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Principles of personal effective reflection
Reflection in human development and personal development
Principles of personal effective reflection
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Based on the requirements that are guided for this class commitment I believe that my class involvement score should be in the 45-50 point range. The reason I believe that my class commitment score should be in this range is not only because I come to class each day ready to give an opinion on the task at hand, but it is mainly because I am improving as an individual throughout the assigned reader responses that are due weekly. I am now finding that I have the ability to express my thoughts and opinions in a much better way than I have done before. Alongside that statement I make sure that I am in class every single day, even when I’m not at my fullest potential. I make sure that I give a stance, and explain how I feel upon these different
The Bishop score is a pelvic scoring system developed to make it easier to determine whether a multiparous woman was a suitable candidate for induction of pregnancy. Although the information in the Bishop score was known by many obstetricians for many years, Edward H. bishop is credited because he pulled the pieces together and formed an organized system accompanied by research and statistics to back up his findings. His paper is called the “Pelvic Scoring for Elective Induction”. In this paper, Bishop describes basic minimal requirements that must be met before any patient can be considered for elective induction of labor (1964).
The data set used for this assignment was the grades.sav data file. The variables used were gender, GPA, total, and final. GPA and final were used in the histogram scales, along with skewness, kurtosis values, and scatter plot. This assignment included a sample size of (N) 105.
how often student have to speak that makes the class great and participation grades take off? According to Schuman and some other professor, who have implemented same teaching processes such as engaging students in a small group presentation, interactive worksheeets, and coerced participation found that class involment helped students to overcome fear. Such activities encourage all kinds of the student to take part in class and establish good participation. However, some Professor didn't care about a students class participation. As a result, the shy student left behind the course. throughout the article, Schuman clearly explains as a mentor to the reticent students and the outspoken students how to plan for course, take part in the lesson and boost grades. For example, Schuman wrote, "The wide-eyed earnestness of a timid but studious young person can melt a professor's overworked little heart." She encourages the shy students to keep touch with the professor and ask a substantive question before or after class, visit office hours and E-mail. In addition, she said, "While you are doing the reading, you will likely find that two or three questions come to your mind. Write those questions down so that you can just ask verbatim during class." She teaches outspoken student how to prepare for a lesson before attending class. She shrewdly contends, that the outspoken student
Slavery was abolished around 1833 however it has evolved to a more horrible, hi-tech enslavement that is two times as bad, these slaves are called eejits. It is a merciless kind of slavery which is why making and using eejits is evil, immoral and inhumane. Primarily, they were turned into slaves that would work forever. If that was not terrible enough, they did not create eejits like they did clones, they used real, existing people. Unlike slaves, eejits are totally mindless, needing to be told what to do, even if it was something simple. As you now see, making eejits is wrong and villainous.
This text will examine the assessment for the Scott Cares program. Scott Cares is a program targeted towards students who are disengaged from school and learning. Student engagement, for the purpose of this program, is a multi-dimensional construct that is made up of behavioral, emotional and cognitive factors (Fredricks, Blumenfeld & Paris, 2004). Behavioral engagement rests on the idea of participation and involvement in academic, social, or extracurricular activities, thought to be critical to positive academic outcomes and drop-out prevention (Connell & Wellborn, 1991; Finn, 1989). Emotional engagement identifies positive and negative reactions to teachers, classmates, academics, and school. When students are positively engaged emotionally to school, it is presumed that the engagement will positively influence the students’ willingness to work (Connell & Wellborn, 1991; Finn, 1989). Cognitive engagement focuses on the student’s investment in learning, including thoughtfulness, and p...
This week I went to Mr. Scully’s office to collaborate with him about my grade in Mr. Mercier’s class. I came to a compromise with both Mr. Scully and Mr. Mercier on how I needed to be diligent and enhance my grade. I have come to find that I have a lot of compassion and empathy to do this. To abbreviate the situation, if I am unable to bring my grade up to passing I won’t be able to play in my basketball game this weekend. My test seemed to be florid to me, but going back to revise it I now have a better understanding. I would never want to be deleterious to my basketball team by being unable to participate in the game this weekend. To have a camaraderie with my teacher is important because he is the one who will help me get to the point
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
Seeing this, the ability of grades to influence and create positive and negative roles to students remains to be the responsibility of the educator. Given that grades help manifest a standard for students to adhere to, teachers must try to create an environment where they can facilitate and motivate students to do better (Tomlinson, 2001). By using grades as an instrument for development, it can create a positive perception for students to improve and seek connections with instruction and course content.
A Balanced Scorecard can be defined as a “performance management tool which began as a concept for measuring whether the smaller-scale operational activities of a company are aligned with its larger-scale objectives in terms of vision and strategy” (Wikipedia 2009, ¶ 1). Scents & Things will need to develop a balanced scorecard that will assist in meeting and help define the company’s values, mission, vision, and SWOT analysis. The balance scorecard is made up of four perspectives; financial, customer, learning and growing, and internal process. This paper will define each of the four perspectives objectives, performance measures, targets, and initiatives. The paper will also show how the perspectives relate to Scents & Things vision, mission, values, and SWOTT analysis.
The Mohave Community College (MCC), 2012 Key Finding (CCSSE, 2012) illustrating both low and high aspects of student engagement, including a variety of possible areas where improvements that help institutions maintain quality standards in service delivery could be improved. The report provides the teaching staff with the strategies that can be adopted to improve the valuation determined to enhance student engagement. By meeting the standards required in the evaluation, the education provided will favor learning. Assessment criteria adopted by faculties or departments in an institution should meet the
the author, Kevin Carey, believes that the methods for rating college success are outdated and inaccurate. He also believes that the old system of calculating graduation did not properly represent every student. The system that was set in place only calculated freshmen with full course loads and students who graduated within a six-year period. This calculation made sense for the typical four-year university student. These students are considered traditional students and don't account for the non-traditional students, as Carey points out. These students are older, some are parents,
Classroom Policy- to make sure I’m in compliance at all times, which will save me on losing grading points on post, assignments and
Grade retention, better known as “staying back”, “being held back” or “repeating”, has been the topic of much debate within the educational system. The controversy which surrounds this long-standing issue has been reinforced by such topics as the recent endorsement of academic standards. Research indicates that “the rate of retention has increased by approximately 40% in the last 20 years with as many as 15% of all American students held back each year and 30-50% held back at least once before ninth grade” (Dawson, 1998). These discouraging statistics pose copious problems within a school system. The difficulties can be appreciated at the organizational level, as well as inside the classroom and, most troubling, within the individual students. The consequences, both positive and negative, reverberate throughout the school system. Grades retention is an issue which requires a prodigious amount of examination and should be considered carefully and thoroughly.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...