Students who feel connected to peers Essay Example for Free

Students who feel connected to peers Essay In many cases, violence in schools may be due to lack of understanding and keen eye and ear to the students. Students need to have role models as well as a confidant they can talk to. However, â€Å"When they do not have access to caring adults, feelings of isolation, rejection, and disappointment are more likely to occur, increasing the probability of acting-out behaviors† (Dwyer et al, 1998, p. 10). This writing seeks to reveal what researchers and authors have unveiled concerning the belief that students who have a sense of connection with adults and/or teachers are more likely to go to them and warn them of a fellow student’s plan to violate the school community. Introduction Violence in schools can date as back as when humanity started. This statement simply means that violence can be defined as an occurrence that happens as a result of the imperfections of humanity. However, violence should not be taken as something that can harm the true bond of humanity but one that can be curbed and minimized with the right communication systems. In many cases, violence in schools can be avoided if only fear of attack after reporting violence plots can be curbed. As study carried out using hypothetical scenarios showed that though some students felt that fear of being punished or attacked would make them not intervene or report a violence plot. â€Å"High schools are generally larger than middle schools and provide less opportunity for teachers and students to interact, which is the foundation for building trust, caring and community between the two† Willenz (2009). Research findings on past occurrences and response levels In some cases schools have counselors to talk to the students and â€Å"At the high school level, counselors are part of the staff. However, the average high school counselor has between 350-400 students to advice. This is too many students for the counselor to have a personal relationship with students† (Johnson, n. d). However, a good number of students revealed that they would be willing and ready to report violence plots/plans to an adult or teacher if they not only had a good relationship with the adult/teacher and had a sense of belonging and were proud of their school. The main question would then be: how do schools/teachers create the kind of environment and relationships in schools that would encourage students to report such cases of violence or intervene if they would not pose danger to themselves? Researchers, authors and various front end campaigners have all tried to engage all their efforts towards finding the real and most effective way to curb violence in schools. Various authors have come to the conclusion that school policies and rules may be so rigid as to cause a gap between adults/teachers and students rather that creating the bond and kind of relationship that would encourage the students to freely speak out and report violence plots by fellow students. In this case the policies and rules would pose more harm to the school and its community more than they would be meant to protect and govern the relationships to create a safe haven for the school communities. In his article, The A-B-Cs of School Violence, Johnson (n. d) reveals that: â€Å"Researchers have completed an analysis of 37 school shootings. The research showed that students at school usually knew what would happen because the shooters had told them, but the bystanders didnt warn anyone. This disturbing pattern gives society a brief ray of hope, because this gives teachers time to intervene. If kids tell, teachers or parents might be able to learn what a student is planning before the violence erupts. † In most cases, schools and the community as well as governments have policies and measures meant to curb violence in schools after they occur, but few measures have been put in place to prevent violence incidents before they happen. As much as teachers may be seen as the adults to be reported to incase of a violence plan/plot, in many cases student counselors and parents can be of great importance in enhancing relationships and freedom of expression among students to ensure they would be free enough to go to the adults without fear of being reprimanded or attached by the violators. Student-teacher relationships have been seen as a great tool that can be used to help curb violence in schools. In order for a teacher to be able to enhance this relationship with the students, there is need for the teacher to ensure that he/she has â€Å"set forth both academic and behavioral expectations for all students. In addition to school wide codes, each teacher must articulate to students on the first day of class the basic standards of behavior for the class. Additional standards may be developed with input from the students to reinforce their commitment to the standards† Johnson (n. d). For violence in schools to be prevented, students must then be deemed as critical information sources as they get to interact at a closer, personal and individual manner than teachers do. Jimerson Furlong (2006) add that â€Å"Students also are an essential source of information and their input into the problem definition undertaking can provide the school safety team with substantial clarification and direction. † Researchers reveal that in some cases students would be comfortable and willing to give information on a fellow student planning to commit a violent offence in or out of the school if â€Å"children feel safe when expressing their needs, fears and anxieties to school staff† (Dwyer et al, 1998, p. 10). â€Å"Teachers who use cooperative learning, peer helping, cross-age mentoring, and community service facilitate resilience. These strategies create a connection or bond between the student and school, allow for practice with social skills, and decrease students’ likelihood of engaging in destructive behaviors† (Vitto, 2003). Having constraints with time, demanding curricular, need for great accountability, as well as pressures related to testing, the teachers’ desires to have and maintain positive and individual/personal relationships with students can be interfered with. In this case the closeness to adults and/or teachers that would encourage students to reports cases of violence before they happen would be reduced. To help counter this challenge, the inclusion of parents as the â€Å"watchful eye† over the students in their communities and schools could help enhance a bond with them as adults and increase the probability of the students reporting violence plans. Many authors have revealed that â€Å"Fear of getting into trouble makes students less willing to go to a teacher or principal with their concerns about a peers potentially dangerous plan and more likely to ignore the situation† (Willenz, 2009). As Vitto (2003) adds: â€Å"Unfortunately, many school reform initiatives focus on inadequate solutions, such as vouchers, increased testing and accountability, year-round schooling, harsher punishments, and zero-tolerance policies. These solutions are shortsighted and ignore critical factors such as the importance of positive teacher-student relationships and the development of social-emotional competencies and resilience† (p. 5). As many researchers have proven, finely operated schools nurture not only their academic but also safety and generally appropriate behaviors that help support students in attaining high standards, cultivate constructive relationships among school teachers, staff and students, and uphold significant parental and societal involvement. These promotes positive cohesion characteristics in schools, enhances prevention and suitable intervention as well as effective response from students in case of a response in reporting plans by fellow students to commit violence related offences. â€Å"For all students, Syvertsen et al. said, knowing they could voice their opinions and be heard by a school official along with their sense of belonging – how they and their friends fit into the school culture – best predicted whether they would confront the peer themselves or tell an adult† (Willenz, 2009).

How the Mongol Empire has Affected the World Essay -- World History Es

Introduction Throughout history there have been great empires that have tried to basically take over the world. In western schools, these empires usually consist of empires such as Alexander the Great’s, the Roman Empire, and even the British Empire of the Victorian Age. These empires are all seen as major forces in the field of history, but there is often a great empire that has been overlooked. This overlooked empire once amassed about half of the world’s land. Its territories once included China, Persia, and even Eastern Europe. The empire is known as an empire that virtually had the world trembling in their boots. The empire is the Mongol Empire, and the question is how does an empire of nomads end up drastically changing the geography of the world and scaring the living daylights out of those who were in soon to be conquered areas. Explanation of the Applicable National Standards for Geography Many of the National Standards for Geography can be seen within the history and geography of the Mongol Empire. Starting with places and regions, the subject knows and understands the physical and human characteristics of places, it knows and understands that people define regions and use them to interpret the world’s changing complexity, and it also knows and understands that culture and experience influence people’s perceptions of places and experiences. The subject, or the Mongol Empire, deals with these three standards in the fact that the empire once covered much terrain. Because of the extensive boundaries, cultures, ethnic groups, religions, and more interacted and changed. Human Systems are drastically affected by the Mongol Empire. The subject, or the Mongol Empire, deals with the characterist... .../sfasian.apple.com/Mongolia/Tour/TourA.htm (April 16, 1998) Edwards, Mike. "Genghis Khan." National Geographic. December 1996. pp. 1-37. Edwards, Mike. "The Great Khans." National Geographic. February 1997. pp. 2-35. Genghis Khan. The Encyclopedia Britannica. Chicago. 1988. v.19, pp. 746-749. Hildinger, Erik. "Mongol Invasion of Europe." Military History. 1997. http://www.thehistorynet.com/MilitaryHistory/articles/1997/06972_side.htm (April 16, 1998) Lamb, Harold. Genghis Khan, The Emperor of All Men. 1927. Kublai Khan. The Encyclopedia Britannica. Chicago. 1988. v.7, pp. 21-23. Olsenius, Richard. "The Land of Genghis Khan." National Geographic. Feb. 1997. http://www.nationalgeographic.com/features/97/genghis/index.html (April 16, 1998 Olsenius, Richard. "The Land of Genghis Khan." National Geographic

Poverty and Deprivation Essay

The area a child grows up in has an effect, for example if a child is brought up on a council estate in poor housing they are more likely to have health problems. If parents are not working or have low income jobs they are likely to buy cheaper food and usually this means lower quality which can lead to health problems. Children and their families may have lower expectations. They might settle for the life that id mapped out. If a child lives in high rise flats or appartments they have less oppportunities to play. In poor quality housing there may not be a garden or safe playing area. This is reducing the childs opportunities to develop their physical gross motor skills. This of course is not always the case and there are many ways that we can tackle these issues and help to improve the chances and opportunities children have who live in poverty. However, if a lack of nourishing food is a problem due to severe poverty, this can severly damage a childs physical and mental well being. This can have a knock on effect in the sense that they become listless and withdrawn from having no energy, meaning they find it hard to take part in learning activities and won’t have the benefit of developing their learning further. If there is a strained parental relationship due to money worries a child will undoubtedly be affect by this also. Poverty can affect children adversley in many ways and it’s important that they get what they are missing at home when they go to pre-school/nursery. History of abuse and neglect – Family environment and background – Behaviour of mother during pregnancy – †¢ During pregnancy, if a mother smokes, takes drugs, becomes ill or suffers from stress or anxiety this can result in premature birth and health problems for the baby such as -: low birth weight, undeveloped organs, problems with sight and hearing. These are all problems that could delay their development. Some children are born with conditions that could affect  their development such as a blood disorder. Personal choices – †¢If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. Looked after/care status – †¢This again could have a huge influence as a lot of looked after children are moved around regularly. This will effect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. Education – †¢If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. 2.3 Explain how theories of development and frameworks to support development influence current practice. Albert Bandura – imitating/copying other.  Burrhus Skinner – learning is affected by awars and punishments. Jean Piaget – children actively involved in their learning. Shabhna Jerome – active in own learning, develop different ways of thinking at different stages. Lev Vygotsky- Zone of Proximal Development/scaffolding, children actively learning through social interaction. How current theorist views influence practice today. Skinner – reward charts and other positive reinforcement techniques.  Vygotsky – developed a concept called proximal development which centres on the idea that adults help children to learn and that children help each other . Guiding children to look for answers by imitating what they see in others, listening to instructions and working as part of a group all provide opportunities for them to expand their current base of knowledge. Bruner- developed spiral curriculum which makes us believe that children learn through discovery with direct assistance by adults to encourage them to return to activities time and time again which would develop and extend their learning. His theory is used today as children have plenty of opportunity for free play and child initiated activities which form the majority of the day under the Foundation Phase Curriculum. Bandura – developed the social learning theory which is basically learning through watching others. By setting a good example and modelling good behaviour children will learn how to behave appropriately.

Mother Tongue for Amy Tan - Free Essay Example

Sample details Pages: 3 Words: 750 Downloads: 6 Date added: 2019/05/31 Category Literature Essay Level High school Tags: Mother Tongue Essay Did you like this example? Mother tongue is about the struggles that the author has with her mothers broken English. At the beginning of mother tongue she explains her love for language. She also explains the different types of English she would speak with everyone else and with her mother. Don’t waste time! Our writers will create an original "Mother Tongue for Amy Tan" essay for you Create order Tan then explains all the difficulties she and her mother faced because of the way her mother spoke. At the beginning of mother tongue amy tan explains her love for language. She tells us that she is fascinated by the language in daily life and how language has great power. I believe that the power that she is talking about is how language can express emotions or even show an image. Tan has a lot of thoughts and emotions the way she learned English in school but can also speak the same broken English as her mother. She later states that that was the language that helped me shape the way I saw things expressed things made sense of the world paragraph 6 that explains the way she got into English and the way she saw the world. Tan goes into explaining how she recently was made aware of the different types of English that she would speak with everyone else and her mother. She was giving a speech to a large group of people with her mother in the room. She realized that it was the first ti me her mother ever heard her use the kind of English that she was using. She realized that the way her school taught the language and the way her mother spoke were totally different. She knows that she can speak perfect English around other people but she can not around her mom. Tan later describes a walk that her her mother and her husband were on. She realized a change in her language and no one else caught on to it. She explains how some of her friends can understand fifty per cent of what her mother is saying while others can understand eighty to ninety per cent. Some can not even understand her at all. Tan can understand her mother very clearly. tan tells how when she was younger how she was ashamed of her mothers English. She then describes how she had to make phone calls for her mother because her mother realized the limitations of her English. Tan describes the calls she had to make for her mother when she was younger and the difficulties her and her mother faced because of the way her mother spoke. She tells us a time when she was fifteen and had to talk with the stockbroker. Her mother said why he doesnt send me to check already two weeks late. So mad he lies to me losing me money. Paragraph 11 tan answers in standard English. Tan understands that her mother is not easily understood by others because of the English that she speaks. I can see that her mother always gets in trouble with her broken English. Tan understands but her mother does not. Her mother just shouts at people expecting them to understand. This event shows me that the stockbroker does not respect tans mother so he just ignores her. This shows that the way we speak determines how a person looks upon us. Tan later describes how her mother went to the hospital because of a brain tumour and the doctors lost her cat scans and did not apologize when telling her the news. Even though tans mother used her best English paragraph 14 the hospital still had no sympathy towards her mother. when tan later came to the hospital and used correct English they apologized and promised of the cat scans being found. Tan decided to learn more about perfect English. I can see that Tan has set a goal for herself to let people know about the power of language. Tan doesnt try to show us that she is a good writer. She wants to explain the power that language has. Tan shares her personal opinions and experiences to make others believe that language has power. She begins by explaining her love for languages. She then goes on to explain the different languages that she would use with her mother and everyone else. Finally she explains the dif ficulties she and her mother went through because of the way her mother spoke. I believe the main purpose for tan to write this was to tell readers to not waste the importance of the power of language.