Requirements to become a teacher

Requirements To Become A Teacher

Early Childhood Education (from birth until age 7 or 8) requires very specialized education, since these are a child’s formative years. Early childhood education focuses on providing children with the necessary tools for learning as they grow into adulthood. Making certain that young students are physically, emotionally, intellectually, and socially mature is crucial for long-term success. Licensing requirements to become a preschool teacher also vary by State. Requirements for public preschool teachers are generally more stringent than those for private preschool teachers. Some States require a bachelor’s degree in Early Childhood Education, while others require an associate’s degree in Early Childhood Education, and still others require certification in Early Childhood Education by a nationally recognized authority. The Child Development Associate (CDA) credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of the teacher’s competence. A certificate such as the CDA may be all that is required for an entry level Early Childhood teaching position.

Requirements to Become an Elementary Teacher

The process for becoming an elementary school teacher begins with finishing high school. The aspiring teacher must then graduate with a degree in elementary education from an accredited university with a bachelor’s degree. While in the process of obtaining a bachelor’s the future teacher most likely will have to spend at least one semester performing a student teaching internship. It is strongly recommended that graduates then enroll in a professional development program which is one year long. This will give one extra experience combining education with teaching hands on. In addition to finishing the requirements to become a teacher dictated by the university, it is required by the State Board of Education that all elementary school teachers complete educational requirements and pass a test which is based on the skills that individual holds in teaching skills, reading, and writing. It is currently recommended that a teacher candidate earn a Master’s Degree in a related education discipline, also.

Requirements to Become a Secondary (High School) Teaching

Becoming a high school teacher begins with similar requirements to become a teacher as those for an elementary school teacher training program. Instead of enrolling in elementary education one would enroll in teaching secondary education, taking the subject to a higher level. The major difference in this is that the future teacher would have to choose a specialty. That is if he/she wanted to be a math or English teacher that would be the specialty. Most students choose to double major in education combined with the subject of specialty.

Police role play

Police Role Play

On his or her duty, a police officer may encounter any number of dangerous or challenging situations. This is why the police force must ensure that every new recruit has the skills to act with authority, calmness and to execute good judgement, even under the most unbearable amounts of pressure. The police role play is designed to sort out those that can perform under pressure as only these applicants can be accepted into the police force.

The police role play test itself is made up of four exercises in which you will have to demonstrate your ability to perform the roles of a police officer. They are all split into two parts; the first lasts five minutes and is a preparation phase; the second is the activity phase in which the police role play takes place. There is no need to understand the law in these role play scenarios but the qualities and skills of a good police officer have to be demonstrated. An example role play might be an angry customer in a store.

During the role play, it is important to demonstrate that you have the qualities and skills that would make you an excellent police officer. These are often referred to as the core competencies and you must display these in abundance.

It is important that notes are made and that the scenario is understood during the five minutes before the role play begins. Reading all information is critical. It is equally important to compose yourself and try to relax; you need to demonstrate that you can work under pressure and thus you can remain well composed. Most people fail on this due to nerves and police officers cannot show nerves in their duties. Preparation is everything and those that pass with flying colours have read all information available to them and utilised it in their preparation.

For those that are serious about passing, there are practice role plays available and this is a good idea if one wants to appear fully prepared in front of the examiners. If you come prepared then your nerves will be less noticeable and you will look more impressive. You must remember to show off the core competences and you will appear far more in control of the situation. Nerves can get the better of anybody and thus preparation can help immensely.

The police role play is designed to find out who can put their skills to good use. It tests the ability to keep calm, act with authority and to keep in control of a situation. Real life police officers have to display such qualities every day whilst carrying out their duties.

The police role play may seem difficult and will probably be a very nervous experience. However, with the correct level of preparation and attention to detail, it can be overcome and you can demonstrate how you would make an excellent officer of the law. It can be over so very quickly and is one of the most important parts of the police recruitment process.

Parent’s involvement in children’s education

Parent’s Involvement in Children’s Education

ABSTRACT

The importance of parental involvement as an accelerating and motivating factor in their children’s education is a worldwide-accepted fact. This research project provides an in depth explanation along with specific reasons, the importance of parents’ involvement in their children’s education. It also discusses the parenting techniques, their types and their consequences if neglected. It also describes the ways to measure the outcome of the positive parental involvement. Furthermore, it mentions the teachers involvement and the difficulties faced by the teachers in getting parents involved in their children’s (this is further supported by the examples of two teachers who with their deliberate efforts won the parents over to devote their maximum attention towards their children), single-parent involvement, children’s own efforts to improve their academic levels and joint home-school based interventions. A detailed analysis of the different main ideas is given, based on the findings from other research surveys and projects.

INTRODUCTION:

Parental involvement can be seen to fall into three types: 1) Behavioral, 2) Intellectual and 3) Personal. The research explores the effect of multi-dimensional participation of parents and the resulting progress of children in their studies when different parental resources were dedicated to them. Actively participating parents help their children in their academic development by going to schools and participating in open houses. By keenly observing the behavior of their children they can rightly judge the kind of behavior or the allocation of resources required by their children. Such caring parents can also motivate teachers to become more attentive towards a particular student, thus maintaining the cycle of parent-teacher involvement. Encourage Building up cognitive and perception abilities in a child are a major concern in the upbringing of the child. The way the parents involve their children in cognitive learning is by exposing them to different cognitively stimulating activities and materials such as books, electronic media and current events at home. This helps the child to practice all sorts of language comprehending skills at the school. The results show a remarkably positive behavior at the school and with peers.

Two parenting processes namely the Supportive Parenting (SP) and Harsh Parenting (HP) helped a lot in the research of parental involvement in their children’s education. By adjusting the levels of supportive parenting, different levels of successful outcomes were observed. Supportive parenting in even kindergarten students yielded positive results. Four measures of supportive parenting were used in the study, they were:

1. Proactive teaching.

2. Calm discussion in disciplinary encounters.

3. Warmth.

4. Interest and involvement in peer activities.

The assessments were conducted when children entered kindergarten and when they reached grade 6. There was a factor noted to hinder children’s development: family adversity. It was the result of a multipurpose negative process that included the risk of low socio-economic status, single-parenting and family stress. Child maladjustments were found to be more common in families with such adversities. No matter how much negative impacts were cast, SP was found to overcome the risks associated with family adversity. SP was strongly related to adjustment procedures in grade 6 children who had single parent family or experienced low socio-economic status (SES) in their early childhood.

In a way to socialize their children, parents adopted the techniques of calm discussion and proactive teaching. They helped lessen the behavioral problems by carrying long discussions with their children, cultivating in them a sense of respect, calmness and peace of mind. Mothers also participated actively in reducing the peer stress among their children. It is also a widely accepted fact that supportive parenting plays an important role in the children’s development of empathy, prosocial behavior and emotional competence. On the negative side, the absence of supportive parenting may be related to the development of internal problems such as anxiety and depression.

Lack of the necessary parental care and attention is the main factor for the subsequent rise in the percentage of juvenile delinquency (crime among children). The absence of parental instructions causes children to develop irreversible behavioral and emotional problems. They in order to seek attention, resort to crimes thinking that in this way they could fulfill their wishes. They may revert to uncontrolled violence if not kept an eye upon. Such criminal activities cannot be brought to a halt until their distressing symptoms of low self-esteem, depression, dysphonic mood, tension and worries, and other disturbances are relieved. And the importance of parents’ role in this regard cannot be over-emphasized.

In an effort to describe parental involvement, many researchers use a term “Transition”(Lombardi, Joan). “Transition” is used to describe the time period in which children move from home to school, from school to after school activities, from one activity to another within a pre-school, or from pre-school to kindergarten. The untiring endeavors of teachers in the phenomenon of transition cannot be ignored. They prepared the children and their parents to face the problems of adjusting to elementary school programs that had different psychology, teaching styles and structure than the programs offered at the kindergarten level. In the elementary level schools the teachers had to face serious challenges in motivating the parents to take interest in their children’s activities. The teachers adopted different methods to involve the parents in day-to-day classroom and home activities. They used to send notes, invitation of parent-teacher meetings, invitation of parental guidance sessions and training sessions, continuously directing the parent’s attention towards their children. Patricia Brown Clark suggests that it is very important to keep the line of communication between teachers and parents open, so that the parents can interact with the teachers and get up to date information of their children’s school activities. One way to involve parents is to schedule school events and arranging classroom activities such as volunteering for libraries, acting as classroom aides or efficiently organizing lunch breaks. The teachers also opt for making phone calls at the children’s houses to keep in touch with the parents and getting to know the extent to which they are contributing towards the welfare of their children. Apart from the above activities, the teachers also assign home activities for both the parents and their children so that the parents remain indulged in their children and the children get to study at home. However, it was a bad and disappointing experience for the teachers when many of the parents failed to respond as expected. Many of the parents were so overwhelmed with their official work that they could hardly take out some time for their beloved children.

Moreover, for some parents their schoolings were not positive and character-boosting experiences, therefore they preferred to keep a distance from their children’s school as well. This made it really difficult and at times impossible for teachers to bring the parental involvement to the desired level. Nevertheless, the activities of two teachers proved greatly fruitful in making parents involved in their children. They were Carlos Valdez, an art teacher and 8th grade class sponsor, and Mike Hogan, the school’s band director. They did it by involving parents in music festivals and other school ceremonies. They proved to be great examples for the future teachers to come.

If the children’s academic development programs are to prove successful they must share two characteristics:

1) Developmentally appropriate practice:

A child’s academic progress is clearly reflected by the appropriate practice he/she administers while in school life. During transitions from pre-school to kindergarten, a child if given the exact developmentally appropriate practice tends to learn a great deal of language and playing skills. He develops a keen interest in exploring his environments and interacting (without hesitation) with his adults.

2) Supportive services:

These include the assistance that the school provides to low-income family students. The services include health care, childcare and community care. This strengthens the relation between school and children and creates a sense of security and confidence among the children. They get to learn that their communities are a part of their school since the school’s supportive services strive to help community development.

It is commonly believed that children are good self-teachers. Their self-initiated strategies help improve their expression, creativity, intellectual capabilities and extra-curricular skills. This idea is proved by the documentation of young children’s work provided by Reggio Emilia :

“The Reggio Emilia educators highlight young children’s amazing capabilities and indicate that it is through the unity of thinking and feeling that young children can explore their world, represent their ideas, and communicate with others at their highest level.”(Edwards, Pope. C, Springate, Wright.K)

The climax rests in the fact that how the parents would know that their sincere involvements are really proving worthwhile for their children. The answer lies in the attitude of the children. The degree of parental involvement can be judged by a child’s attitude towards his school subjects, his academic desires and achievements. There is a direct relationship between academic achievements and the attitude towards school. Schunk in 1981 had the following idea of aspiration or academic desires:

“Level of aspiration is defined as one’s subjective probability that he or she will reach a certain level of education.”(Abu, H. & Maher, M)

As a result children who received adequate parental concern were found to be much more confident in their academic desires and achievements than those who could not get the right amount of parental concern. The individual involvement of mothers and fathers also plays a vital role in the behavioral development of a child. Students from one-parent household were observed to show less positive attitude towards schools and studies as compared to students from two-parent households. One study aimed at investigating parental concern showed that despite mothers’ sincere endeavors, the role of fathers could not be ignored and both served as an important foundation for the future progress of the child. This can be proved from the following fact:

According to a recent report from the National Center for Educational Statistics (1997), compared to their counterparts, children with involved fathers are more likely to have participated in educational activities with their parents (e.g., to have visited a museum or a historical site with their parents in the past month), and are more likely to have access to multiple types of resources at home as well (as measured by the proportion of parents who belong to community or professional organizations, or regularly volunteer in the community). (Flouri, E. And Buchanan, A, Pg.142)

Also, the parental involvement has been discussed and implemented in terms of interventions or prevention programs, which are nothing but safety measures taken to assure healthy and perfect upbringing of the child. The study uses school-based and home-only intervention programs to find out the extent of intellectual capabilities found in children from different family backgrounds. The success of one school-based interventions can be proved from the following fact, which was a part of “Education Service Improvement Plan 2001-2005” of Edinburgh:

—-The Scottish Executive Discipline Task Force, which studied the causes of poor behavior among pupils in schools produced a report of ‘Better Behavior – Better Learning’ in June 2001. The report included 36 recommendations for action, which were then turned into an Action Plan in 2002. Many of these have implications for the Education Authority. (Craig Millar Instep Project)

Is hallucination normal

Is Hallucination Normal?

Is Hallucination Normal?

Is hallucination a normal part of human evolution? Did we all, or nearly all of us once hallucinate? The answer is most likely yes. The human brain is built easily to produce auditory or visual hallucination. A small electrical charge stimulating the only connective tissue between the right and left-brain lobe produces that effect for the majority of people.

We’ve always imagined that the people of five to ten thousand years ago were just like us. When that doesn’t make any sense. Have we not changed at all in ten thousand years? We didn’t start writing our own history until about three thousand years ago. One can assume that we started perceiving what we did and what happened to us as meaningful to record, but only when we were able psychically to regard ourselves important as individuals. At least the kings who recorded their history must have thought so.

Before that time it’s very likely that we had not yet achieved the critical mass of internal psychic parts to be able to experience ourselves as entirely separate and unique individuals. Hallucination is perfectly designed to offload portions of ourself, and our experience that we couldn’t yet integrate into a whole person. Hallucination projects large portions of our feelings, desires and intentions onto some other, who then acts out some part of ourself. Or more often speaks in an audible voice that commands what we wanted to do in the first place, but couldn’t carry it off without this external authority.

We called such voices the gods, and built myths connecting us to them and their apparent purposes. We felt banished from the Garden of Eden and God’s oft-spoken presence when we’d eaten sufficiently from the Tree of Knowledge to become willful, self-conscious individual creatures. No longer hearing the voices of our gods we sought still hallucinating people called oracles to hear and speak to them in our behalf.

Explore this and other psychology ideas by visiting http://donfenn.com. This article is extracted from THE GOD CHILD-ABANDONED, a nonfiction book.

 

Knowing tony robbins

Knowing Tony Robbins

In life coaching and motivational speaking very few do not know Tony Robbins. Having been in the business of helping people reach their potential, most can say that he is an intellectual and inspirational giant that has become a voice of influence through the years. His philosophy of the science of achievement and the art of fulfillment has grasped many people far and wide in the corners America and the world. Tony Robbins is indeed a beacon for people wanting to achieve financial success and financial freedom.

Tony Robbins is first and foremost a leader. His excellent communication approach makes sure that his message comes across clearly. He has mastered the different approaches to life’s priorities and molds them in a productive way. Tony Robbins is a visionary in every sense of the word. He is a creator of the dreams of people and the navigator and captain of a ship towards one’s individual growth and success. His leadership skills have allowed him to raise and train leaders. In addition Tony Robbins is a recognized authority in life coaching, negotiations, organizational turnaround, and peak performance.

His success as a motivator has also allowed him to help people in ways than he is primarily known for. With his Anthony Robbins Foundation, Tony puts much relevance in giving back to the inner-city youth, senior citizens, and the homeless. With this charity work, Tony Robbins has shown how self-fulfillment and social advocacy can work to provide the right pursuit of happiness.

Tony Robbins’ drive to help individuals to pursue their own passion towards the best quality of life sold him 30 million motivational tapes, printed three best selling motivational books, and allowed him to go to different places to different motivational seminars. The more popular seminar titles from him include Get the Edge, Unlimited Power, Date with Destiny, and Master University. Through these medium, he is able to convey a message of success and positive outlook in life that can be transformed to financial freedom and wealth creation.

Tony Robbins’ impact transcends from his motivational talks to international influence. Tony Robbins has been selected as the Vice Chairman of Health, Education, and Science for the United Nations Nations/Research Center for the International Council for Caring Communities. Robbins has been hand-on in helping to find an electoral solution to Venezuela’s political turmoil. His impact has reached other countries such as South Africa, England, Cuba, and Panama.

As a successful entrepreneur, Tony Robbins has shown that his motivational ideas can be transformed as financial success. Robbins currently serves as a chairman of five private companies and a vice chairman of two other companies including one public company to net revenue of almost US $500 million per year. His diverse set of companies actually fosters most of his advocacies and also serves as the vehicle to reach a lot of people in different ways. His business success gave him the authority to be a consultant for other successful entrepreneurs who are looking to him to help make critical decisions for their companies.

In a comprehensive survey of entrepreneurs who are asked who they want to consult about business decisions if money is not the problem, Anthony Robbins was chosen along with Bill Gates, Donald Trump, Warren Buffet, Lee Iacocca and Ross Perot.

Tony Robbins is indeed a testament of persistence, life improvement, and sense of achievement and fulfillment. Through him many have learned that the hardest goals can be accomplished by following simple philosophies and having the will to act on it. Tony Robbins is definitely an inspiration to people who are seeking financial freedom and purpose-driven lifestyle.