and experiences. Individuals have their own way of learning and this can be influenced by their experience in their childhood, school, personal or professional relationships. These theories will assist me to understand my learners effectively. Laird (1985) introduced the sensory theory which suggests that by using the senses (sight, hearing, touching, smelling and taste) will enable you to remember learn effectively. Laird (1985) suggests that if multi senses are stimulated then greater learning is taking place. Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses touch, smell and taste account for 12% of what we know. By stimulating the senses, especially the visual sense, learning can be enhanced. I will make sure that I adopt a variety of teaching strategies and resources to allow my learners to use as many of their senses as possible. Experimental theory was is also a very useful theory based upon the process of how people understand their experiences, and as a result alter their behavior. This theory considers it to be beneficial for continuous reflection as this will gives an opportunity to modify our behavior. Kolb identified four distinct processes which identified methods of learning. Kolb (1984) produced a cycle of learning Experiential learning theory defines learning as the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience Kolb (1984). This theory emphasizes that without reflection we would continue to repeat our mistakes. [pic] The Two models (Concrete Experience) and (Abstract Conceptualization) are both related forms of grasping experience whilst the other two (Reflective Observation) (RO) and (Active Experimentation) are based upon transforming experience. Concrete Experience – This based upon the experiences of teaching. Reflecting upon – This is where I consider whether my lesson went well or not. If it didn’t go so well, what were the causes of it? At this stage I am critically judging myself. Planning Active Experimentation – At the final I will identify ways to solve the problem. If I were to conduct the lesson again how would I do it differently? What methods would I adopt and why? I always apply this theory to evaluate my teaching practice. In order for reflection to be effective I am always honest. I try not to blame my students in the process. I always take into consideration my learners learning styles as this will encourage learning. It is very important to identify my weaknesses so that I am able to address the issue and transform it to success. I get my mentor to continuously observe me as this helps me to get a more objective view of my teaching skills. Motivation There are types of motivation one is intrinsic which means the learners wants to learn or extrinsic meaning that there are taking part in learning due to external factors such as wanting to gain a promotion or gain citizenship. The motivation of the learner is mainly dependent upon the teacher. Therefore I must promote a professional relationship which will lead to individual learning and trust. Some learners may be already inspired to learning where other learners must be challenged, inspired and stimulated. There are many factors that affect a learner motivation to learn. In order to motivate my learner I will do the following: 1. Treat them with respect 2. Set clear targets 3. Create a friendly environment 4. Maintained organised and create challenging tasks 5. Make tasks interesting, practical and relevant 6. Use a variety of teaching strategies to reach all learning styles 7. Avoid competition 8. Be aware of their attention span 9. Give constructive feedback [pic] This is a theory of human motivation which has set up a hierarchy of five levels of basic needs which has been produced by Maslow (1954). The physiological needs are the basic survival needs, such as food, water and shelter (Petty 2001). If these needs are met i. e. the learners are well fed, are not thirsty and are neither too warm nor too cold, then the higher needs take their place (Petty 2001). It will be very difficult for a learner to remain motivated if they are hungry or thirsty or too warm. Room temperature is a big problem in some of the temporary buildings in which I teach, these buildings get far too warm in the summer and can be stifling in the winter. One of the first things I do when I arrive in one of these classrooms is to get the learners to open the windows so that the temperature falls and the room becomes less stuffy. Safety needs are concerned with physical and physiological safety (Gary2001). This means that the learners need to be in an environment where they do not feel anxiety or dread, and that the environment is stable (Petty 2001). Basically this means that the teacher should not use threats or punishment or any technique that would belittle or intimidate a learner. The teacher needs to establish the learning environment as one of trust. Social needs are concerned with the need to feel part of a social group (Gray et al 2001). If these needs are not met then the learner can feel lonely, and can feel hostility towards other members of the group. The esteem needs cover self esteem needs (desire for achievement, confidence and to be able to cope by oneself), and respect, where the learner desires recognition, status and dignity (Petty 2001). The self actualisation needs cover personal growth and development, self expression and the need to search for identity (Petty 2001). According to Petty (2001) if the first two needs are met then a teacher can harness Maslow’s needs by making sure that: All learners feel valued, accepted and included and that a group ethos is developed. There is also opportunity for group work · All students experience success, and get praise and other reinforcement. There are opportunities for learners to gain respect from the teacher and from the other learners · Routine tasks sometimes make way for choice, creative work and other opportunities for learners to express their individuality. The teacher gives opportunity for the learners to think for themselves and to satisfy their curiosity. Using these techniques will maintain a learner’s motivation, as will the use of praise and constructive criticism (Petty 2001). I always made sure that I kept Maslow Hierarchy into consideration as this will help me to create a positive learning environment. â€Å"Independent Learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learners own learning needs†. Kesten (1987). Successful independent learning depends upon internal and external factors. External factors involve the teacher and student relationship and the enabling learning environment. I noticed that independent learning is very beneficial as it motivated the learner as well as improving their management skills in terms of managing their learning. I always make sure that I encourage independent learning as I set out tasks where that require independent work. I deliver the Esol programme. I have about six students at different levels. I deliver a 4 hour lesson in the evening. My students tend to be very tired as the lesson takes place in the evening. I attempt to keep the students stimulated and motivated. It is my responsibility that the learner has a clear understanding of what the topic is, understand the learning objectives and how they will know if they have achieved the learning outcomes. Organisation is very important. It is necessary that to have the materials prepared beforehand, you must have enough handouts, a PowerPoint set up and extensive work set so that students are kept busy at all times. All the students must be learning. Teacher main objective is to facilitate learning. Reece ( 2002). Group Learning A group is a collection of individuals. Each individual will have their own personality. Taking part in group work can have an influence upon the learner’s behaviour. Group dynamics can change. For instance when a new learner joins the course late there can be personality clashes. In order to overcome this problem I will make sure that I make the learner feel welcome as well as pairing them with another learner as this encourage socialisation. I reinforce group work all the time and making sure that all my learners are taking part. Sometimes group work can get out of control therefore I must recognize the roles that various learners play as this will enable me to mix the learners into different groups. Groups of people go through stages when they meet. According to Tuckman (1965) group participants go through five stages: 1. Forming – This is the stage where learners get to know one another and I will make them aware of the boundaries and code of conduct. 2. Storming – This is where conflict arises as disagreements will take place 3. Norming – Learners exchange their ideas and group member get along with one another 4. Performing – Learners are confident at this stage to express their ideas and are enthusiastic to complete the task given 5. Adjourning – At this stage the task is successfully completed. Most learners went to keep in touch It is more than likely that most learner’s will complete five stages however there are some learners may not as they will move backwards and forwards in the process. It takes hard work and planning as groups take time to form and work together effectively. Learning Styles Honey and Mumford Questionnaire I also considered it vital to make sure that each learner completes a VAK questionnaire. Every learner has different styles of learning. So therefore as a teacher it was necessary that I referred some learning theories so that I could meet individual needs. Developing from Kolb’s work Honey and Mumford (1982) built a set of interventions which helps students and teachers to realise the diversity that exists in a group of people. They suggested that there are four styles Activist Theorist Pragmatist Reflector Active Processor ? Concrete perceivers absorb information through direct experiences by doing, acting, sensing and feeling. These individual have a preference for work placements, lab work. In other words they enjoy practical work rather than theory. To assist these learners a practical aspect will work more than additional examples. Abstract and reflective processors make sense of experience by immediately using the new information. These learners can be accommodated by making use of review question and the question and answer technique ? Reflective processors usually refer back to an experience. To assist these learners material must be given in advance. It is likely that these learner will perform at a low level withi n a practical task because the notes are not given in advance The VAK questionnaire gives me an idea of the style of learning that my students prefer. To avoid creating barriers for learning to take place I will make sure that I produce a scheme of work with a range of instruction methods to utilize all four learning styles. It is very important to assess learner styles so that they learn quickly and efficiently. Learners need to overcome a number of barriers to learn effectively such as social, physical, and organizational skills and to have a course that is open to many different types of learning styles as possible. An Individual Educational Plan is formed for each student so that we can accommodate the student’s needs. IEP is discussed later on in the essay. Domains of Learning ‘Blooms Taxonomy’ attempts to classify and form levels of learning. He suggests that learning goes through stages 1. Attention 2. Perception 3. Understanding 4. Short/long term memory 5. Change in behaviour Blooms (1956) states that this can affect thinking and actions. These are called domains: cognitive, affective, and psychomotor. These are organised in a series of levels. One must not try to attempt to address higher level until the levels below are not completed. It provides a way of categorising learning. When planning learning I always make sure that I consider the domains that I want to reach. Facilitating Learning The subject that you will teach will extinguish the style of my delivery. This can formal, informal or a mixture of both. Formal delivery is in a form of a lecture, demonstration, and presentation. Informal teaching is more on the practical aspect as this will involve group work and practical activities. My subject is a mixture of both. I tend to conduct a demonstration before my learners can undertake the tasks or activities set out. I always remain confident when teaching. I try my level best to inspire my learners in order to maintain their interest. I am very passionate about my subject as this does reflect back upon the learners. I always remain professional because if I become too personal my learners will lose respect for me. My learners are attending the course for many different reasons. Some are voluntary and others may be attending for socialising rather than achieving a qualification therefore I must attempt to interest and motivate my learners so that they want to achieve. I do not show favouritism amongst my students as I always treat my students equally. I never lose my temper as this will show the learners that I am frustrated. This shows that the learners are taking control. I never make threats or touch my learners as this is unprofessional behaviour. I try to maintain a positive approach, be fair, friendly and organised. The main motivation is developed by making sure all my learners are learning and participating and making sure that I teach my subject in an interesting and challenging manner. Communication â€Å"Communication is a two way process, where you want to communicate to your students and you want your students to communicate with you†. Question and answer is a good way to develop this interactional style of communication. Reece (2003). In order to ensure that good communication takes place it is necessary to create an effective learning environment. To achieve this I need to make sure that there is trust between the tutor, learners and the institute. It is also method to recall information as well as and it assesses whether learning is taking place. Communication can take form in the m anner of expression such as body language, gestures, and voice. First impressions are considered to be very important. The learners tend to make a judgement during the first meeting as well as the teachers about their learners. However these judgements change over a period of time. Non verbal plays an important role in communication. I always make sure that I show good eye contact, always smile, I use the correct use of language, tone of voice, eye movement and other action that will result in a friendly Some gestures you may not realise such as hand movements. It is useful to have a video recording of my lesson so that I can identify my weaknesses. I make sure that whilst I write on the board or the flip chart I must not talk to my learners as this can be distracting for the learners to do two things at one time. It may also result in the learners not being able to hear me speak and miss out vital information. â€Å"Fault communication cause most problems†. â€Å"Effective communication occurs only if the receiver understands the exact information or idea that the sender intended to transmit†. Therefore I always make sure that I use the three P’s (Pitch-Pause-Pace). To ensure that the three P’s are effective. I must make sure that I speak clearly as this is the means to transmit clear information. I believe that in order to be an effective teacher it is necessary to communicate effectively. Without successful communication there is no learning taking place. I ensure that I adjust of my communication according to the standards of the class. . I always provide positive stroke as this give encourages learning. I always maintain the trust between my students, myself and the institutions as well as showing unconditional regards to my learners. Roger (1989). If my students produce good standards of work I consider it important to reward them. The behaviourist theory which was produced by B. F. Skinner identified in his research that rewards are positive reinforces that encourage learning to take place. I try to avoid punishment as this is a negative reinforce. I make sure that I appropriately make use of the three E’s (Engage. Explain, and Entertain). I use a variety of open ended questions as this will result in getting a lot of information out of my students. This is a very good process to get my student involved in discussions. Having a sense of humour is very beneficial as this will hel me get the attention of my learners. The three C’s are also relevant which are Clear, Concise and Content. Communication must be clear and must be relevant to the course content. I must not complicate my speed by using jargons and ancronyms. I always remain focused and do not loose the point that I am trying to get across. I always ask regular questions to check if the learner is listening. I use language that promotes equality and diversity however I make it relevant to my subject and must not discriminate against my learners. According to SENDA 2001 it is unlawful to treat a disabled person lesson favourably due to their disability. It is my responsibilities to make sure that reasonable adjustment are made so that the learner is able to reach their full potential. I don’t expect all my learners to remember everything first time as they don’t know what I know. The interchange of information needs to be effective. â€Å"In a teaching situation the teacher should transmit information for the whole period but there is no guarantee that the information will be received by the students. The teacher needs to be able to assess problems of understanding embarrassment and confusion in students. † Walkin (2002). Inclusion Britain consists of a number of people from different races, a wide variety of cultural backgrounds and different aspirations to learning. All institution are legally responsible to promote inclusion. Inclusion is about an individual’s right to have access to education, to be valued for who they are and are provided with the necessary support. There are three strategies to develop an inclusive curriculum. First is to set suitable learning challenges, being able to respond to diverse needs of student and overcoming barriers to learning and assessment. Inclusion of my learners start of by me gaining knowledge about the student by looking at their application forms and Individual Learning Plan which will give me an insight of the students learning abilities, educational achievement, past experiences, and learning needs can be identified. I will make sure that I adopt an inclusive teaching approach so that I can deliver equal opportunities and diversity policies. I will match provision to my students need and incorporate regular reflection, review and refinement of strategies will actively involve my student in the learning process despite their abilities. During my teaching practice and during the planning of my lessons I felt that it was necessary that I took the following into consideration: Entitlement – All learners are entitled to an equal right in education so that they are able to reach their full potential, therefore, it is my duty to meet the learners required needs Equality- It is the framework that enables opportunity, access, participation and contribution Differentiation No matter what age, sex and race the learner is, all learners must be treated equally Inclusitivity- Ensure that all learners are learning. Some learners may feel intimidated, excluded, irritated, threatened or discriminated by the teachers words and actions or by the work or activities that they are expected to do, therefore, it is the teachers duty to ensure that all the SEN learners are included and are participating within the classroom I came across a doctor called Dr Bailey. He was called into a class to observe as some teachers were unable to handle their class. Dr Bailey sat at the back of the class, recorded what was going on within the classroom and then watched the video. This was a useful method to identify the problems within the classroom. his research had a major impact upon my teaching as effective learning can only take place if you possess classroom management skills. If any of my learners did have behaviour issues I would be able to refer back to this particular research to handle those learners with behaviour difficulties. Resource Materials/ Teaching Strategies Whilst selecting the resources I took into consideration the learning styles of my learners. . â€Å"To make use of resources use the right aid, at the right time, in the right place, in the right manner†. Walkin (2002). For instance you may have a student with vision problems therefore it is not appropriate to use visual aid to help students to learn about a topic. The resources should be selected in order to suit your learners. As a teacher you have a duty not to offend any learners within your classroom. I thought it would be a good idea to evaluate the resources that I used so that I can modify or change them for future references. The resources I selected promoted Equality and diversity as the learners gained skills and knowledge. Resources play an important role to motivate the learners. I was unsure about the teaching strategies that I could use within my classroom. I had to examine barriers that may affect their learning styles. These include reading and writing abilities, lack of confidence in speaking and lack of concentration. The strategies that I will adopt will ensure that my learners are enjoying and understanding the content of what is being taught. I regularly use the question and answer method on a regular basis as this is a useful method that will enable students to interact, improve their speech and boost their confidence. I always praise my students whether they are right or wrong so that they feel confident in answering questions. Reece and Walker (2000, p135) state â€Å" your task is to adopt as many strategies as you can and to choose the most appropriate one for each group you teach†. I usually adopt strategies that my students feel comfortable with and ensuring that all my learners are able to participate in the activities that I have set out so that everyone is learning Current Legislation As a professional teacher I must keep up to date with current legislation as this partly forms my roles and responsibilities. It enables me to clarify such requirements for my learners when necessary. Years ago offensive behaviour would have been discouraged by schools, colleges and Universities however policies are now prohibited by law. These include discriminatory behaviour, bullying on the grounds of individuals sexual orientation or beliefs. The rules and regulations are very clear at NTC. NTC are very dedicated to ensuring policies, practices and procedures that give staff the opportunity to work to their full potential. The college has many strategies in removing all types of discrimination. The college is very clear about the standard of behaviour that is expected from its teachers and learners. Teachers are role models to their students therefore they must promote positive behaviour within the classroom. Any stereotypical assumptions are discouraged. I always deliver my lesson without being prejudice and bias. NTC recruitment is very fair as they select individuals solely based upon their ability to do the job. In order to reach a fair decision relevant qualification and experiences are taken into consideration. It is vital that all staff undertake a CRB check as this is compulsory. All new employees must be able to provide at least two references. The Health and Safety at Work Act 1974 sets a framework for students as well as staff. It is necessary that the teacher is aware of the health and safety issues and requirements so that he/she can keep themselves as well as the students safe. I will make sure that my learners are in safe environment and are using equipment appropriately. The following legislation promotes inclusiveness: Sex Discrimination Act 1975- It is illegal to treat a woman or a man less favourably on the basis of their sexuality or marital status Disability and Discrimination Act 2005 Reasonable adjustments must be made to allow learners to fully participate in the learning process The Race Relation Act (1976) – It is illegal to discriminate anyone on the basis of their colour, race, nationality and origin The Equality Act 2006 Aims to destroy discrimination and inequality, it is formed to protect human rights so that everyone has a fair right within society The Human Rights Act 1998 – Everyone must be treated equally It is my responsibility to make sure that I follow these laws in order to avoid breaching the law as well as making sure that my students are safe. Managing Behaviour and Disruption In order to get through a session without disruption would be extraordinary however this is very rare. Disruption can take place for a number of reasons. Disruption can take place in a number of forms such as learners arriving late as this will result in me starting the lesson from the beginning so that the learner can catch up, an enthusiastic learner who wants to learn more or a student wanting to be excused from the lesson to go to the toilet. Whatever disruption it may be I must handle it professionally so that it can have a minimised effect upon my teaching and learning. Disruption is usually occurred due to learners not following the ground rules such as mobile phones ringing in class or the learners decide to eat and drink in middle of the class. If this does happen in class I politely ask them to shop and remind them of their ground rules and explain that this act has affected their peers learning. Disruption can also be caused as a result of being bored, learners not understanding what I am teaching or that my work is not challenging enough. I usually provide alternative activities in order to get my learners involved. If disruption still occurs I will have a one to one chat with them. Functional Skills Functional skills are part of a national strategy for improving adult literacy, language and numeracy skills which is called skills for life. They cover reading, writing, speaking and listening skills, English for speakers of another language (EAL) and numeracy skills. There are three levels; the entry level is divided into three sub-levels; entry 1. 2,3 which describes in detail the small steps required by the learner to make progress. The entry level enables learners to gain confidence, knowledge and understanding if their ability is low or accurate s In the planning of my sessions I need to look at the standards for Literacy and Numeracy and incorporate some in my session plans. The learners will complete an ILP at the beginning of the course allowing for information to be provided on learning abilities and needs. This is used to plan for all individual learning needs in the sessions and differentiate work if necessary. The learners will complete a basic skill assessment for literacy and numeracy on the induct ion. This provides accurate specific information on individual ability, needs, support required and the opportunity for the learners to look at gaining level / in literacy and Numeracy. Functional skills are common to all our lives. They help make sense of daily life. Functional skills provide students with the essential knowledgde, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals of whatever age who posses these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to communities in which they live and work. Functional Skills Update, QCA (December 2005). Mentoring and Support It is very crucial that I support my learners in the possible way so that learning and development takes place. During the Initial Assessment I identified particular individual needs therefore I provided effective support strategies and give learners access to appropriate sources for guidance. I enhance an environment that enhances access and participation in their learning programme. I make sure that I provide my students with the necessary resource, specialist equipment to help my learners to learn effectively. I recognize the diversity of my learners needs and ways to motivate them. I always apply the concept of inclusive learning and encourage learner autonomy. I always ask my mentor for help as they provide me with help and guidance. Micro teaching As part of my Teacher Training course it is vital for me to undertake some micro teaching. It was a very useful experience as this assisted me to develop my communication skills, develop my practical skills, the faults were observed and the observes give constructive feedback. This helped met to improve my teaching skills. Explain the need for record keeping? Register- It is my responsibility to keep a register for every lesson so that you are aware of who is attending class and those who are not, As a teacher it is your duty to make sure that you aware of why certain individuals are not attending class. This information is very vital for the college, the teacher or it may be a requirement for funding to show that a learner attended a certain amount of hours. Individual Learning Plan – This is a living document that remains throughout the learner’s course which is contributed by the learner, myself and relevant people from the work place. The purpose of the ILP is to gather accurate relevant information on the learner’s ability, experiences, trainings, special requirements and learning needs, to provide information on achievements, progress and training throughout the course. The learner has the opportunity to reflect on progress, achievement and this provides information on how the learners feeling and if the support provided needs to be tailored for the learner. Assessment Records – This is so that I am aware of my students achievement as well as their failure. This will help me to reflect upon my teaching practice and adjust my teaching strategies in order for the student to succeed. I always respect my learners as this a key to creating a good relationship. Assessing Learning Assessment is a way to find out whether learning has taken place. Assessment is very important. ‘If you have no assessment, you have no learning’ (Wallace 2005) It shows me whether the learner has gained the skills and knowledge in order to successfully achieve the learning outcome of the course. I adopt a number of methods to asses my learners. There are a variety of assessment methods available. Some assessment methods were very goods and some were not suitable for my learners. I had to decide upon the assessment methods that were suitable for my learners. It found it very useful to evaluate the assessment methods I used it to establish if my learners were learning or not, if not why not? If I had too many pass rates within the class, then maybe my assessment methods were far too easy or it could be that my expectation of the class level of learning is at a lower level than the actual class level of learning. It is necessary that assessment must be fair. I will make sure that I always refer to VACSR NASTA (2007). It is necessary that the assessment is VALID – Does it assess what is in the syllabus or course requirements? AUTHENTIC – Is the evidence genuinely the work of the learner? CURRENT – Can the learner’s knowledge and skills be demonstrated? SUFFICIENT – Is there enough to cover all the requirements of the syllabus? RELIABLE – Are the assessment decisions currently being made consistent with those made during past assessment opportunities or by other assessors? Quality Assurance of Assessment decisions To make sure that the marks I have given to my students are fair, Quality Assurance is adopted. All the colleagues meet together where they bring examples of assessment that are marked so that they can compare the grades with one another. Qualified and experience members are present in the same subject area. They provide judgements and advice. This is known as internal verification. If there is a problem with the learners work it gives them a chance to correct it. Quality improvement is not only about getting better results from current activities but should be an ongoing process to continually improve the services that are provided by the college, The process for improving quality within my organisation is to: Set and achieve targets ? Keep records to support quality standards ? Regular observation to review my performance ? Produce an action plan to address weaknesses ? Regular feedback from student ? Produce a folder as evidence to CPD ? Ensure that students are progressing ? Raising student achievement Formative/Summative Assessment Assessment can be either formative which is an ongoing process or a summative assessment which takes place at the end of the course in a form of an exam. Most courses work towards a qualification therefore have learning outcome that needs to be met by each of the learners. This can be assessed through assignments or questions to assess my learner’s knowledge. Theses assessments are usually designed by the awarding body. Formative assessment improves learning by keeping a track of the progress made by the student by regularly monitoring and review. Summative assessment can be either a pass or a fail. However it can be referred so the learners has a second chance on a similar assessment. The summative assessment is a very beneficial tool as it allows me to know whether my teaching has been effective as this will result in the learners pass rates. If the students pass they receive a certificate as a result. Whilst selecting the assessment methods I always take into consideration the learning outcomes of the course. When planning my assessment I always take into consideration th who, what , when, where, why and how (WWWWWH). This is a way for me to make sure that my questions are very clear and test the learning outcomes. I always refer to the Criterion referenced assessment which measures the achievement against a standard document which contains the criteria of the course as well. I use both formative and summative assessment. Informal and formal assessments are both very useful for making valid and useful assessments of learners knowledge and performance. Many teachers tend to combine the two together. For example by evaluating one skill using informal assessment such as observing group work, and another using formal tool, for example a discrete item grammar tests. I will make sure that I keep a log and record of each individual learner from initial to summative assessment so that I am aware of the student’s achievement Self Evaluation Self evaluation involves thinking about and learning from your own practice and from the practices of others so as to gain new perspective and ideally improve judgement. By using self evaluation you can increase the probability of taking informed actions where situations are complex, unique and certain. Self evaluation is very crucial for your own professional development. According to (Carr and Kmmis 1986) good teachers reflect on what they do to gain an understanding of their strengths and weaknesses, to identify areas in which they can improve. As a teacher trainee I consider it necessary to conduct a self evaluation after each lesson so that I can identify how well my lesson went, what was good, what I could have done differently, and what needed improving. I use various methods to obtain the information that I need to develop further. After every teaching lesson I have got into a habit of conducting a reflective journal about my teaching experience. This helps me to keep a log of the areas I need to improve on. It is very useful to ask a member of staff to observe the lesson and provide you with feedback. This is very useful as this will enable me to adjust my teaching techniques. I will also provide a feedback form to my students as this is very useful as it will enable me to adjust my teaching techniques so that the learner are able to learn more effectively. The feedback sheet will ask my students ‘ what they found useful about my lesson’ and ‘how the lesson could improve’. Feedback is very useful as the feedback is given instantly and it is also relevant and reliable. Feedback is very important to me as well as to the students. It is necessary to provide feedback to my learners either verbally or written. It is vital that feedback is always provided on homework as well as assessment. Hattie (1999) noted: â€Å"The most powerful single moderator that enhances achievement is feedback. It should aim to clarify how and why the student understands and misunderstand and the direction the student must take to improve†. Feedback can be negative or positive. However if the feedback about the learners work is negative the teacher must provide negative and positive feedback together so that the learner does not feel intimidated. You must use mild phrases such as ‘however’. It is necessary to provide a reason why positive and negative feedback is given. The teacher must have the ability to convert the negative feedback to a target that the student must meet so that they are encouraged to improve their learning. Baldwin (1989) recommends useful tips on giving feedback 1) Feedback must be immediate 2) It should be direct so that there is no confusion as to what is required 3) There should be no ‘sugar coating’ of feedback 4) Behaviour should be addressed and not the learner 5) Feedback should provide the solution to the negative point 6) Feedback must be balanced and avoid discrimination ) It must avoid too much negativity When students and teacher receive feedback it must be taken positively. You must not get offended by the advice given. Feedback is a useful method and it must be applied so that the learner is able to know their strengths and weaknesses. Reflective Journals I tend to keep a reflective journal to record certain events within my teaching practice such as how I responded to different situations and learners, how patient I was and how my skills need to be developed. It is important for me to identify my mistakes so that I can overcome these by identifying strategies. This process helped me to identify whether I needed further training to improve my knowledge and skills. I found it useful to refer to the training cycle as this will enable me to answer all the questions that will enable me to improve myself. Identifying needs and planning – Was my lesson plan taking into consideration my learners need? Did I provide clear aims and objectives? Did I follow my lesson plan? If I were to change the lesson plan how would I do it differently? Designing – Did I come early to prepare the room environment as well as setting up the equipment in advance? Were the materials such as resources, teaching strategies effective? How would I do it differently? Facilitating – Did I take into account the different learning styles? Was I communicating Effectively? Did I recap the session? Did I use jargon? Were my learners motivated? Did I promote Inclusitivity? Was I dresses appropriately? Assessing – Were all my learners assessed? Have all my learners fully understood? If not, why not? How would I do it differently? Evaluating – Were there are particular situation that arisen? How did I deal with it? Did I obtain feedback? Continued professional Development I will make sure that I pursue continued professional development throughout my career to make sure that I keep up to date with current skills, knowledge and policies as this contributes to the characteristics that make up an effective teacher. I will produce an individual learning plan and keep a professional development record to satisfy external bodies. Conclusion This assignment was very useful as I am fully aware of my roles, responsibilities and boundaries. Inclusion is very important. I will make sure that all my students are participating and are learning effectively. I have become aware of the different types of assessment methods and how assessment plays an important role for the students as well as the teacher. Records of students will be kept so that I am aware of my student’s needs and progress. I will make sure that I communicate effectively taking into consideration verbal and non verbal communication. I strongly believe that effective communication comes with practice. A variety of strategies and resources will be used so that my students are kept motivated. Self evaluation is very important and will enable me to improve my teaching practice. Feedback will be given on an ongoing process and students work will be marked instantly with feedback. Referencing Armitage A (1999) Teaching and Training in Post-Compulsory Education OUP Curzon L B (1997) Teaching in Further Education: An Outline of Principles and Practice 5th Edn Cassell Kolb, D. A. (1999) The Kolb learning style inventory, version 3, Boston: Hay Group. Minton D (2000) Teaching Skills in Further and Adult Education Rev Edn Thomson Petty G (1998) Teaching Today: A Practical Guide Nelson Thornes Petty G (2001) Teaching Today. Nelson Thornes Petty, G. 2004) Teaching Today 3rd Edition. Nelson Thornes Reece, I, Walker, S. , (1994) Teaching, Training and Learning. Sunderland. Business Education Publishers Limited Walkin S, Reece I. 5th Edition. Teacher Training and Learning Business Education Publishers Limited Websites www. smartcreen. co. uk www. cityandguilds. com/qtls David Kolbs learning styles model and experiential learning theory Available at [WWW] businessball s. com/kolblearningstyles. htm Viewed 2009 Curriculum Certification Authority. Assessment Strategies Available at [WWW] www. qca. gov. uk Viewed 2009