My Personal Management Plan Essay Example for Free

My Personal Management Plan Essay This plan will help with the discipline aspect of the classroom and helping students know what expectations are when entering into the classroom if done on a consistent basis. In the beginning of the school expectation should be given so that students are aware of the goals that are expected of them collectively and individually. With this classroom management plan there are a few things that should be taken into consideration in order for the plan to be of success. Shown below are a few steps that could be used in the classroom: Step 1, It’s Easier to get Easier, Step 2, Fairness is key, Step 3, Deal with disruption in the classroom as little as possible, Step 4, Avoid confrontation in front of students, Step 5, Stop disruptions with a little humor, Step 6, Keep High Expectation in your Classroom, Step 7, Over plan, Step 8, Be Consistent, Step 9, Make Rules Understandable and Step 10, Start everyday fresh. Having a classroom management plan set in place for your classroom will give students goals to look forward to accomplish with taking their education seriously for their future. My Personal Classroom Management Plan My personal management plan will start off with a motivational quote of the day that will encourage students daily. With this motivational quote daily will be followed along with the ten steps that makes up a successful classroom management plan. The first step is called it’s easier to get easier and this is simply setting the tone of your classroom day one with your students because believe it or not students come in scoping to see what they can and cannot get away with in their classroom. Secondly, fairness is key this is making sure that all students are treated the same overall unconditionally because they pick up on favoritism within the classroom. Thirdly, deal with disruptions with as little interruption as possible. This is saying instead of stopping completely in the middle of your lesson to chastise a student for not paying attention try calling on the student with a question in reference to what the class discussion is to alert them that you do see them off task and this should help them get back on task. Fourthly, it is important to avoid confrontations in front of students even though in some cases you can make your point that way but every disciplinary action should be handled on a personal note so that you don’t lose a chance of teaching that student because of embarrassment. Fifthly, stop disruptions with a little humor. Sometimes classrooms can seem so serious all the time and even though that student may have disturbed the flow of the teaching the class may need that moment of laughter to break the ice for second and then get back on track. Sixthly, keep high expectations in your classroom. Always expect nothing but the best from your students academically. Expect nothing but positive behavior in the classroom. Expect for your students to know that there is a time and place for everything and that they know when to determine that time at the sound of your voice when you start the day off with what the expectations are for the day. Seventhly, over plan each day so that there is no free time for the classroom to go another route in a way that you do not intend for you class to go. There is never too much work on one topic just in case the lesson doesn’t go as long as intended you will always have extra activities. Eighthly, be consistent being consistent is what makes the flow of the classroom go smoothly throughout the day and throughout the school year. As a teacher being strict one day and lenient the next day will cause for your students to lose respect for you and will tend to now try and run over you because they now feel like they can get away with misbehavior. Ninthly, make rules understandable, all rules should be short simple and precised of what is expected and what is not expected of them and consequences should be known ahead of time so that no surprises are made and when inappropriate actions are made they already know what is going to happen to them because of that action. Last but not least, start fresh every day, each day is a new day and should be handled in such a manner no action from the day before should role over into the next day. Me as a Teacher!!! As an educator I see myself as a positive role that students can look up to. As an positive role model I must conduct myself with a positive and respectful attitude. My students will know the importance of giving respect to receive respect and this is something that I go by no matter what the age is everyone deserves respect. I see myself as an educator that is passionate about what it is that I do. I want nothing but the best for my students and want to see each and every one of them prosper in success with their future endeavors. As a teacher I feel that it is my duty to go the extra mile in making sure that they are successful to face society and whatever else that may be put up against. As an educator it is my duty to nurture and love these students as if they were my own being that they are with me majority of the time in a day and five days of the seven days in a week. It is important for me to understand that all students are not coming from positive households and to make the time at school meaningful and worthwhile that there is hope and another look of life than what they may see each day when leaving school. It is my duty to be a responsible leader and educator because I have influential students’ lives in my hand. What’s expected from the Students!!! What I have come to realize is that students/ children like structure. It is important for them to know that they cannot run over their teacher or any adult. Everyday my students will be greeted and at the starting of the class they will be reminded of classroom expectations. Students will be required and held accountable for the following responsibilities: †¢ Self- Control †¢ Positive attitude as a person and in the classroom overall †¢ Saying I CAN’T is not an option †¢ Quitting is not an option when something is challenging †¢ Respect one another as they respect all adults Respect their classroom as their learning academic environment space †¢ Encourage one another!!! Atmosphere of the Classroom!!! It is important to make sure that your classroom is conducive for learning. This is simply having your classroom free of clutter. If the classroom is chaotic with mess and everything is all over the place then nine time out of ten then students and t he classroom will be ran in chaos because the brain is clouded with the unorganized materials that is around the individuals. Classrooms should display the way of learning that students take on. As the leader of your classroom sanctuary it is important that you make sure the atmosphere is positive, welcoming and comfortable for your students. Student Conduct!!! It is important that you get your students to understand the importance of their education, how valuable it is and beneficial for their future. Students must know how to conduct there selves accordingly in how they want others to see them as behaved students. I believe when students are included in making decisions in the classroom that you get a different response from them as a hold. This gives students a responsibility and makes them feel included in how they believe the classroom should be run. This helps to cherish the rules more in the classroom because they feel that they had something to do with the decision made for the rules. It is important to make sure that lessons are exciting to your students so that the lessons keep their attention throughout. Behavior Intervention Strategies!!! Behavioral strategies are very important because all students are not going to behave in a way that you expect for them to behave. In some cases you always have one student that want to see how far they can push you with their behavior. With this plan you can nip it in a bud right away and let them know that their behavior is unacceptable and will not be tolerated in the classroom. Also, there are positive and negative behaviors that either needs to reprimand or praised for what it is that they have done. Strategies that can be used are as follow: †¢ Rewarding a student when they have followed instructions or done something that was worth bringing attention to so that they know what it is that they you are expecting from them. †¢ Being consistent with consequences when rules are broken. †¢ Be mindful that some students do things because they need that extra attention that they may not be getting at home from their parents. †¢ Always, be ready for change in case the way you intended to correct a situation does not work with this particular student. Introducing the Plan!!! Introducing the classroom management plan to the classroom will simply discuss expectations of them as a group and individually. They will know and understand that our academics will not be taken lightly and should be done to the best of their ability. They know in the beginning that we all will respect one another collectively and no one will be disrespected in the classroom. This plan will be presented at the beginning of the school year to the parents and the students and expectations will start each school day so that students know that I am serious and take what it is that I do serious as well. Overall, having a classroom management plan in place for your classroom will help the day by day and school years go so much smoother. Not only having the plan makes the classroom run smoother but being consistent with what you stand by keeps students in place and in line and have a better success rate. It is important and okay for your students to know that you will do whatever it takes for them to above level but they must do their part as well and that’s with will power, courage and motivation.

Julius Caesar :: essays papers

Julius Caesar Julius Caesar was born on July 12/13, 100? BC, and died March 15, 44 BC.Julius Caesar was a celebrated Roman general and statesman, the conqueror of Gaul (58-50 BC), victor in the Civil War of 49-46 BC, and dictator (46-44 BC), who was launching a series of political and social reforms, when he was assassinated by a group of nobles led by Brutus in the Senate House on the Ides of March, in an attempt to free Rome of the dictatorship. After Caesar's death Marc Anthony waged a war with the murderer of his mentor, ending with the suicide of Brutus. Caesar changed the course of the history of the Greco-Roman world decisively and irreversibly. The Greco-Roman society has been extinct for so long that most of the names of its great men mean little to the average, educated modern man. But Caesar's name, like Alexander's, is still on people's lips throughout the Christian and Islamic worlds. Even people who know nothing of Caesar as a historic personality are familiar with his family name as a title signifying a ruler who is in some sense uniquely supreme or paramount--the meaning of Kaiser in German, tsar in the Slavonic languages, and qaysar in the languages of the Islamic world. Caesar's Rome was filled with large rather plain stone buildings filled with ornate statues and busts. People's homes seemed to be quite large (although most homes that were portrayed were those of the wealthy), with large open courtyards. Rooms were without doors, but a thin cloth was draped across the bedrooms. The clothing of the day was limited to togas, some including designs and others were quite plain. Jewelry wasn't prevalent, although the men did wear a band of metal around their wrists. All of the men's hair was styled almost identically, with a part in the back and combed forward on the top as well as on the sides. The Romans warfare was similar to the wars of early America, in that they had both infantry and Calvary. A group of men on horses, led scores of men on foot. Weapons were limited to swords, knives, and bows. The armies were split up into groups of a certain number of men, which were led by an "officer". When the order was given to attack, each of these "officers" would in turn, give the order to their group of men, thus putting the battle into play.

Clinical Assessment of a Patient with Compound Myopic Astigmatism and Convergence Insufficiency Essay

Abstract Myopic astigmatism is a specific type of astigmatism wherein the light focuses before it reaches the retina. This condition is classified as a combination of astigmatism and myopia, or nearsightedness. If both principal meridians are nearsighted, but one is more pronounced than the other, it is considered to be a compound myopic astigmatism. Convergence Insufficiency on the other hand is a condition wherein the eyes are unable to turn inward or converge properly during near work which causes a difficulty to focus normally due to the deficiency in eye teaming which creates a strong tendency for the eyes to drift outward. Convergence insufficiency is likewise associated as exophoria at near. Keywords Myopia, Astigmatism, Exophoria, Convergence, Convergence Insufficiency Introduction Myopia or nearsightedness, is a refractive error, which means that the eye does not bend or refract light properly. In this sense, the light that enters the eye focuses the image in front of the retina. In cases of myopia, a person is to see things at near with much more clarity than fixating at distant targets. Myopia occurs when the eye is has a longer axial length than normal would have or an eye that has a cornea which is relatively steeper than an emmetrope’s. The degree of myopia or nearsightedness affects the eye’s ability to focus on distant objects. People with high amounts of myopia can see clearly only objects just a few inches away, while those with lower amounts of myopia may still see objects at a distance with enough clarity. Astigmatism on the other hand is a condition wherein the rays of light entering the eye focuses on different areas, in the case of Compound Myopic Astigmatism, both the power meridian and the axis meridian forms its focus in front of the retina. Astigmatism usually is caused by an irregularity in the shape of the cornea, which instead of the cornea having a symmetrically spherical shape, it is shaped more like a football, with one meridian being curved either steeper or flatter than the other meridian. In some cases, astigmatism is caused by the irregularity of the shape of the crystalline lens inside the eye. This type of astigmatism is called lenticular astigmatism, which has a different nature from the more common corneal astigmatism. As a result of either type of astigmatism, a person’s vision for both near and distant objects appears to be either blurred or distorted to a certain extent. Objects seen through the eyes of a person with astigmatism may either seem to be too tall, too thin, too wide, too short or simply having any alterations in terms of apparent size. Convergence insufficiency is a sensory and neuromuscular anomaly of the binocular vision system, characterized by a reduced ability of the eyes to turn inwards or towards each other which causes the eyes to sustain convergence. Symptoms of convergence insufficiency include diplopia or a doubling of vision and headaches when participating in near work. Individuals experiencing convergence insufficiency may complain that they have a noticeable difficulty concentrating on near work such as reading, using of the computer, etc. and can observe that objects such as words in a book seem to blur out after prolonged periods of reading or if reading when tired. People with convergence insufficiency may possibly have normal or 20/20 vision. To diagnose convergence insufficiency, certain tests and procedures may be done, such as; taking of a medical history, this may include questions about problems a patient would have with focusing, blurred or double vision, headaches , and other signs and symptoms. Likewise the near point of convergence (NPC) of a patient should be measured. An assessment of positive fusional vergence should also be done to determine the patient’s reserve in terms of convergence. Convergence insufficiency may be managed with convergence exercises determined by optometrists. Some cases of convergence insufficiency are successfully managed by prescription of eyeglasses, sometimes with therapeutic prisms incorporated in the prescription. Case Report A 17 year old female student was subjected to an eye examination last September 6, 2013 at the Philippine Sports Commission – Rizal Memorial Sports Complex. She complains about blurring of vision with objects at far for both of her eyes and likewise complains about headaches in the frontal area when doing nearwork which she complains as bothersome due to the headaches disabling her from reading for a long time. The patient’s last eye examination was done about 2 years ago she was prescribed with eyeglasses with a refractive power of -4.00 sph = -1.00cylx180 for the right eye which gives her a visual acuity of 20/70 or 6/21 and -3.50 sph = -1.00 cylx180 which also gave a visual acuity of 20/70 or 6/21. Her naked visual acuity for both eyes is 20/200 for far and 20/30 for near while pinhole visual acuity is measured at 20/25 for both of her eyes. The patient’s refractive error as measured through an auto refractometer was OD -6.00sph = -1.50 cylx180 and OS -5.50sph = -1.50 cylx180 which was further refined through subjective refraction to a refractive correction of OD -5.50sph = -1.50cyl x180 and OS – 5.00sph = -1.50cylx180 which gave her a visual acuity of 20/20 for both eyes. Alternate cover testing was also performed and a small amount of exophoria was revealed when the patient was fixating at a distance and likewise exophoria was also observed when the patient was fixating at a near object. Due to the unavailability of other materials necessary for a comprehensive eye examination in the field, further evaluation and investigation was not performed. Differential Diagnosis Astigmatism, Accommodative Insufficiency, Convergence Insufficiency Discussion In terms of refractive error, Compound Myopic Astigmatism can be observed with the patient’s final prescription. But analyzing and comparing the patient’s chief complaints from the results obtained from the eye examination there is a clear inconsistency between the frontal headache and the compound myopic astigmatism. It is known that frontal headaches are commonly associated with hyperopia rather than myopia but frontal headaches can also be associated with accommodative insufficiency and convergence insufficiency. Accommodative insufficiency could easily be ruled out considering that the patient is myopic and her refractive correction has increased more towards minus therefore nuancing out a further need to accommodate. This leaves out convergence insufficiency as a suspect, the symptoms have been aligned in terms of the headache, the difficulty in reading for a long period of time and the observable exophoria for near and far. Management Subject the patient to a comprehensive eye examination to assess her visual system and to verify the prognosis of convergence insufficiency.

Epiphany Meaning and Examples

An  Epiphany is a term in literary criticism for a sudden realization, a flash of recognition, in which someone or something is seen in a new light. In Stephen Hero (1904), Irish author James Joyce used the term epiphany to describe the moment when the soul of the commonest object . . . seems to us radiant. The object achieves it epiphany. Novelist Joseph Conrad described epiphany as one of those rare moments of awakening in which everything [occurs] in a flash. Epiphanies may be evoked in works of nonfiction as well as in short stories and novels. The word epiphany comes from the Greek for a manifestation or showing forth. In Christian churches, the feast following the twelve days of Christmas (January 6) is called Epiphany because it celebrates the appearance of divinity (the Christ child) to the Wise Men. Examples of Literary Epiphanies Epiphanies are a common storytelling device because part of what makes a good story is a character who grows and changes. A sudden realization can signify a turning point for a character when they finally understand something that the story has been trying to teach them all along. It is often used well at the end of mystery novels when the saluteth finally receives the last clue that makes all the pieces of the puzzle make sense. A good novelist can often lead the readers to such epiphanies along with their characters.   Epiphany in the Short Story "Miss Brill" by Katherine Mansfield In the story of the same name Miss ​B rill discovers such annihilation when her own identity as onlooker and imagined choreographer to the rest of her small world crumbles in the reality of loneliness. The imagined conversations she has with other people become, when overheard in reality, the onset of her destruction. A young couple on her park bench—the hero and the heroine of Miss Brills own fictive drama, just arrived from his fathers yacht . . . —are transformed by reality into two young people who cannot accept the aging woman who sits near them. The boy refers to her as that stupid old thing at the end of the bench and openly expresses the very question that Miss Brill has been trying so desperately to avoid through her Sunday charades in the park: Why does she come here at all--who wants her? Miss Brills epiphany forces her to forgo the usual slice of honeycake at the bakers on her way home, and home, like life, has changed. It is now a little dark room . . . like a cupboard. Both life and home have become suffocating. Miss Brills loneliness is forced upon her in one transformative moment of acknowledgment of reality. (Karla Alwes, Katherine Mansfield. Modern British Women Writers: An A-to-Z Guide, ed. by Vicki K. Janik and Del Ivan Janik. Greenwood, 2002) Harry (Rabbit) Angstrom's Epiphany in Rabbit, Run They reach the tee, a platform of turf beside a hunchbacked fruit tree offering fists of taut ivory-colored buds. Let me go first, Rabbit says. Til you calm down. His heart is hushed, held in mid-beat, by anger. He doesnt care about anything except getting out of this tangle. He wants it to rain. In avoiding looking at Eccles he looks at the ball, which sits high on the tee and already seems free of the ground. Very simply he brings the clubhead around his shoulder into it. The sound has a hollowness, a singleness he hasnt heard before. His arms force his head up and his ball is hung way out, lunarly pale against the beautiful black blue of storm clouds, his grandfathers color stretched dense across the north. It recedes along a line straight as a ruler-edge. Stricken; sphere, star, speck. It hesitates, and Rabbit thinks it will die, but hes fooled, for the ball makes its hesitation the ground of a final leap: with a kind of visible sob takes a last bite of space before vanishing in falling. Thats it! he cries and, turning to Eccles with a grin of aggrandizement, repeats, Thats it. (John Updike, Rabbit, Run. Alfred A. Knopf, 1960) The passage quoted from the first of John Updikes Rabbit novels describes an action in a contest, but it is the intensity of the moment, not its consequences, that [is] important (we never discover whether the hero won that particular hole). . . .In epiphanies, prose fiction comes closest to the verbal intensity of lyric poetry (most modern lyrics are in fact nothing but epiphanies); so epiphanic description is likely to be rich in figures of speech and sound. Updike is a writer prodigally gifted with the power of metaphoric speech. . . . When Rabbit turns to Eccles and cries triumphantly, Thats it! he is answering the ministers question about what is lacking in his marriage. . . . Perhaps in Rabbits cry of Thats it! we also hear an echo of the writers justifiable satisfaction at having revealed, through language, the radiant soul of a well-struck tee shot. (David Lodge, The Art of Fiction. Viking, 1993) Critical Observations on Epiphany It is a literary  critics job to analyze and discuss the ways authors use epiphanies in novels.   The critics function is to find ways of recognizing and judging the epiphanies of literature which, like those of life itself (Joyce borrowed his use of the term epiphany directly from theology), are partial disclosures or revelations, or spiritual matches struck unexpectedly in the dark. (Colin Falck, Myth, Truth, and Literature: Towards a True Post-Modernism, 2nd ed. Cambridge Univ. Press, 1994) The definition Joyce gave of epiphany in Stephen Hero depends on a familiar world of objects of use—a clock one passes every day. The epiphany restores the clock to itself in one act of seeing, of experiencing it for the first time. (Monroe Engel, Uses of Literature. Harvard University Press, 1973)