Poor Teaching and Misbehaving Teachers

Poor Teaching and Misbehaving Teachers Student social media users mentioned many interesting problems they faced in school. The majority of this #StudentProblems101 are classroom problems such as difficulty in understanding lessons, humiliation, stress, and boredom. Personal problems, on the other hand, include sleep deprivation and miserable weekends and holidays due to homework. ~ Poor Teaching Poor teaching according to one study is associated with teacher’s lack of care and concern, poor social relationships, and insensitiveness to students learning requirements. In fact, student’s cognitive learning and enjoyment are highly dependent on the quality of teaching. The reason is that poor teachers decreased students’ self-confidence and motivation for learning and increase their anxiety while in the classroom. ~ Humiliation Classroom problem such as humiliation according to these social media users commonly occur when the teacher mention his or her name as an example of a bad student. For instance, â€Å"Study hard and don’t be late like Paul.† According to the result of the study conducted by Breaux and Whittaker, most participants experienced humiliation from a teacher. Offensive teachers are those who humiliate students, blame students for problems in the classroom and engage in sarcasm. They are mean and cruel, play favorites, and self-centered. ~ Stress Boredom Students with teachers who take pride in punishing students often experience stress and boredom. For instance, some teachers systematically overload students with content and impose nearly unattainable objectives, make test difficult, and punish students with low grades. Indolent teachers, on the other hand, are those who deliver boring lectures, lack basic teaching skills, arrived late, neglect to grade homework, and make their classes too easy. You will definitely enjoy these articles: College Students Developing Students Creativity and Self-Expression through Crayons Helping Autistic Students Shine in Mainstream Classroom International Students Relieving Students Scool-Related Stress There Is No Place Like Home Students are young people with natural curiosity and eagerness to learn. However, they are also outgoing people with interest other than school. Putting pressure on a young person, therefore, is counterproductive and may lead to some negative attitude towards learning. For instance, a teenager consistently deprived of sleep and missed out things such as family gets together, sport events, and so on, because of homework, may eventually hate homework and school. Young people tend to see social demands of school life extremely difficult when they spend most of their days in study tables. Study of issues in education suggests that most students seem to misbehave and hate school when they put much more time in homework. This is because young people need to play, spend time with family and friends, and do things they love. Although homework according to several studies has positive effects particularly in high school, the result of other studies suggests that it greatly affect students’ feelings and attitudes about school negatively. These include loss of interest in academic material and physical and emotional stress. In reality, homework robs students of valuable leisure and family time and time to spend on developing other interest. Moreover, excessive lesson time and homework time eventually result to burn out or students alienation from the academic material. In fact, study shows that some students left school because of homework and exacerbate the division between high and low-income families. For instance, students from more progressive backgrounds are likely to have more time and parental support than those with disadvantaged demographic backgrounds.

Marketing Fundamental Essay Example | Topics and Well Written Essays - 2500 words

Marketing Fundamental - Essay Example Porter's Five Forces analysis helps the marketer to contrast a competitive environment. It has similarities with other tools for environmental audit, such as PEST analysis, but tends to focus on the single, stand alone, business or SBU (Strategic Business Unit) rather than a single product or range of products. TESCO is UK's largest retailer, having around 1900 stores in UK alone and more than 2700 stores employing over 370,000 people worldwide, with group sales crossing m 37,070 worldwide at the end of financial year 2005. An international retailer of food, non-food and retailing services, Tesco currently operates in the China, Czech Republic, France, Hungary, Japan, Malaysia, Poland, Republic of Ireland, Slovakia, South Korea, Taiwan, Thailand, Turkey and the UK. Michael Porter's Five Forces have become a yardstick for assessing industry profitability. They are; Customers' bargaining power: Buyer power acts to force prices down. I apples are too expensive in Tesco, buyers will exercise their power and move to Sainsbury. Fortunately for Tesco the market has a disciplined approach at the moment which stops the competitors from destroying each other in a profit war. Growing competition within the retail supermarket has forced TESCO to diversify in many other areas and products including overseas ventures. While it is true that nearly 80% of group sales and profits come from the UK business, it is equally true that the buyer now has more options in the form of Asda/ Wal-Mart and Sainsbury. Suppliers' power: This is the power wielded by suppliers demanding that retailers pay a certain price for their goods to sell. Large supermarkets like Tesco have the overwhelming advantage over the small shopkeepers - they dictate the price they pay the supplier (while the small shopkeeper has to make adjustments as demanded by suppliers) If the supplier does not reduce the price, they will be left with no retailers to sell to, Tesco and the other large supermarkets will have all the customers. Tesco buys its own brand products from suppliers. All products are supplied to Tesco in a finished state. The suppliers buy the raw materials for their products from a variety of other suppliers, producers, growers or farmers and then process the product in some way to produce the finished product that Tesco sells. So, Tesco does not buy directly from any primary producers, growers or farmers. But now there is a general perception gaining the ground that it is squeezing the value out of its su pply chain. For the moment this might not matter to its customers and shareholders who, it seems, are happy enough with its "pile it high, price it low" approach. But the supermarket chain needed to look at positioning itself so that, if perceptions did start to change significantly, it did not get its fingers burnt. Competition: Holding a number one position in the retailing business in UK for quite a while a now, TESCO has started feeling the heat of growing competition from the likes of ASDA and Sainsbury the number two and three respectively. As of June 2006, Tesco has 31.1% of the UK grocery market while

Catcher in the Rye Essay Example | Topics and Well Written Essays - 1000 words

Catcher in the Rye - Essay Example They keep themselves hidden in order to attain their wants or in order to be benefitted in every situation. One of the reasons why Holden calls Pency Prep phony is the advertisement in various magazines as stated in the passage above and their steak for dinner every Saturday that when parents come on Sunday they will ask their children what they had for dinner and they would answer steak, when in fact their steak is a hard slab piece of meat that nobody wants to eat (Saliner19). One of Holden’s struggles in life is the death of his younger brother Allie. His brother Allie, who He loved dearly died due to leukemia. Holden described him as the nicest person he knew, who never gets mad regardless of the fact that he had red hair which is known to be related to bad temper. He also described him as the most intelligent in their family, fifty times more intelligent than he was. Holden cannot cope with the lost of his younger brother due to leukemia that is why his life seems like a mess. He had been to four schools before and faces expulsion due to having failing marks in four out of his five subjects without worrying about them. Game, my ass. Some game. If you get on the side where all the hot-shots are, then its a game, all right--Ill admit that. But if you get on the other side, where there arent any hot-shots, then whats a game about it? Nothing. No game (Salinger 5). The above passage expressed by Mr. Spencer to Holden during their talk before Holden left Pency. Life is a game where you have to follow the rules; you have to follow the norms and the laws. In order for you to succeed you have to go mainstream, face the things and problems that life brings you because it will make you a better person in the process. You have to fight your way, exert your best effort and struggle hard to win. If you stop fighting and just stand in one corner, doing nothing, life will eat you

War and the City Essay Example for Free

War and the City Essay Paintings and photographs are pieces of art. As such, it has always depicted life. It has become a representation of reality. More importantly, it represents the time wherein these artists are living. They created what they see, and through the artists’ eyes and perspective, we are able to witness what they’ve seen as if it was right in front of us. In this light, the three photographs have war as the unifying theme. Although differently expressed, each image portrays pain and helplessness, and with it a faint spark of hope for a better tomorrow. But the latter implication cannot be readily noticed at first glance of the picture. When we look at them, we only see dismay and fright. They are a reminder of a life others were not able to witness, a terror for others. They displayed this in either symbolic or upfront manner, but they never failed to show the emotions involved. The striking difference among these pictures, on the other hand, resides on how they were presented. The first image by Goya made use of warm colors and upfront action. Picassos painting used of a lot of symbols. Meanwhile, the 9/11 photograph captured a moment during the after shock of the attack. These images each have a different perspective, taking war from various angles. In the end, they all say war is never pleasant. Every artist has a responsibility for every piece of art they render. More importantly, the artist who constantly depict the realities of war should be careful about their pieces. Unfortunately, paintings and photographs are works of art, and are avenues for freedom of expression. It should not be constrained. But knowing that what they show in their works would either create or break their names as an artist can be very constraining. However, if they let themselves be taken by this constraint, and did not risk the consequences, them they would not have been able to become masters in their fields. In my perspective, I believe that the artists should really show the horror and brutality of war. We are at the age wherein being romantic and subtle are no longer the focus of art. Strong and provocative pieces are more the trade of art today. However, given that the other two pieces were created during a different period, it does not mean that being upfront about war only started in recent history. War is a fact of life, regardless of the time when they were created. It should not be covered with romanticized implications to depict war. There is no other way to present war as it is. We cannot define how it feels to be in the middle of one. We only have pictures to show us how is it like. It is the closest to reality as we can get, and it is a reality we have to face. There are a lot of things one can perceive from one piece of art depicting war. But I dont believe that these will promote violence for the audience. Usually, these pieces are present the effects of war, and the basic facts about it. It was not created to persuade others to resort to war, unless that was the underlying message and it was bluntly said. However, majority of these kinds of artworks only present facts, and are not usually political in nature. They are perspectives, concepts and ideas from the artists point of view. We dont always have to agree or disagree with them. A silent understanding would have been enough. Works Cited â€Å"Guernica: Testimony of War. † Public Broadcasting Service. 1 April 2008 http://www. pbs. org/treasuresoftheworld/guernica/gmain. html. â€Å"Third of May. † Museo Nacional Del Prado. 1 April 2008 museoprado/mcu. es/i34. html. â€Å"World Trade Center September 11, 2008. † SHI. 1 April 2008 http://dmetcalfe. homestead. com/AMERICA2. html.

State Of The Union Address Essay :: essays research papers

State of the Union Address Essay President Clinton has declared that "the enemy of our time is inaction," pledging to forge bipartisan agreements on a balanced budget and campaign finance reform within months, and to lead a "national crusade" to improve education by the turn of the century. Education, Clinton vowed, would be his "number-one priority for the next four years," and he devoted the longest portion of his address to this. He appealed for "national standards" to improve student performance and pledged to promote such standards with voluntary tests prepared by the federal government. Most of the ideas Clinton presented last night first appeared as poll- tested proposals in his reelection campaign last fall: expanding the 1993 "Family and Medical Leave Act" to include time off from work for parent-teacher conferences; school curfews; and tax credits and deductions to subsidize college education. But he presented these ideas using more encompassing and urgent language than before. "We face no imminent threat, but we do have an enemy: The enemy of our time is inaction," Clinton declared at the start of his speech. He finished, as he did in last month's address, by invoking the symbolism that the nation is about to pass into a new millennium. "We don't have a moment to waste," he said. "Tomorrow, there will be just over 1,000 days until the year 2000. . . . One thousand days to work together." The speech proved shorter than predicted and far more organized and disciplined than some of his previous appearances before Congress. The annual speeches to Congress have served as markers of Clinton's ideological migration. In 1993, he announced that government must do more and unveiled a raft of big- government proposals, including a $30 billion "stimulus package" that was vastly more expensive than any single proposal he offered last night.

Rhetorical Analysis of Frederick Douglass’s “Learning To Read and Write” Skill Essay

In the excerpt â€Å"Learning to Read and Write,† Frederick Douglass uses an empathic tone, elevated diction, imagery, and telling details to convince a white American audience from the 1850s of the humanity and intelligence of enslaved Africans and the evils of slavery. Warrants: 1 Frederick Douglass’s strongest strategy in his â€Å"Learning to Read and Write† passage is his empathic and compassionate tone that convinces a white 1850s audience of the kindness and humanity of enslaved Africans. 2 Frederick Douglass’s strongest strategy in his â€Å"Learning to Read and Write† passage is his elevated diction that convinces a white 1850s audience of the intelligence of enslaved Africans. 3 Frederick Douglass’s strongest strategy in his â€Å"Learning to Read and Write† passage is the imagery of his mistress’s shift from a â€Å"lamb-like disposition† to a â€Å"tiger-like fierceness† that convinces a white 1850s audience of the evils of slavery. 4 Frederick Douglass’s strongest strategy in his â€Å"Learning to Read and Write† passage is the details he includes about his mistress’s actions that convinces a white 1850s audience of the evils of slavery. Procedure Standard Choosing the Best Warrant Writing Exercise Timing/Pacing 1 This lesson comes after students have been completed work on Moby Dick. Students have read excerpts from Narrative of the Life of Frederick Douglass, including an excerpt in which he resists and defies his master. Students have written their own stories of â€Å"resistance,† a time when they mentally or physically resisted someone’s attempt to control them and how they grew as a result. Students have shared their â€Å"resistance† stories in  read-around in groups or as a whole class and have reflected on in writing and then discussed the patterns found among their classmates’ stories and their messages. Students have also read Douglass’s excerpt â€Å"Learning to Read and Write† and completed a DIDST (Details, Imagery, Diction, Syntax, Tone) chart on the passage. Some background knowledge/familiarity with the American slavery system and â€Å"slave narratives† is helpful. After this lesson, students will write a rhetorical analysi s essay of the â€Å"Learning to Read and Write† passage. 2 This activity is approximately 25 minutes 3 This activity comes after the Do Now. Notes The rationale for this activity is to analyze the strength of a speaker’s arguments and warrants, and what makes an argument and warrant strong. This activity helps prepare students to write a rhetorical analysis of this passage. Follow-up Activities To include an oral activity, follow up with a choosing the best warrant mini debate. Text Reading: Frederick Douglass- excerpts from Narrative of the Life of Frederick Douglass (These excerpts, the DIDST chart, and related lessons are available online by Googling â€Å"Frederick Douglass AP Lang.†) Name:_____________________________________ Class:__________________Date:______________ Choosing the Best Warrant Writing Exercise In the excerpt â€Å"Learning to Read and Write,† Frederick Douglass uses an empathic tone, elevated diction, imagery, and telling details to convince a white American audience from the 1850s of the humanity and intelligence of enslaved Africans and the evils of slavery. Warrants: 1. His empathic and compassionate tone convinces a white 1850s audience of  the kindness and humanity of enslaved Africans. 2. His elevated diction convinces a white 1850s audience of the intelligence of enslaved Africans. 3. The imagery of his mistress’s shift from a â€Å"lamb-like disposition† to a â€Å"tiger-like fierceness† convinces a white 1850s audience of the evils of slavery. 4. The details he includes about his mistress’s actions convinces a white 1850s audience of the evils of slavery. Preparing to Write Step 1 – Select the strongest warrant. Warrant #___. Step 2 – Provide 2 reasons why the warrant you choose is the strongest Reason 1: Reason 2: Step 3 – Provide 2 reasons, 1 for each of the 2 weaker warrants why they are not as strong of an argument. Warrant #__ is weaker because†¦ Warrant #__ is also weaker because†¦ Paragraph Set-up The strongest reason for believing [claim] is true is the fact that [the warrant you chose]. One reason why this warrant is best is [reason why the warrant is best]. Additionally, [2nd reason why the warrant is best]. Some would argue that [1st opposing warrant] is a better reason to believe [claim], but that is not the case. Specifically, [reason why 1st opposing warrant is weaker]. In addition, others would argue that [2nd opposing warrant] is a better reason to believe [claim], but that is not the case. In fact, [reason why 2nd opposing warrant is weaker]. Thus, [the chosen best warrant] is clearly the best reason to believe [claim].

Essay on The Moral Implications of Genetic Engineering

The Moral Implications of Genetic Engineering Buddhisms most prominent aspect of teaching is that one should not harm or kill any living being. Each and every animal possesses Buddha-nature, and has the potential to become a Buddha, that is, to become fully and perfectly enlightened. Among the sentient, there is no superior or inferior class of animal. Human beings are not privileged in the manner that they have the right to decide who is chosen to live, die, be altered, or not be altered. The world was not created specifically for the benefit and pleasure of human beings. Furthermore, in accordance to their karma, a human can be reincarnated as an animal, and an animal can be reincarnated as a human. Each sentient being is†¦show more content†¦Many of the animals used in genetic engineering endure great pain and suffering. These mutations inflicted upon these animals are appalling. The animals often suffer from crippling arthritis, distorted vision, deformities, and physical anomalies of the internal organs. Pro-Geneti c Engineering speakers often contend that animals are of less moral value than humans. This is completely objectified. Both humans and the rest of animals have appreciation for life and have the fear of death. Even when one of the smallest animals, a mosquito flies near a person, the slightest movement of the person sends the mosquito flying away, simply, because the mosquito does not want to die. These animals are literally harvested for the pleasure of the human species. Each day one hundred thousand cattle alone are murdered. This is hard to justify at any level. Pro-Genetic Engineering speakers would condemn the killing of one hundred thousand humans and this in no way different than the slaughter of 100,000 cattle. Not until Pro-Genetic Engineering speakers, endure the suffering they place upon animals can they claim that animals are of less moral value. Secondly, the degradation of the environment is another detrimental effect of genetic engineering. Buddhism opposes any ideo logy and action that adversely effects the environment. Because nature directly affects our bodies and minds,Show MoreRelatedGenetic Engineering : The Field Of Biomedical Research1710 Words   |  7 PagesGenetic engineering is the latest experimental practice used in the world of biomedical research. This practice refers to humans modifying an animals’ genetic component in order to express a particular trait (Dale et al). The scientific community calls the animals produced by this practice as transgenic animals in order to distinguish between its wild type relative. 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