Biography Miss Gee is a professional artist/theatre designer recently turned secondary Visual Arts and Drama teacher. She has worked in theatre, film and television designing both wardrobe and scenery. She holds a Bachelor of Performing Arts and Advanced Diploma of Production Design, both from the Western Australian Academy of Performing Arts (WAAPA). After studying the performing arts and experiencing the industry, she took 6 months off to travel America to teach art and design to young people. This experience abroad ignited a newfound passion in her to pursue teaching. Thereafter, Miss Gee set into motion a career change, undertaking a Post Graduate Diploma of Education (Secondary) degree at Edith Cowan University (ECU) to make teaching …show more content…
Like these theorists, her pedagogy is aimed towards prevention of misbehaviour rather than subsequent punishment. In her classroom, Miss Gee implements Ginott’s model of congruent communication, articulating the implications of a scenario whilst acknowledging the students feelings. For example using Ginott’s “I phrases” such as “I feel…” to communicate effectively the impact the misbehaviour has on others. This method of Ginott’s congruent communication conveys to students that their behaviour is bad; the student themself is not ‘bad’. As Ginott advocates using a calm tone of voice over yelling, the atmosphere stays ‘chill’ and misbehaviour deescalates. The open and harmonious communication strategy used in Miss Gee’s classroom ensures that issues in the classroom are managed without the need to resort to screaming or punishment. Likewise to Kounin’s classroom management model, Miss Gee believes the teacher is accountable and responsible for the student’s behaviour and the class momentum; it is crucial the teacher is present and shows care. To ensure that learning can transpire, Kounin’s ideas of teacher presence, with-it-ness and group movement are key. In addition, student-devised ‘rules’ regarding the respect of equipment and others, are another strategy to ensure students have accountability for
The specialization and individualized professions in the field of Technical Theatre are relatively new to the stage in comparison to the period of time in which the art of Theatre has grown. Aiding in the development of concentrated professions such as scenic design has been a plethora of talented, skillful, intelligent and highly driven individuals. Among these influential fountains of creativity have been John Lee Beatty, Eugene Lee, Boris Aronson, Ming Cho Lee, Jo Mielziner, Tony Walton, Robin Wager, John Napier, Santo Loquasto, Heidi Landesman, and Julie Taymor along with many more.
Racism through the years has provided places around the world with a shameful past that even today, racial reconciliation is still only in its beginning phase. Legends such as Rosa Park, Martin Luther king, and Malcolm X sacrificed their own life daily to pave a brighter future for America. However there is only so much people can do to change the ways of the world, the rest is up to the moral ethics of everyday citizens. The novel, Elizabeth and Hazel: Two Women of Little Rock, makes me question society in the past and present. If today; years after racism was said to be over, two people can not move on from their horrid past, how is the rest of the world supposed to? Recent events have proven that racism still exists and will always exist
Eudora Welty was born on April 13, 1909, Jackson, Mississippi. Her father's name is Christian Welty, and her mother's name was Chestina Welty. She has two brothers named Edward Welty and Walter Welty. Welty grew up in a house full of books. Her mother gave her the passion of reading and writing. Eudora went to Davis Elementary School. She attended and graduated from Jackson's Central High School. Eudora had graduated from the University of Wisconsin and studied business for a year at Columbia University. Eudora earned her Bachelors degree. She also attended Mississippi University for Women. Eudora was a short story writer, novelist, and photographer. Her major themes of her books extend beyond the south-loneliness, the pain of growing up, and the for people to understand themselves. Eudora Welty grew up during the Great Depression. She was able to travel around Mississippi taking pictures of people during the Great Deppression. " Endured series of misfortunes with stoicism and forbearance." (The New York Times, Prose, 2005). Eudora Welty faced several struggles in her life such as the lose of family and having a hard time finding a job.
Students spend a huge chunk of their lives in classrooms; the type of classroom helps or hinders them in life. Each student and teacher have reciprocal power; "reciprocal power enables teachers and students to undermine any attempt at domination by a single person in the classroom" (Pauly, 57). Students often use reciprocal power when they want to disrupt the class, screaming that they do not want to be in the class or do not want to learn. It is the teachers ' job to take that power back and show the class who is in charge of the classroom before all mayhem breaks
The theory focuses on establishing a class atmosphere by attending directly to students needs, caringly controlling behaviour by adapting effective class rules and consequences so that, learning can take place as intended (Charles, 2005). Additionally, teachers educate students on proper behaviour by specifying rule such as “We raise our hands to speak” that are specific and visible. Teachers use specific reinforcers such as recognition when rules are followed and punishers for breaking them (Eggen & Kauchak, 2001). Therefore, the main principles of AD specify that children behavoural limits and consequences need clarification (Lyons et al., 2014) and have the right that these requirements are taught by an assertive and caring teacher who determinedly works to encourages the best welfare for the students Likewise, teachers have the right to teach students, disruption-free, which is based on a clear classroom discipline plan that is supported by the school and parents (Charles, 2005).Hence, AD is a positively controlled style of discipline endorsed by the
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...
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
Women are seen from a biased point of view in pop culture as they are often criticized and portrayed in degrading ways. The Great Gatsby takes place in the early part of the 20th century which is also known as the Roaring 20's. In regards to feminism, the women in The Great Gatsby are mainly depicted as second class to men. The story gives readers an insight of the roles that gender played in past World War I America. In The Great Gatsby, the author Scott Fitzgerald shines a light on the submissiveness of females toward males during the Roaring Twenties by giving the women in the novel an unfair representation as they are often identified as passive or negative “objects”.
It is the responsibility of the teacher to associate teaching and management styles that set clear expectation of the behaviours, through the use of hierarchical list of consequences, and formal recognition of positive behavioural choices (Lyons, Ford & Slee, 2014; Manning & Bucher, 2003; Gordon, 1996b). Assertive Discipline engages the teacher, through a calm and assertive manner, in setting instructions, developing clear assessment tasks, and maintaining a regular class routine where students are first reminded of responsibility to follow instructions before consequences are followed through (Brady, 2005; Lyons, Ford & Slee, 2014).
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
Historically, drama, and indeed all areas of the arts, have been seen to make an unimportant contribution to society as a whole. As recently as the mid to late 20th century, the arts were seen as a luxury, and a purely leisure exercise or hobby, with only gifted children having access to classically defined art forms such as music or art. This ideology still exists in some form today, although the arts are beginning to be recognised as an integral part of our everyday and working lives. Many drama practitioners and educators consider the arts to be a growing power within the economy, and that drama has benefits to society, culture, and a person’s inner development. These benefits have shaped the incorporation and delivery of drama within Queensland schools. This essay will examine how, by teachers delivering a rich aesthetic experience to students through drama in schools, students are provided with opportunities to develop self identity and equipping them with a skill set that is transferable across a variety of learning areas.
Theatre-In-Education The theatre education industry/movement has seen some rapid changes since its initial developments and establishment in the 1960’s. However its origins mainly lie in the early years of the last century. It was the initial establishment of companies such as Bertha Waddell’s in Scotland and Esme Church’s in the north of England that thoroughly established the main roots of TIE.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual