Personal Disaster Essay Writing - How to Get the Most Out of Your Assignment

Personal Disaster Essay Writing - How to Get the Most Out of Your AssignmentIf you are trying to improve your grades in school, you may be thinking about taking on a few assignments for yourself that you can do as a sample personal disaster essay writing assignment. Sometimes they seem too easy, and you can't wait to get them done so you can start working on the next one. But many students feel like they're not getting enough attention from their teachers, and that they should be putting more of an effort into their education.There are things you can do to make sure that you are getting the most out of your own personal disaster essay writing assignment. You'll need to plan ahead of time, and write it well ahead of time. You want to do this because you want to give yourself the best chance to succeed in your assignment. And you don't want to be an armchair teacher to yourself.So you have your own personal disaster essay written up, and you're ready to turn it in. If you're like most students, the worst thing that you can do is submit it on the same day it's due.Many students don't realize that personal disaster essays are supposed to be put off until after the deadline for the class. The reason for this is that a good, strong personal essay gives you a huge advantage when you're required to read your classmates' essays. It gives them an inside view of how the professor is grading, and it helps you get a feel for the overall difficulty of your assignment. In the end, it all boils down to a GPA.So when it comes time to put your personal essay in front of the class, don't forget to pay attention to what other students are doing. Make sure that your essay is organized and full of examples and key points that you can relate to.Then, give yourself time to read through your own personal essay. Get as much feedback from the teachers that are in the class as possible. This will give you a better idea of whether or not you'll be assigned any additional essay help, which can help make your personal essay easier for you to read. And it will also make your friends feel a lot better about giving you advice.Remember, when it comes time to submit your sample personal disaster essay writing assignment, make sure that you give yourself plenty of time to review it. This will allow you to get the most out of it and turn it into a success!

A History of Middle School Informative Research Paper Topics Refuted

A History of Middle School Informative Research Paper Topics Refuted Writing an informative essay is just one of the numerous assignments that you have to tackle. Writing an outline isn't obligatory. For students, writing such a document is among the several assignments that they have to do. It is never easy and finding the motivation to satisfy your teachers will always be a hassle. Choosing Good Middle School Informative Research Paper Topics The method is precisely the same. The ability to supply information in various contexts is important to effective communication. Once you get your topic, approach identified and conducted your initial research a good way to start is to list out all your important findings and supporting data. How stress can impact your wellbeing. The Characteristics of Middle School Informative Research Paper Topics Year round school isn't a good idea. If you must write only 1 paper at the conclusion of the period, you can breathe out since you ar e blessed. An excessive amount of money isn't a good thing. It can be challenging to think of a topic off the surface of your head. Possessing the best idea is just one of the initial strategies to seek out inspiration for research. Students who find it tough to compose an informative essay after reviewing examples and ideas from experts don't have to panic. Explain why you think that your plan will get the job done. Give reasons why you think that your plan would get the job done. Get the Scoop on Middle School Informative Research Paper Topics Before You're Too Late There's no need to waste a good deal of money on custom writing. In case it happens to you, and you can't afford to devote a bundle on the solution, decide on a cheap on-line essay writing service, which provides custom works of the high quality. You should get what things to write about so you may understand how to channel your researching focus and also stay relevant to the requirements and expectations of your audience. Spending a great deal of time with a topic of your interest will not simply produce the job easier, but in addition you're learning an active course of action. To begin with, you wish to be certain there is sufficient information available for research. The very best thing about such websites is they are usually at no charge and have a vast assortment of the materials to select from. All museums ought to be free to the general public. You need to understand what you will write about to devise a superior research system. How to Choose Middle School Informative Research Paper Topics An excellent tip for how to compose an informative essay is to take a look at a topic that's simple to understand but has a couple of unexplained elements. A thesis has to be arguable like in an argumentative or persuasive essay to create the readers wish to debate. Okay, now you have the fundamentals about how to opt for an informative essay topic, let's dig into some wonderful i deas! Science fiction is the best sort of fiction. History is a significant subject in school. Students should be asked to learn about poetry. They can write informational essays a number of ways. To begin with, you should comprehend what distinguishes informative essays from some other kinds of academic papers. It is preferable to select the principal sources. As it's such a huge subject, you are going to want to narrow your paper down to a particular angle. Another good idea is to receive some completely free essay examples of different kinds and on various subjects to find a general idea of the way in which a thriving debatable paper looks. You're able to check whether there are examples you're looking for and you can also search for some sources to utilize in your paper. The illustration of an outline will help to fully grasp how to compose an informative essay. Read the following suggestions on where you are able to acquire great examples of psychology term paper outline. What You Should Do to Find Out About Middle School Informative Research Paper Topics Before You're Left Behind School should happen in the evenings. Students shouldn't be asked to demonstrate their work in math. They should never be forced to repeat a year at school. They should be held legally responsible for bullying in schools. It is crucial to finish the entire informative essay on an epic note in the event the author wants the reading audience to reme mber his brilliant suggestions and go on researching the issue. Simply, you should endeavor to make them interested in furthering their discussion by themselves even when they are finished with the reading the writing. Besides, the shortage of appropriate grammar makes the listeners shed respect to the speaker. Your teacher is the individual that's greatly interested in the good writing of your work which is the reason you will certainly get some excellent outline samples. The Demise of Middle School Informative Research Paper Topics When you have the topic, answer the question and support your answer with three or more explanations for why you believe it. For some students, a choice of topic is the easiest part. So that the topic isn't crucial until you are prepared to gather and analyze data and create your own conclusion. You ought to be able to thoroughly cover the subject in the quantity of time you're given. Every American should learn how to speak English. All stu dents ought to be asked to volunteer locally. They should be required to take a performing arts class. Modern-day students have a special chance to use the web. The Honest to Goodness Truth on Middle School Informative Research Paper Topics The government should offer wireless service for everybody. To begin, all you will need is to be inquisitive and ask questions regarding the world around you and you're going to find lots of topics to inform about. In our digital age, there's an abundance of information readily available to anybody with an online connection. You can choose the topic that's interesting to you, develop it and bring some new info to the area of science.

The Chronicles of Can a Mla Essay Have Sub Topics

The Chronicles of Can a Mla Essay Have Sub Topics Can a Mla Essay Have Sub Topics Features Not everybody can write the very best essay and should you don't have enough time to do the ideal quantity of research and compose the paper within the deadline, you might find yourself struggling and stressing out. It is advised to look for the one which has an excellent reputation and offers high-quality papers at inexpensive prices. The cost of an essay is dependent upon the quantity of effort the writer has to exert. You will see affordable prices with above average outcomes. You can be totally sure your paper is going to be delivered in time and be of the maximum quality. Still, it's far better to get a freedom of choice as far as it is possible to select the issue which interests you. When choosing what to write about, be sure that it is something which you understand about. Men and women face the should study many problems in-depth all the moment, and understanding how to compo se a research paper is going to be a bonus. The Chronicles of Can a Mla Essay Have Sub Topics The primary reason why somebody is writing an argumentative essay is to try to persuade or sway another individual or perhaps a group of men and women in your rightness in a particular theme. Instead of just immediately writing about your argumentative essay topic, you first have to think about what it is you're likely to put back on your paper through a procedure of brainstorming and pre-writing. A writer should not be worried about the precise language in the thesis. You will be assigned a topic, or your professor will enable you to select your own. The New Fuss About Can a Mla Essay Have Sub Topics If you're allowing smaller sections within sections, then you've got to locate a method of distinguishing them with good numbering. The important thing is selecting a font that's simple to read and doesn't induce a person to strain their eyes in a try to make out the words and letters . Put simply, provided that you introduce your topic, argue your case persuasively, and offer some closure, the variety of paragraphs is wholly irrelevant. For example, if your headings are usually short phrases, make every one of the headings short phrases (and not, for instance, full sentences). To begin with, you must consider what words you may use to help describe your topic the very best. It's crucially important to completely engage yourself in this issue you will write. It isn't a must, but should you care about your topic, it's going to be resembled in your writing. If you get to select your own topic, that's excellent. The Little-Known Secrets to Can a Mla Essay Have Sub Topics Have a look at how the Results part should look. To write a fantastic argumentative essay, there are four key components of the essay you're likely to have to know about. If you wish to understand how to write MLA essays the next tips can help you. Before writing an argumentative essay, t here's one important thing which you should know. The Nuiances of Can a Mla Essay Have Sub Topics Now you have some overall idea about ways to structure your essay, take the opportunity to study our more in-depth lessons on the many sections of the essay (introductions, paragraphs, conclusions). This sort of essay also presents your audience a fantastic overview of the problem. Argumentative essays utilize logic, facts, and reasoning to find out the victor. Writing an argumentative essay can at times be confusing since you don't necessarily understand how to compose a convincing argument. Your essay should consist of recent statistics and data from reliable sources. Below is a good example of research paper subheadings that you may use for future reference. Moreover, in-text citations will present your awareness of the various papers formats. Citations and extracts from assorted sources have to be formatted properly. Finding Can a Mla Essay Have Sub Topics Online A page header ought to be included at the peak of every page. When it has to do with headings for books, you won't receive any particular system as prescribed by mla. Click the Align Center icon in order for your title is going to be centered. A title of the person paper needs to be typed in the header flush utilizing capital letters. MLA referencing is an integral component of any assignment. Thesis outline may be a fantastic example. Otherwise, the formatting is left up to you. It is one of the steps on the way to your desired grade. Vital Pieces of Can a Mla Essay Have Sub Topics Of course, if it's the case that you are set a relatively brief word limit, you might not be in a position to go in-depth whatsoever, in which case a paragraph for each one of the principal sub-topics (psychology, physical development, and cognitive development) will probably be adequate. Generally, you will write your essay in three major parts. If a huge user doesn't get enough, they could wind up going into withdrawal and maybe even death if their entire body makes the decision to give up. The research will reveal to you exactly how many angles you need to look at, and it will let you find information that both supports and contradicts your standpoint.

Iphone Marketing strategy Essay Example for Free

Iphone Marketing strategy Essay Since its launch, in 2007, and until the end of 2013, Apple sold 500 million iPhones. Its an impressive number. in 2012 alone, Apple sold 120 million iPhones, in 2013 Apple sold 160 million iPhones. Without a doubt, the iPhone has become a cult product, a must have device. Which are the secrets behind the iPhone astounding success? To understand the spectacular iPhone success, and the iPhone phenomenon, we need to start by analyzing the cellular telephone market in the years immediately before the launch of the first iPhone, And the situation inside Apple. Before the iPhone launch, infact, Apple was not a cellular telephone manufacturer, and had zero experience in cellular telephones marketing.  Its only expertise was in computer hardware, computer software, and in portable music devices (the iPod). In 2005-2006, the cellular telephone market was considered a mature and saturated market, with narrow margins, dominated by Nokia and Motorola. And by the Blackberry in the high end, especially in the business and corporate world, which were needing email writing, sending and receiving capability on their cellphone, with a suitable keyboard for texting messages. A mature and saturated market with a fiery competition, such as the cellphone market in 2005-2006, was allowing narrow margins, therefore was unanimously considered unappealing by financial and business analysts. When rumours came out, in 2005-2006, that Apple was in the process of developing a cellular telephone, financial and business analysts were at best skeptical.   To be true, the consensus among financial analysts was that the Apple cellphone would have been a terrible flop. Some of them were privately saying that they were suspecting Apple executives had gone completely mad, to enter such a saturated and non-profitable market. Very few, among the business analysts, had the more objective attitude to just wait and see.  Then, the day came, and the iPhone was launched.  But Apple began with 3 huge, terrible mistakes. We expand on them onwards. When the iPhone was launched, in June 2007, it made an impact. It impressed. The touch user interface and the sleek and beautiful design by Jonathan Ive and his team made it a masterpiece of technology and design. The iPhone was decidedly a superior product.  had a host of pluses against the competition (Nokia, Motorola, Blackberry) It was a highly innovative product, a different product from the other cellphones on the market at the time. Moreover, it was significantly larger and bulkier than the other cellular telephones in the market, when the market trend, for years, had been to have smaller and smaller cellphones: the smaller cellphone you had, the cooler you were. The Apple iPhone went decidedly against the trend. Today, in 2013, with 500 million iPhones sold, and with Apple stock market capitalization at $500 billion, it is easy to affirm that the iPhone has been a game changer. It surely has. Ultimately, today we can affirm that the appearance of the iPhone on the market caused the death of the Blackberry, and the loss by Nokia and Motorola of their previously dominant position in the cellular telephone market. The reason is simple: The iPhone is a clearly superior product. Its touch control features, and its enticing user interface, made the iPhone become a cult product. But in 2005-2006, before it came out, things were different. And the perception was different when the iPhone first came out. No-one, in 2006, would have imagined that an Apple cellphone would have sold 500 million units in 6 years.. No-one would have thought this even in June 2007, when it was launched. The first generation iPhone was launched only in the US on June 29, 2007. It was subsequently launched in three more markets UK, Germany and France 5 months later, in November 2007. In July 2008 the second generation iPhone, the iPhone 3G, was launched at the same time in the US, Canada, UK, Germany, France,Switzerland, Austria, Ireland, Denmark, Norway, Sweden, Finland, Italy, Spain, Netherlands, Belgium, Australia, New Zealand, Japan, Mexico and Brasil. The third generation iPhone, the iPhone 3GS, was launched in June 2009. Each iPhone generation had more features that the previous generation, and had longer battery life, and rendered the previous generation iPhones obsolete. The fourth generation iPhone, the iPhone 4, was launched in June 2010. The iPhone 4S was launched in October 2011. The iPhone 5 was launched in September 2012. The iPhone 5C and 5S were launched in September 2013. Planned Obsolescence has been a conscious marketing strategy by Apple. Thus, any Apple costumers knows (or pretend not to know) that he buys a product that in 12 months will become old and obsolete. However, examining the sales data, this planned obsolescence strategy paid off for Apple, But which were the 3 serious marketing strategy mistakes that Apple made when it launched the iPhone? The 3 Mistakes that Apple made when it launched the iPhone. Mistake #1. To purchase an iPhone, you had to sign a 24 months contract with ATT. You had to marry ATT. And many potential costumers did not want this marriage. you were locked on a 24 months contract with ATT. An expensive contract. In the end, if you were wanting to buy an iPhone, its real cost was more than 2000 dollars. Why forcing your costumers to sign a contract with a service provider? And why a single provider, not giving any other choice? Why not letting your costumers simply buy an iPhone, and let them free to arrange a contract as they please? Infact, there were numerous complaints by iPhone costumers and potential costumers, on this issue. Even, a widespread hacking practice took place, significantly called jailbreak: on several websites appeared step by step instructions on how to hack the iPhone software to let it operate with a different service provider. Infact, 3.3 million iPhones were sold in the US between June andl December 2007, but only 2 million contracts were signed with ATT. Were did the remaining 1.3 million iPhones go? It has to be remarked that the iPhone jailbreak practice infurated Apple executives, who, instead of recognized their marketing strategy mistake, criminalized the jailbreaking behaviour, to the point of blackmailing costumers doing the jailbraking. Mistake #2. On June 29, 2007 the iPhone was launched in the US. It was put on sale only in the US, and in no other nation in the world. Only in November 2007, 5 months later, the iPhone was launched in a few other countries. To be precise, it was launched in just 3 other countries: UK, Germany and France. In each of these countries with the same silly formula that Apple used in the US, forcing the costumer to sign a 24 months contract with a service provider. and in each country with a different provider: O2 in the UK, T-Mobile in Germany, Orange in France. This was a bad marketing choice by Apple.  There were millions of potential costumers all around the world who were wanting to buy an iPhone, but couldnt, because in their own country it was not on sale.  Many of them went to such length to ask to their friends in the US or traveling to the US to buy one for them. Finally, only on July 11, 2008, one full year after the initial launch in the US, the iPhone was put on sale in other countries, in Europe: Italy, Spain, Switzerland, Austria, Ireland, Denmark, Norway, Sweden, Finland, Netherlands, Belgium;  and in Australia, New Zealand, Canada, Japan, Mexico, Brasil. It was already the 3rd generation iPhone, the iPhone 3G and 3GS. Why so late? Besides, it is interesting to verify the jam and confusion of different prices, terms and monthly fees charged by the service providers in the European countries: O2 in the UK, T-Mobile in Germany, Austria and Netherlands, Orange in France, Swisscom in Switzerland, Vodafone in Italy, Telia Sonera in Denmark, Norway, Sweden, Finland. It was the perfect formula to confuse potential iPhone costumers and push them away. A self-hammering marketing strategy by Apple. In our opinion, this was a totally wrong marketing strategy by Apple. Infact, numbers do not lie: from July 2008 until the end of 2013, Apple sold a total of 500 million iPhones. From June 2007 until December 2007 when the iPhone was available only in US only 3.3 million iPhones had been sold. Mistake #3 iPhone Pricing. On June 29, 2007, when the iPhone was launched in the US, its retail price was.$599. Just 3 months after, Apple reduce the iPhone price to $399 a 33% rebate . This was an unelegant way to betray and exploit the iPhone early adopters Apple most faithful costumers. And infact, many of them complained with Apple. A smart and attentive company must not indulge in such serious mistakes, betraying their most faithful customer base. Apple had other 3 better options: Apple could have waited 1 year before reducing the price of the iPhone, or: Apple could have delayed the iPhone launch for 3 months, or: Apple could have set the iPhone retail price at $399, since the initial launch. Besides, in July 2008, the iPhone 3G was sold at $199, 66% less than the launch price of just one year earlier. This is not a serious pricing policy. Consideration. Each of these 3 mistakes constituted a bottleneck factor which confused costumers, and seriously hampered the iPhone sales potential in the first year and a half. However, in the following years Apple corrected and amended these mistakes, and things went smoothly and successfully for the company. Infact, from 2008 until 2013, Apple sold 500 million units. in 2012 alone, Apple sold 120 million iPhones, in 2013 Apple sold 120 million iPhones. The iPhone was also a precursor product of the iPad. The iPad, infact, has numerous features and technologies which derive from the iPhone, the main one being the touch control system and the user interface. The iPad, infact, is a sort of big brother of the iPhone. The iPhone certainly has been the key product of the spectacular growth of Apple revenues today at $156 billion in 1 year -, of Apple profits, and stock market capitalization today at $500 billion, making Apple the #1 company in Wall St. See more at: http://www.vertygoteam.com/apple/iphone_marketing_strategy.php#sthash.YDqfyvTj.dpuf

Educacional Video Games :: Education, Classrooms

In recent years the video game market has been rising. With the new advancements with technology the limitations are slowly disappearing, what was once unimaginable is now possible. Today’s youth is playing video games for enjoyment more than ever before. The market has even started making its way into classrooms, in the form of instructional mediums. These games are specifically made to increase knowledge and skills, some are even meant for enjoyment but double as educational. The marketers of video games have picked up on this fact and have been working on making more suitable games. There are many different aspects of this new technique of teaching that still needs to be discovered. There are many different reasons as to why educators are supplementing games into their classrooms. Simpson & Clem (2008) stated that the reason as to why this generation learns differently is because they have grown up in a digital world. This has influenced students to learn and think differently than the previous generations. Simpson (2006) stated that 92% of children between 2 and 17 play video games. Also stated is that video games are used on a daily basis in children’s lives. Gordon (2010) wrote that students are lacking motivation to learn, causing them to fail state tests. Also stated by Gordon students were more engaged in class, practiced more skills, and completed their homework. As stated before students use video games in their daily lives, which is related to the way they learn. Simpson (2008) stated that students lean more if they are actively engaged. This in fact has been proven through an increase of test scores. According to Din & Calao (2001) wrote that students who had low focus were less focused when a teacher was teaching, and more focus when computers were used. Rice (2007) wrote that educational video games increase team building, experiential learning, and understanding of abstract concepts. As society, education, and technology change video games for educational purposes will be more prevalent in classrooms. The key to using video games in the classroom is proper implementation. Gordon (2010) gave tips as of how to properly implement games into a school environment. Also stated was that the right game must enforce what students need to learn and should be parallel to the state standards. According to Gordon (2010) there are many questions that need to be answered for proper implementation; these questions are who, what, when, and where. Educacional Video Games :: Education, Classrooms In recent years the video game market has been rising. With the new advancements with technology the limitations are slowly disappearing, what was once unimaginable is now possible. Today’s youth is playing video games for enjoyment more than ever before. The market has even started making its way into classrooms, in the form of instructional mediums. These games are specifically made to increase knowledge and skills, some are even meant for enjoyment but double as educational. The marketers of video games have picked up on this fact and have been working on making more suitable games. There are many different aspects of this new technique of teaching that still needs to be discovered. There are many different reasons as to why educators are supplementing games into their classrooms. Simpson & Clem (2008) stated that the reason as to why this generation learns differently is because they have grown up in a digital world. This has influenced students to learn and think differently than the previous generations. Simpson (2006) stated that 92% of children between 2 and 17 play video games. Also stated is that video games are used on a daily basis in children’s lives. Gordon (2010) wrote that students are lacking motivation to learn, causing them to fail state tests. Also stated by Gordon students were more engaged in class, practiced more skills, and completed their homework. As stated before students use video games in their daily lives, which is related to the way they learn. Simpson (2008) stated that students lean more if they are actively engaged. This in fact has been proven through an increase of test scores. According to Din & Calao (2001) wrote that students who had low focus were less focused when a teacher was teaching, and more focus when computers were used. Rice (2007) wrote that educational video games increase team building, experiential learning, and understanding of abstract concepts. As society, education, and technology change video games for educational purposes will be more prevalent in classrooms. The key to using video games in the classroom is proper implementation. Gordon (2010) gave tips as of how to properly implement games into a school environment. Also stated was that the right game must enforce what students need to learn and should be parallel to the state standards. According to Gordon (2010) there are many questions that need to be answered for proper implementation; these questions are who, what, when, and where.

Ebt Classroom Management Essay

This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

The Trends Of Violence Throughout The United States

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