What Is a Good Early Childhood Teacher free essay sample

â€Å"What is a Good Early Childhood Teacher† My motivation to write about the significance of quality teachers in early childhood for young children comes from many years of hands-on teaching in early childhood development which includes professional development, enthusiasm, patience, creativity, passion and dedication. Early childhood is generally defined as the first five years of a childs life. As a teacher in early childhood, your skills and personality influence how children understand, perceive and react to the classroom environment and the world around them. Enthusiasm The most important characteristic for teachers of early childhood is enthusiasm and passion for children, it means wanting to make a difference to each and every child and most have the drive to unlock every child’s door to learning and overcoming any obstacle a child may have. Patience An early childhood development educator needs patience. Children dont always follow instructions or learn new tasks quickly, so a teacher must patiently repeat and reinforce directions and behavioral guidelines. We will write a custom essay sample on What Is a Good Early Childhood Teacher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Teachers must effectively address each childs needs and developmental progress, while maintaining open communication with parents and support staff. Professional Development It is a continuum of learning and support, professional development in early childhood takes place to accomplish two primary objectives. First, professional development will advance the knowledge, skills, dispositions, and practices of early childhood teachers in their efforts to educate children and support families. A second objective is to promote a culture for ongoing professional growth in teachers. Creativity Planning lessons that will engage young children and educate them at the same time take creativity, an early childhood teacher loses her ability to adapt to change and inspire young lives. As a pre-school teacher we must also be willing to change plans and ideas as needed by using creativity and flexibility to make every day a positive one for the teacher and the class. Passion An early childhood teachers we can say that a passion for teaching is one of the most important qualities of a good teacher. Passion includes heart-felt enthusiasm that encourages development and often results in job satisfaction, knowing the work makes a difference. Even in a challenging classroom environment. Dedication Young children respond to teachers who are dedicated and striving to provide a safe and secure learning environment. Trusting relationships between teachers and children often result in positive educational experiences. High-quality child care experiences support the development of social and academic skills that facilitate childrens later success in school. Good teachers are dedicated teachers. Organization skills Another important aspect of becoming a good teacher in early childhood is being organized. Children need a comfortable and safe classroom environment to help them develop to their fullest potential. Early childhood teachers need to be organized in setting up their classrooms and have teaching materials within reach. Young children are distracted easily, and their attention can be lost. Having a well organized classroom and centers helps them become comfortable with their surroundings and ease their anxiety about school. Communication with parents All teachers need to communicate effectively with parents. For most children, this is the first experience in a structured environment outside the home. Parents need extra reassurance that their kids will be alright. Teachers should stay in contact with parents on a consistent basis to discuss the progress their child is making and give suggestions to parents on helping their child to become a successful student.

If You Dont Know Jack, Youre a Jackwagon

If You Dont Know Jack, Youre a Jackwagon If You Don’t Know Jack, You’re a Jackwagon If You Don’t Know Jack, You’re a Jackwagon By Mark Nichol A recent news article prompted me to research the use of jack as a catch-all term: Apparently, a pair of pot smugglers ignored the sensible admonition â€Å"Don’t get high on your own supply† and, in a state of THC-fueled paranoia, called 911 to complain that while transporting their precious cargo, they were being harassed by undercover police officers in nearby vehicles. The caller referred to the alleged persecutors- probably just fellow motorists perturbed by the unsteady hand of the man at the wheel- as â€Å"jackwagons.† All usages of jack in English, it turns out, derive from the proper name Jack, a variant of the common names John (from English, but ultimately derived from the Hebrew name Yochanan, also the source of the name Jonathan) and Jacques (the latter of which, from France, is the origin of the word jacket). The ubiquity of these names in medieval England resulted in its use as a general term of address for the common man. (In Middle English, it was spelled various ways with an e at the end and pronounced â€Å"Jackie,† hence the diminutive form of the nickname.) The Scots equivalent, Jock, was the origin of the word jockey, used to describe someone who rides or drives a horse in a race or, by extension, operates a vehicle or a tool (as in â€Å"disk jockey,† the origin of the entertainment term DJ, also spelled deejay). To jockey, on the analogy of a jockey’s riding strategy, is to maneuver or negotiate for advantage. From the usage of Jack as a generic name stems such terms as lumberjack for a worker who cuts trees down and steeplejack for someone specializing in working on tall structures, jack-of-all-trades, referring to a person who is skilled at multiple types of jobs or tasks, and jack-o’-lantern (â€Å"jack-of-the-lantern,† originally synonymous with will-o’-the-wisp) and jack-in-the-box, the name for a toy and a carved pumpkin lit from within respectively, as well as â€Å"Jack Frost† as a personification of wintry cold and â€Å"Jack the Ripper† as a nickname for a notorious serial killer in Victorian London. (Jack-in-the-box was originally slang for a con man who switched out a full box for an empty one, and it acquired numerous other senses, too.) The name also became associated with sailors in the designation â€Å"Jack Tar,† thanks to the fact that men of the sea generally had a scent of tar about them. Fictional characters given the Everyman appellation in tales and nursery rhymes include the heroes in â€Å"Jack and the Beanstalk† and â€Å"Jack the Giant Killer† and personages in â€Å"Jack Sprat† and â€Å"Jack and Jill.† Jack was also applied to the lowest-ranking face cards in a deck of playing cards (which is the origin of jackpot, meaning â€Å"a prize,† and hence jack, a slang term for money) and to various small objects, including flags (as in â€Å"Union Jack†) and the game of jacks and its playing pieces. The sense of â€Å"small† is also responsible for the retort â€Å"You don’t know jack shit† (or just â€Å"jack†). It also appears in the name of animals and plants, including the jackass, or male donkey, the jackrabbit (a hare named for its long ears, suggestive of a donkey’s), and the jackdaw, a relative of the crow, plus the jack oak and jack pine trees, as well as the jack-in-the-pulpit plant. Jackanapes, from the nickname given to an upstart English nobleman, derives from â€Å"Jack of Naples,† a contemporary slang term for a monkey that came to refer to an impudent person. The cheese variety Monterey Jack was named after its first commercial producer, David Jack, who lived near Monterey, California. The noun jack, referring to various mechanisms, including a device for hoisting or raising a heavy object, and the verb form jack and the verb phrase â€Å"jack up† derive from the fact that the machines did the work of a common laborer. Jackhammer and jackknife, as well as the term bootjack, for a device used for removing boots, stem from this usage as well. (However, jackboot, referring both to a boot worn by cavalry soldiers and a later marching boot worn by German and Soviet military personnel- hence the word’s subsequent association with totalitarian oppression, although jackboots have been worn by soldiers of democratic nations as well- is unrelated: The cavalry jackboot was originally fortified with chain mail, and an Old French word for that material is jaque.) So, how did we get to the insult jackwagon, popularized in a television commercial featuring actor and former drill sergeant R. Lee Ermey? As a less offensive alternative to jackass as a derogatory label, it may derive from a nickname for the chuck wagon (chuck comes from a slang word for food), a vehicle carrying cooking implements and supplies for a cattle drive or a wagon train, or for any of one of several other types of wagons that might bring up the rear of a procession of other vehicles. The seemingly lowly status of the trailing wagon, literally left in the dust of what came before it, presumably came to be associated with a person of low character or intelligence. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Types of RhymeYay, Hooray, Woo-hoo and Other AcclamationsWhat Is the Meaning of "Hack?"

The aspects of inclusion on the children with the special needs Essay

The aspects of inclusion on the children with the special needs - Essay Example The term ‘inclusion’ has been driven into different layers; it is different from segregation, integration, and mainstreaming. In its general sense inclusion is â€Å"the philosophy and practice of providing learning opportunities for all children according to their needs† (Inclusive Practice: Study Guide, p.6). Inclusive practice takes into account all the children and the learning activities are arranged in satisfying the various needs of the children. For Lesley Lyons each child has the â€Å"fundamental right to be a part of a family, a community and a society that will enrich their lives and be enriched by the presence of theirs† regardless of their similarities and differences (Lyons, 2005, p.16). Similarly, National Association for the Education of Young Children considers inclusion as embodying â€Å"the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society (Early Childhood Inclusion, 2009, p. 2). The benefits and challenges of inclusive practice for all involved The Child: Inclusive practice places the children with different needs together and it is framed in accordance with their needs. Inclusion allows and facilitates the overall growth of a child. As the course is in accordance with the needs of the child, it is highly result oriented.

Criminal Law Essay Example | Topics and Well Written Essays - 250 words - 2

Criminal Law - Essay Example ack up a conviction of capital felony, secondly, the trial court charged unfitting the jury in that self-defense was not applicable to murder felony and thirdly the jury was incorrectly charged concerning rudiments of self-defense hence rendering invalidity of his convictions pertaining the two counts of murder with intent. In state v Amado case, conclusion was that self-defense was unavailable as a means of defense to charges of murder felony. Therefore, addressing claims of inadequate instructions of self-defense. Although the jury dropped Amado’s invitation to reexamine the issue about the convictions of murder felony, the jury’s vacating of the conviction of capital felony requires the jury to address whether it (the jury) was incorrectly charged on the issue concerning self-defense about counts of intentional murder. Both convictions of murder felony stood (findlaw, 2014). The said charges did not affect the views of the Supreme Court, of which its findings were limited to the capital murder as well as murder felony counts. The defendant specifically claimed that the instructions of the trial court concerning self-defense deceived the jury since the court incorrectly instructed the jury on its obligations. The jury concurred with the Amado that the trial court had misled them in their obligations in considering the counts of intentional

Some Say I Was Poor Essay Example | Topics and Well Written Essays - 750 words

Some Say I Was Poor - Essay Example This brought some joy of happiness in my life as we no longer had to dwell out for a bath. Like every rich child I did not receive bacon, sausage and eggs in my breakfast but rather settled for an oat meal which i never missed upon. My childhood had good memories of receiving good clothes from my elder siblings who stopped wearing them after a while. Again the clothes were not new but they were enough to make me happy for a while. All these problems arose because i belonged to a family who was not much educated. My father and mother both dropped out from their school at an early age and could not strive for a better job to earn their family a nice living. As i grew up in life i realized that i belonged to a lower class family in the United States. When i was a child there were certain times when i used to witness rich children and envy them because of their way of living but now at this age when i think of it i consider it as a blessing in disguise. Christmas was a time which i looke d forward to during my childhood as that was the time when i used to get presents. Some of my wishes did not come true during my childhood but i still don’t regret them. Altogether we were ten siblings living under one roof and being together was a pleasure for me as we always had the company of each other. We used to get along well and played games together which helped us to pass our time in a nice manner. Like every child we also had wished to have a big feast and in order to fulfil our wishes we used to play games in which we pretended as to we all were eating a large feast. At the age of eleven we all were required to go to the cotton field so we could earn for our family. On Friday we were all paid and this money would go to our parents so they could manage the house. Many people would consider this act to be a harmful act for the children but we were happy to do this for the cause of our family. As my father was not much educated himself he did not give specific direct ions to us so that we could study. My father preached us about God and helped us to know that he is the supreme being in the world. Success does not come instantly in life but it can be achieved on different levels. Growing up in a small town called Ferris located in Texas was not hard but one thing that i must admit is that we belonged to a poor community as a whole. In those times the neighbours had great respect for each other and in our town all our neighbours used to share things with each other. I still remember this as a positive gesture during my childhood which helped me to learn more about life and care. Gradually with time all of my siblings including me started walking on a path which led to a better future. We all have grown up to get used to the culture of the world today. Some of my siblings joined school whereas some went to trade schools only to become successful. With struggle and hope all of us have become professionals in the world today to lead a better life tha n we had when we were children. Although we can still not be classified in the upper class of the American Society today but we are happy with all that we have. All of us have become financially stable to earn a better future and now that we sit together we remember the times that we had during our childhood. I have learned on every step of life that we can become successful if we try. Education in my

Nouns: Functions, Meaning of and How to Use

Nouns: Functions, Meaning of and How to Use The Noun Phrase What does a noun phrase mean? Noun phrase is a word that comes from two words, the first one is noun and the second one is phrase. The Meaning of Noun Noun is a word that used to call a persons, animals, things, places, and ideas. For example, Persons : Jimmy, Susan, Peter, John, Angelo, Michael, etc. Animal s: bird, elephant, tiger, snake, whale, etc. Things : car, building, table, pen, etc. Places : airport, opera house, museum, Eifel tower, etc. There are many different types of nouns: common noun, proper noun, abstract noun, concrete noun, countable noun, mass noun, and collective noun. Types of Nouns 1. Common Noun is a noun in general referring to person, animal, place, or thing. For example: man, boy, monkey, bank, gun, and television. A young man walks along the road. A monkey likes to eat banana. Sally work in a bank. A policeman sees a gun near the river. The children want to watch a television. 2. Proper Noun is a noun of specific person, place or thing. Example: Tom, Haiti, China, Monday, or December. Tom is a soldier. There were many people death in Haiti last month. The panda are from China. They will do to the sea in December. The sun is the center of solar system. 3. Abstract Noun is a noun which we cannot perceive by senses. For example: thought, beauty, wisdom, friendship. Nobody can read our thought. The young girls always talk about her beauty. The friendship between friends is very important. 4. Concrete Noun is a noun which is opposite of abstract noun. We can perceive by senses: sight, touch, taste, hearing and smell. 5. Countable Noun is a noun which we can count. We can use in singular and plural form. For example: pen pens, car cars, year years. A student wants to buy the new pens. Her mother go to see a new car. 6. Mass Noun or uncountable noun is a noun which we cannot count and it does not have plural form. For example: water, milk, gas, oxygen, furniture. Water is good for health. The children must drink milk for their growth. Human needs oxygen for life. We want to see the new furniture for our new house. 7. Collective Noun is a noun of grouping things, persons or animals. For example: committee, flock, class. The committee meets every Tuesday. The flock of sheep are in the pasture. The class will start at nine thirty. The grammatical functions of noun in a sentence can be subject, subject complement, direct object, indirect object, object complement, appositive noun. Functions of Nouns Nouns can be the subject in a sentence which do an action with a verb. Example: Jimmy wants to go Thailand. A bus stops in front of the school. Nouns can be object in a sentence, both direct object and indirect object. Example: Direct object Tommy washes his car every month. My mother buys some fruits from the market. A naughty boy hits a small dog. Example: Indirect object I gave Michael the camera. My friend sent me some parcels. Nouns can be object of preposition. Example: I saw my old friend at the museum. Museum is the object of preposition at. He drove his car to the office. Office is the object of preposition to. Nouns can be subjective complement. Example: The fried chicken are delicious. The fried chicken taste delicious. Nouns can be objective complement. Example: We find the fried chicken delicious. Nouns can be appositive noun. It means that appositive is a noun placed near another noun. Example: My brother, John is in town for the reunion. The movie, Avatar won the best motion picture in 2010. The Meaning of Phrase Phrase is a group of words function as a single unit in the syntax of sentence or a group of grammatical connected words within a sentence. There are many types of phrase. They are noun phrase, verb phrase, adverbial phrase, adjective phrase, participle phrase, prepositional phrase, absolute phrase, infinitive phrase and gerund phrase. The Meaning of Noun Phrase Noun phrase is a group of words in a sentence which together behave as a noun in a sentence, for example: the night train, the man in black. Noun phrase also consists of pronoun or noun with any associated modifiers, including adjectives, adjective phrases, adjective clauses and other nouns in the possessive case. Noun phrase can be like noun as subject, object of verb, subject or object complement, or object of preposition. For example: subject: Small boys often insist that they can do it by themselves. object of verb: To read quickly is Eugenes goal. subject complement: Frankenstein is a name of the scientist not the ghost. object complement: She considers panda is her favorite animal. Noun phrase can be analyzed into both functional constituents and formal constituents. From the functional point of view, the noun phrase has four components. The determinative, that constituent which determines the reference of noun phrase in its situation context. Pre-modification, which comprises all the modifying or describing constituents before the head. The head, around which the other constituents cluster. Post-modification, those which comprise all the modifying constituents placed after the head. Heather Marie Kosur said that there are five grammatical forms can perform the grammatical function of noun phrase modifier in English language. (Heather Marie Kosur:2009) The five grammatical forms that can functions as nouns phrase are nouns phrases, adjective phrases, preposition phrase, verb phrase and relative clauses. Noun phrase can make use of the apposition structure. It means that the elements in the noun phrase are not in head-modifier relationship but in a relation of equality. The head of noun phrase can be implied. The implied noun phrase is most commonly used as a generic plural referring to human being. (Arnold Zwicky: 2008) Noun phrase also can be headed by elements others than nouns, pronouns or determiners which has given rise to the postulation of a determiner phrase instead of a noun phrase. Some purposes, noun phrase can be treated as single grammatical units. It is most noticeable in syntax of English genitive case. Noun phrase are prototypically used for acts of reference. Not often, noun phrase is used for predication. And noun phrases are used for identifications. The possible for a noun phrase to play the role of subject and predicate lads to the constructions of syllogisms. How to use Noun Phrase in my classroom? For my teaching in a primary school, it is very difficult for the students to learn more about noun, types of nouns and functions of nouns. The students cannot remember all of them. Sometimes they do not know what different between each words in a sentence. I have many steps of my teaching about nouns to make my students understand and remember easily. First of all, teach the students pronounce the words correctly by repeating again and again. When they can pronounce the words they also know and understand the meaning of the words too. Second, let the students practice how to spell the words by writing or dictation. After that teach them use the words write the sentences. The sentences they write must not be the complex sentences but they are easy or simple sentences. Next, I always teach my students about countable nouns and uncountable nouns in order to let them know how to use the articles: a, and, the, or the different determiners. Then tell them about singular or plural words, I also explain them how to use verbs with each singular nouns or plural nouns when they write the sentences, too. It is very difficult to make the students understand and remember how to use the articles relate with singular nouns and plural nouns and also with verbs. For example: The children go to school. Some of the students understand that children is singular noun so they write a wrong sentence as The children goes to school. but some of them know that it is plural noun so they write a sentence correctly. During teaching how to use the article with nouns, I also teach the students about the proper nouns because I want them to know and use the correct article the with the proper nouns. Not all of the proper nouns can use with article the but some of them can use article and some cannot. Sometimes the students forget what is proper noun or common noun so I try to let them practice the words as many ways as I can. The ways I teach my students how to practice the words are using activities, games, worksheet and also assignments. The next step is teaching the students know how to use nouns with the other types of words especially with the adjective. It is very difficult to explain to the students to understand how to use adjectives with nouns. The adjectives always go before nouns and also describe or identify the nouns. But for my students they always forget how to place the adjectives. They sometimes put the adjectives after the nouns. Sometimes they do not know what word is adjective or not so they often use the wrong word. The way to solve this problem is try to train the students practice by giving them many exercises such as the exercise about noun phrase which use adjective, for example: the red car, a big green tree, etc. It is very difficult to explain the rules of nouns phrases for the students to understand clearly all of the nouns phrases or how to know what nouns phrases are. Normally for Thai students, they are easy to forget the rules of language because they do not use foreign language in their daily life but only in the English class or do the examination or have the competition that they must use English or other language. So they do not attend to study or remember foreign language like English. The important thing for the students is how to remember the words so they must like to speak, read and write the words or sentences and sometimes sing the songs. They just do that every day like their routine not only in the English period they learn but they can do in the free time. In my opinion, the last thing that the English teacher must do is how to make the students feel good or comfortable with the good atmosphere in learning English and love to learn English with their pleasure and have happiness, too. References Arnold Zwicky. Starting out on the wrong foot. Language Log. http://languagelog.ldc.upenn.edu/nll/?p=75. Retrieved 2008-11-01. Cambridge Advanced Learners Dictionary. Heather Macfadyen. University of Ottawa Canada University. www.aets.uottawa.ca Heather Marie Kosur. The grammatical Noun Phrase Modifier in English. 2009 Term: Noun Phrases. UsingEnglish.com http://www.usingenglish.com/grossary/noun-phrase.html. Retrieved 2008-11-01. The American HeritageÂÂ ® New Dictionary of Cultural Literacy. Third Edition. Copyright ÂÂ © 2005 by Houghton Miffin Company. All right reserved. http://www.brighthub.com/education/language/articles/32754. http://ict.moph.go.th/English/content/noun01.htm http://www.iscribe.org/english/noun.html http://www.towson.edu/ows/noun.htm

The Celestine Prophecy :: essays research papers

The Celestine Prophecy The Celestine Prophecy by James Redfield. More popular than The Bridges of Madison County, more philosophical than Socrates, and it rivals onlu R.L. Stein's Fear Street series in bad writing. It's a "novel of ideas" says Kenneth Moyle in his very critical essay "Why I Hate the Celestine Prophecy." "A novel of ideas;" that's a good phrase for this "novel." I read it twice during this assignment: the first time I thought he had great ideas and themes to live by; the second time I still thought he had great ideas, but a terrible way of presenting them. Moyle says "...for all intents and purposes, this is not a novel but rather a New-Age manifesto..." That just about sums it up. This is a great book for someone looking for direction and conflict resolution. However, if you're looking for a book with depth and literary merit, you'd be better off with Danielle Steele. First of all, Redfield's characters are more two-dimentional and unbelieveable than Barbie paper dolls. "The characters...are featureless mouthpiecesfor the monotone authorial voice," says Moyle. A major problem I had with reading The Celestine Prophecy was keeping track of who was who; the characters have little or no distinction between them, and it was a bit confusing because he keeps encountering the same people in different situations. Another thig is Redfield repeats himself and the insights, and I'm assuming he does it on purpose but it gets monotonous. Moyle calls it "considerate," but I think it's just plain repetative. The only way I got complete understanding was to make notes and think about it a LONG TIME. "This is not a novel to be tossed aside lightly. It should be thrown aside with great force," says Dorothy Parker. I don't feel that strongly about The Celestine Prophecy. "I think there is indeed something to this book," as says Moyle. I think the insights may actually have something to them. I know that our energies (positive and negative) affect other people, things, and situations. The insights helped me put it into a clearer perspective. The Celestine Prophecy :: essays research papers The Celestine Prophecy The Celestine Prophecy by James Redfield. More popular than The Bridges of Madison County, more philosophical than Socrates, and it rivals onlu R.L. Stein's Fear Street series in bad writing. It's a "novel of ideas" says Kenneth Moyle in his very critical essay "Why I Hate the Celestine Prophecy." "A novel of ideas;" that's a good phrase for this "novel." I read it twice during this assignment: the first time I thought he had great ideas and themes to live by; the second time I still thought he had great ideas, but a terrible way of presenting them. Moyle says "...for all intents and purposes, this is not a novel but rather a New-Age manifesto..." That just about sums it up. This is a great book for someone looking for direction and conflict resolution. However, if you're looking for a book with depth and literary merit, you'd be better off with Danielle Steele. First of all, Redfield's characters are more two-dimentional and unbelieveable than Barbie paper dolls. "The characters...are featureless mouthpiecesfor the monotone authorial voice," says Moyle. A major problem I had with reading The Celestine Prophecy was keeping track of who was who; the characters have little or no distinction between them, and it was a bit confusing because he keeps encountering the same people in different situations. Another thig is Redfield repeats himself and the insights, and I'm assuming he does it on purpose but it gets monotonous. Moyle calls it "considerate," but I think it's just plain repetative. The only way I got complete understanding was to make notes and think about it a LONG TIME. "This is not a novel to be tossed aside lightly. It should be thrown aside with great force," says Dorothy Parker. I don't feel that strongly about The Celestine Prophecy. "I think there is indeed something to this book," as says Moyle. I think the insights may actually have something to them. I know that our energies (positive and negative) affect other people, things, and situations. The insights helped me put it into a clearer perspective.