Exploring the Components Found in the Ideal Classroom

Perfection is often elusive, but good teachers continuously strive to obtain it. The classroom is the epicenter of teaching and learning. Throughout the school year, the four walls of a classroom encapsulate life-changing interactions between the teacher and their students. A classroom typically takes on the  personality of the teacher. Though similarities are prevalent in every classroom, no two classrooms are exactly the same. 35 Components of an Ideal Classroom Every teacher will have a slightly different version of the ideal classroom, but common elements do exist. It is in these commonalities that you often find a true representation of characteristics found in the ideal classroom. The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is student-centered meaning that the teacher is the facilitator of learning built on student interests and abilities. The teacher rarely lectures or uses worksheets, but instead provides students with engaging, authentic learning opportunities.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is a display center for student made learning posters, artwork, and other exemplary work.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is well organized so that teachers and students can utilize the resources in the room quickly and efficiently.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides students with a safe zone where they feel comfortable and can temporarily escape any problems they are dealing with at home.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has structure or a specified set of procedures and expectations that everyone follows.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has a teacher who always addresses their students in a positive manner. They treat their s tudents fairly and maintain the dignity of the student when addressing discipline issues.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has an open door policy where parents and community members are encouraged to participate actively in daily activities and lessons.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..embraces technology and regularly integrates aspects of technology into lessons.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides regular authentic learning opportunities where active, hands-on learning is a standard classroom practice.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is one where teachable moments are embraced. The teacher realizes that value learning opportunities exist beyond simple rote learning and takes advantage of those opportunities.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.embraces modeling and independent practice as a critical learning tool. The teacher models new skills and then allows students to practice these newly acquired skills independently.The ideal classroo m†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.allows students to work cooperatively on learning projects. Students are taught to create a plan, assign tasks, and then to bring everything together to complete the project.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has a teacher who is not afraid to experiment. They are continuously searching for ideas to boost learning and regularly tweaks previously used lessons to meet the needs of their current students.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.incorporates a variety of proven instructional strategies throughout the school year. The teacher exposes students to a wide range of strategies so that multiple learning styles are addressed on a regular basis.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is one where respect is a core value. Teachers and students understand that respect is a two-way street. Everyone is respectful of others thoughts and feelings.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is amicable. Students and teachers may disagree from time to time, bu t they respect each other’s opinions and listen to the other side without passing judgment.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.embraces accountability. Students are taught self-discipline and hold each other accountable when they make a mistake. The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.embraces individual diversity and differences. Students are not only taught to value differences but that all individuals bring real value to the classroom because they are different.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is not limited to the four walls of the classroom. The same principles applied in the classroom are extended to all areas of the school as well as all school activities.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.encourages all students to participate actively in every learning activity. Each student brings value to the learning process and thus are expected to pull their weight in each and every activity.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is content driven meaning t hat students are minimally taught the concepts and requirements per grade level and subject area.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is data-driven. The teacher pulls data from multiple sources to paint an accurate portrait of individual student needs. The teacher then creates individualized learning opportunities to meet the specific needs of each student in their class.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides sequential learning opportunities allowing students to connect new learning experiences to prior learning experiences. It also allows students to begin to look forward to learning that is on the horizon.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.allows students to tap into individual talents and creativity. Students are encouraged to individualize learning projects by putting their own unique or creative spin on them.The ideal classroom............is built on high expectations.   No one is allowed just to get by. The teacher and students expect maximum effort an d participation in every class activity.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is one that students look forward to going to. They anticipate new learning opportunities and look forward to seeing the adventure that each day brings.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is made up of fewer than eighteen students, but more than ten students.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.teaches students more than what is required. Students are taught valuable life lessons and skills. They are encouraged to begin to establish a plan for their future.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides students with clear and concise directions in both verbal and written form. Students are given an opportunity to ask questions before, during, and after a task for clarification.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..has an ongoing, collaborative and engaging dialog where students share their expertise and experiences on the topic at hand. Teachers are facilitators who guide the discussion, but who ensure students are engaged throughout the discussion.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has plenty of educational resources including up-to-date textbooks, supplemental learning tools, technology, and a comprehensive classroom library.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.provides every student with one-on-one instruction on a daily basis to meet individualized learning needs.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.has a teacher who makes adjustments as needed. The teacher takes the time to re-teach concepts when necessary and recognizes when individual students are struggling and provides them with extra assistance when needed.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.is full of students focused on learning. They are goal oriented and refuse to be a distraction for their classmates. They love learning and realize that a good education is a means to an end.The ideal classroom†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..prepares students for the future. Students not only advance to the next grade level but do so with the tools and abilities to be successful.

The Government s Combat On Copyrights Infringement

Abstract As China rose to become one of the world’s largest trading partners following its accession to the WTO, the country also began to face intense pressure from the international community to abide by standards on intellectual property rights. Specifically, China has strengthened its legal framework and amended its IPR laws and regulations to comply with the WTO Agreement on Trade-Related Intellectual Property Rights (TRIPS). Copyright protection is one area that China has made great progress in especially in the entertainment industry. With China’s economy booming, China is consuming an increasing amount of TV shows. However, China’s TV industry suffers from a critical dilemma-the lack of innovations. This research paper will†¦show more content†¦The firm estimated that China’s online video revenue increased 41.9 percent in 2013, reaching about $2 billion. In contrast, China’s traditional TV industry has suffered a sharp decline. In 2 012 only 30% of households in Beijing watched TV, down from 70% three years earlier (The Economist, 2013). However, the gains from the expanding industry come with high costs. Avoiding licensing costs from foreign production companies, many Chinese Internet video companies had become a haven for illicit American shows and hit South Korean soap operas. The illegal distribution of foreign content on these websites was an undoing to China’s endeavor to ascent to a strong intellectual property country. Amidst criticisms from the right holders in the international community, China has tightened its regulations against copyright infringement on online video streaming websites. Another rationale behind the government’s commitment to fighting copyright piracy is to protect domestic TV stations against the rampant popularity of foreign TV shows online. The Chinese government hopes that through an enforcement of IPR, China’s TV industry will see a reduce in the invasion of foreign TV shows due to high licensing costs and thus an increase in the production of domestic popular on es. Through a careful analysis of the legal framework and measures the Chinese government

The Feminist Movement Of The Twentieth Century - 2026 Words

Women’s rights have evolved over time; beginning with being homemakers and evolving to obtaining professions, acquiring an education, and gaining the right to vote. The movement that created all these revolutionary changes was called the feminist movement. The feminist movement occurred in the twentieth century. Many people are not aware of the purpose of the feminist movement. The movement was political and social and it sought to set up equality for women. Women’s groups in the United States worked together to win women’s suffrage and later to create and support the Equal Rights Amendment. The economic boom between 1917 and the early 1960s brought many American women into the workplace. As women began to join the workplace they became progressively more aware of their unequal economic and social status. Homemakers, many of whom who had previously obtained college educations, began to voice their lack of personal fulfillment. They had an awakening, they realized their lives were not fulfilled and wanted more than what the restraints of society would offer them. Many literary works were born from the feminist movement; each enabling women to achieve more than what society expected of them and to push the societal limits. The Awakening is a prototype of the feminist movement. Kate Chopin’s novel The Awakening follows a common theme in literature. She uses the novel as a way to demonstrate the emancipation of women. Peggy Skaggs believes that Chopin’s lifeShow MoreRelatedThe Feminist Movement Of The Twentieth Century2029 Words   |  9 PagesThe Feminist Awakening Women’s rights have evolved over time; beginning with being homemakers and evolving to obtaining professions, acquiring an education, and gaining the right to vote. The movement that created all these revolutionary changes was called the feminist movement. The feminist movement occurred in the twentieth century. 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Response Strategies on Relationship Quality †MyAssignmenthelp.com

Question: Discuss about the Response Strategies on Relationship Quality. Answer: Introduction For any organization to operate well with minimal effects from uncalled for risks, there is the need for crisis management process to be well planned for so that in case of a problem the issue is solved within a good time to avoid losses and image damage to the organization. How an institution deals with a crisis determines its image to the outside world and the impact it has on the various stakeholders. To successful diffuse a crisis there is need to understand how it should be handled even before it occurs (Gao et al., 2011b). This explains why Concord college was able to handle the crisis to ensure it did not have adverse effects on the stakeholders especially parents and students as well as ensuring it does not tarnish its image in the general public The institution was able to make use of structural-functional systems theory and diffusion of innovation theory in dealing with the crisis that befell them (Chung, 2011). The structural functional theory was used in the sense that information was provided to the relevant stakeholders and involved departments on time before the issue got out of hand. The institution was able to address the intricacies of the networks of information as well as all the levels of command that make up the organizational communication (Venette, 2007). Various letters and memos were written by officials such as communications officer, media personnel and the parents teachers association all with an aim of offering solutions to the issue. The information flow was therefore a form of networks made up of involved parties. For the diffusion of innovation theory the principal of the school is seen getting the employees and all the stakeholders involved in solving the issue. This provided a lot of transparency in dealing with the crisis ad also an acknowledgement that the institution valued their support and concern (Sweetser and Metzgar, 2007). The use of this theory by the college transformed the heavy burden of the crisis they had into a team effort so as to ensure the problem was fixed within a short period of time. This ensured the institution was re-invigorated even when the situation appeared to be in bad shape (Petru, 2013). The principal therefore kept the morale of every stakeholder high in those tough times by valuing and list ening to everyones inputs and suggestions. Strategies that were successful The most successful strategies was the action taken by communication officers and the IT experts to close down the fake account that was operational and to redirect the stakeholders to an alternative account that was true and could respond to the urgent questions. The letter written to the principal by Mark Disuc was a good advice regarding the right actions that were to be taken (Taneja, 2014). The principal was advised against locking the media out of this issue as it could raise more concerns and mistrust by the public to the institution. The letter written by the PTA official was a good reassurance to teachers and parents that everything was under control and future crisis of this nature will not occur again. If I were among the stakeholders I wouldnt do anything different from what they did. Or even if I were the principal would have taken the same actions as he did such as engaging all the relevant stakeholders to ensure the situation does not get out of hand. Being one of the stakeholders in the institution there are various activities that I got engaged into to ensure the teams efforts bore fruits. These include I offered free guidance at counseling to the students and parents who felt like the institution had failed them in ensuring the security of the students. My role was to ensure the institution wins their trust back by assuring them that such an incidence will never occur again. I also assured the parents that their children will be protected from any form of bullying that may arise from the staff at the institution and that the teacher responsible for the crisis that occurred was to be vindicated for his mistakes. This ensured that the parents and students felt comfortable and were ready to allow their children to continue in the institution (Sabato, 2010). From the crisis it was seen that a fake account was in circulation and wrong information was being channeled out to the public regarding the crisis. My role here was to spread the word that there was the right link to an official school accounts that parents and students could use to air their views and seek guidance regarding the issue at hand (Coombs, 2007). I also managed to talk to the principal to keep calm and handle the whole matter with the intelligence it required so as not to send any negative signals or energy out in the public. I was in the forefront of advising the principal to welcome any suggestions that are of help in solving the matter at hand. This assisted in ensuring the principal is aware of people who care and mean good for the institution and do not hold him entirely responsible about whatever had happened. I also was able to work with all the departments in the college to ensure they do all they can to offer positive support to the principal as he tries to deal with the matter in the most responsible way possible (Ki and Brown, 2013). All these activities enabled me to contribute to the teamwork at the ins titution, timing, tasking and all the outcomes during the crisis period. Reflection on the experiences during the crisis Form the experience at concord college I can ascertain to the fact that preparedness for crisis management is very critical so as to ensure any risk or crisis is dealt with before more damages both physical and image damage are done. Concord College was fully prepared for such crisis. This is because all the involved departments worked in coordination to ensure matters did not get out of control. The principal also embraced the spirit of teamwork and collaboration and he was open to advice from all the concerned parties (Coombs, 2007). This ensured that the image of the institution is not damaged in the public. For instance the communication manager ensured the wrong account was shut down so as to protect the college from malicious competitor who could have taken advantage of the situation to ruin the image of the school. Form this crisis I learnt that team work is very important in any crisis management efforts. This is because were it not for teamwork a lot of things may have gone wrong and the institution could not have managed to protect their image in the public. Parents may have withdrawn their children from the school due to fears and lack of trust but this did not happen because of the collective efforts by all the involved parties. To deal with time pressures imposed on an organization due to a crisis the involved departments have to swing into action first and work collaboratively to solve the crisis just as the way concord college staff did (Cornett, McNutt and Tehranian, 2010). Some of the risks and crisis communication skills that I could suggest to any employer include good listening skills so as to accommodate the opinions of others in solving crises. Clarity and concision by employers should be embraced so as to ensure only what is relevant is said. They should desist from saying too much or too little. Friendliness-this creates a good environment for workers and other stakeholders to work from. This promotes engagement in open and honest communications. Confidence- this ensures the employer gains trust of the people they work with. Confidence can be exuded by maintain eye contact and using a firm friendly tone. Exercise empathy-this ensures there is understanding and respect of other peoples views (Armon, 2010). Being open mindedness to accommodate the ideas of others at the work place is very important. Ensuring there is respect for other peoples ideas and opinions at work so as to create a good working environment. Conclusion Crisis management should be embraced by all institutions so as to curb against damages that may arise from such incidences. No one plans for a crisis but its mostly inevitable and therefore its good to always have plans in place of how to deal with them. For the case of Concord College its evident that the management was prepared for the crisis and this explains why the various departments and stakeholders were able to play their roles timely. This ensured the institution does not ruin its image in the public and thus retaining the trust of the parents in the school. The crisis management at the college was well tailored to the strategies and goals of the school and thus the success in dealing with the issue. Crisis management cannot be of success minus good communication skills related to dealing with any crisis. The principal and his team appeared to have mastered the art and skills of good communication during a crisis and thats why they worked collaboratively without much frictio n among them. References Armon, D., 2010, Ready or Not: Is Your Crisis Communications Plan Anti-Social?, Public Relations Tactics, Volume 17, Number 4, pp. 1011. Chung, I. J., 2011, Social amplification of risk in the Internet environment. Risk Analysis, 31(12), 18831896. Cornett, M.M., McNutt, J.J., Tehranian, H., 2010., The financial crisis, internal corporate governance, and the performance of publicly-traded US bank holding Companies, Working Paper, Boston College. Coombs, W. T., 2011, "Crisis Management and Communications." Institute for Public Relations. N.p., Jan.-Feb. 2011. Web. Coombs,W.T., 2007, Protecting Organization Reputations During a Crisis: The Development and Application of Situational Crisis Communication Theory, Corporate Reputation Review, Volume 10, pp. 163176. Gao, H., Wang, X., Barbier, G., Liu, H., 2011b, Promoting coordination for disaster relief From crowd sourcing to coordination. In J. Salerno, S. J. Yang, D. Nau S.-K. Chai (Eds.), Social computing, behavioural-cultural modelling, and prediction. Lecture Notes in Computer Science 6589 (pp. 197204). Heidelberg: Springer. Ki E, and Brown K., 2013, The Effects of Crisis Response Strategies on Relationship Quality Outcomes. Journal of Business Communication 50(4):403-420. Available from: Business Source Complete, Ipswich, MA. Petru M., 2013, On The Role Of Implementing A Database System In The Risk Communication Process, Young Economists Journal / Revista Tinerilor Economisti 10(20):255-258. Available from: Business Source Complete, Ipswich, MA. Sabato, G., 2010., Financial crisis: where did risk management fail? International Review of Applied Financial Issues and Economics 2, 1218. Sweetser, K.D. and Metzgar, E.,2007, Communicating During a Crisis: Use of Blogs as a Relationship Management Tool, Public Relations Review, Volume 33, pp. 340342. Taneja S, Pryor M, Sewell S, Recuero A., 2014, Strategic Crisis Management, A Basis for Renewal and Crisis Prevention. Journal of Management Policy Practice 15(1):78-85. Available from: Business Source Complete, Ipswich, MA Venette, S.J.,2007, Best Practices in Risk and Crisis Communication: Advice for Food Scientists and Technologists, International Union of Food Science and Technology: Scientific Information Bulletin, Volume 7, pp. 15.