What Makes A Good Teacher

We have all seen teachers portrayed in the movies, leading students to greatness and inspiring some of the brightest minds in existence to change the world. This is nothing new, movies have been portraying teachers for decades. The 1939 film based on the book by James Hilton, established a stock character of an (English) private school teacher. Mr. Chipping was a sweet, rather befuddled old-fashioned teacher in an elite boys school who learned about human emotion only late in life and who was, despite his clear devotion to his students and to his school, backwards-facing rather than progressive. How does this relate to today? The modern private school teacher, on the other hand, must combine Mr. Chippings obvious loyalty and devotion with a constant willingness to embrace the best parts of new technology and curriculum. Here are some qualities that make a good private school teacher: Quality #1: Classroom Experience As private school placement experts Cornelia and Jim Iredell of Independent School Placement suggest, the best candidates, and teachers, at private schools have experience working in classroom. Private schools are different from public schools in some important ways, however, including the smaller class sizes and the culture of the private schools, which often encourage teachers to get to know their students very well. While a good teacher is a good teacher no matter what the setting, it is often helpful for teachers to have experience before leading a classroom in a private school. For example, starting teachers can often work as an assistant or apprentice teacher for a while before becoming a head teacher. Private schools often have a very involved parent body, and a teacher can get used to the curricular demands and the parent body characteristic of many private schools as an assistant before becoming a head teacher. Quality #2: Life Experience What is unique to private schools, however, is the fact that many teachers do not have to be certified to teach. Instead, private schools place high value on a teachers experience outside of the classroom, including a professional career. Learning from those who have lived the life brings a whole new dynamic to the classroom experience. For example, Cheshire Academy, a boarding school in Connecticut, has physics classes taught by an engineer who worked on the first MRI machine and built a camera for the International Space Station. Quality #3: Innovation AÂ  truly excellent private school teacher must embrace change and innovation. For example, many private schools are constantly changing their curriculum to become more responsive to the needs of todays students and to the future demands that will be placed on students in college. Many private schools have adapted new technology, such as iPads in the classroom. The effective use of these new forms of technology to enhance student learning involves not just possessing them but also often professional development to become truly proficient. In addition, students themselves are such rapid adapters and users of new technology that teachers and other faculty—such as private school librarians—must become conversant with their world. In addition, many private schools are becoming more aware of how to help the entire student, providing students with psychological help and help with learning differences or learning disabilities. While teachers may not always be trained in these areas, they must know how to recognize when students need help and to connect students with professionals who can help them, such as psychologists or learning specialists, at their schools. Quality #4: The Human Touch Some things never change. While teachers must be experts in their area and embrace technology, the magical part of imparting knowledge is letting the students know you as a teacher care about them and their learning. The small class sizes in most private schools mean that teachers can truly connect with their students and get to know them as students and learners. Whenever I speak to students about their teachers, it is remarkable that they most often comment on whether the teacher seems to like them. While adults sometimes think that the personal connection is secondary to be a good teacher or a subject-matter expert, kids are really attuned to whether teachers seem to care about them. If a student feels as though a teacher is on his or her side, there are great lengths he or she will go to with regard to mastering the material. In the end, Mr. Chipping had much to teach us about what makes a good private school teacher, as his clear devotion to and love of his students carried him through. Â   Updated by Stacy Jagodowski

Impact Of The Convict Experience On The Life Of Mary Reibey

Part C – extended response Using all the sources provided and your own research analyse the impact of the convict experience on the life of Mary Reibey. (800-1000 words). The impact of the convict experience would have had a harsh yet inspiring impact on the life of Mary Reibey. Although the experience can’t be straightforwardly analysed as positive or negative, the overall impact can be determined. Mary Reibey’s life began on the 12th of May 1777. At the age of 13, Mary was sentenced and order to be transported to Australia due to her actions the time. Mary was disguised as a boy by the name James Burrow. She was sentenced to seven years transportation; she arrived in Sydney, Australia, on the Royal Admiral in October 1792. This is when the convict experience began for young Mary Reibey. When first analysing the situation that Mary Reibey had gotten herself into, you would initially think about the unfortunate position for such a young girl. Mary’s criminal life and sentencing was caused by an act of horse stealing. Her act of crime was taken action on and two years after her initial sentencing she arrived in Sydney. One of the main factors influencing the negative impact of the convict experience on Mary’s life is the long and strenuous voyage she had to face. Her trip to Sydney aboard the Royal Admiral was one full of harsh treatment, terrible food, filthy and unhygienic conditions and loneliness. In a letter that Mary wrote to her aunt Alice Hope, she spoke about

Hamlet Revenge Delay Essay Example For Students

Hamlet Revenge Delay Essay The question of why Hamlet delays in taking revenge on Claudius for so long has puzzled readers and audience members alike. I would like to prove that Shakespeare didnt have a delay in killing Claudius just for the sake of having a longer play. I believe that he had a deeper meaning inside of it. I am going to show different reasons for Hamlets delay, and my most probably one. Immediately following Hamlets conversation with the Ghost, he seems determined to fulfill the Ghosts wishes and swears his companions to secrecy about what has occurred. The next appearance of Hamlet in the play reveals that he has not yet avenged his fathers murder. In scene two, Act 2, Hamlet gives a possible reason for his hesitation. ;The spirit that I have seen, May be a devil, and the devil hath power, T assume a pleasing shape (2.2.594-596). With this doubt clouding his mind, Hamlet seems completely unable to act. This indecision is somewhat resolved in the form of the play. Hamlet comes up with the idea of the play that is similar to the events retold by the ghost about his murder to prove Claudius as guilty or innocent. Due to the kings reaction to the play, Hamlet begins to believe that the Ghost was telling the truth the night of the apparition. In Hamlets mind, it is now his duty to avenge his fathers murder. This is where the real problem of inaction enters the play. Later that night, Hamlet has a perfect opportunity to kill Claudius, when he comes across the king kneeling in prayer. The next appearance of Hamlet in the play reveals that he has not yet avenged his fathers murder. In scene two, Act 2, Hamlet gives a possible reason for his hesitation. The spirit that I have seen, May be a devil, and the devil hath power, T assume a pleasing shape (2.2.594-596). With this doubt clouding his mind, Hamlet seems completely unable to act. This indecision is somewhat resolved in the form of the play. Hamlet comes up with the idea of the play that is similar to the events retold by the ghost about his murder to prove Claudius as guilty or innocent. Due to the kings reaction to the play, Hamlet begins to believe that the Ghost was telling the truth the night of the apparition. In Hamlets mind, it is now his duty to avenge his fathers murder. This is where the real problem of inaction enters the play. Later that night, Hamlet has a perfect opportunity to kill Claudius, when he comes across the king kneeling in prayer. He wonders if this is the time to kill him and get it over with, but decides not to. He claims that he does not want Claudius to go to heaven, so he would rather kill him when he is committing a sin. If this is the case, then the question is why doesnt he simply wait till Claudius has completed his prayer, accuse him of the murder and kill him in his sin of denial. That answer is beyond me. Instead, Hamlet goes to the chamber of his mother and passes up his best opportunity at revenge. The argument can be made, however, that it is not a fear of killing that causes this inaction. He does not display an inability to end someones life when killing Polonius. He neither hesitates nor capitulates in sending Rosencrantz and Guildenstern to their executions. Why then would the prince of Denmark hesitate to kill the one man he most justly could? Many literary believe that his inaction is the result of a vicarious oedipus complex. Those who concur with this theory say that Hamlet, in his subconscious mind, has a desire to do exactly what his uncle has done; that is, get rid of the king so that he can have Gertrude for himself. If this is true, Hamlet cannot act because he is fighting against his subconscious self. According to this interpretation, Claudius becomes an embodiment of himself, and thus he is unable to kill, in a sense, his other self. Although the oedipus theory is valid, I would like to present another alternative. In my opinion, Hamlet is paralyzed by an interpersonal battle resulting from over evaluation of his situation. Every time he has an opportunity to act, he counteracts with a doubt or reason for inaction. For example, he wants his revenge on Claudius to take place only when he can be sure he will go to hell and not heaven. Furthermore, he spends too much time planning and not enough time doing. He plans the play within a play, but seeks no immediate resolution upon its completion. .u4d300594f335779b2b798d18bb5386db , .u4d300594f335779b2b798d18bb5386db .postImageUrl , .u4d300594f335779b2b798d18bb5386db .centered-text-area { min-height: 80px; position: relative; } .u4d300594f335779b2b798d18bb5386db , .u4d300594f335779b2b798d18bb5386db:hover , .u4d300594f335779b2b798d18bb5386db:visited , .u4d300594f335779b2b798d18bb5386db:active { border:0!important; } .u4d300594f335779b2b798d18bb5386db .clearfix:after { content: ""; display: table; clear: both; } .u4d300594f335779b2b798d18bb5386db { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4d300594f335779b2b798d18bb5386db:active , .u4d300594f335779b2b798d18bb5386db:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4d300594f335779b2b798d18bb5386db .centered-text-area { width: 100%; position: relative ; } .u4d300594f335779b2b798d18bb5386db .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4d300594f335779b2b798d18bb5386db .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4d300594f335779b2b798d18bb5386db .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4d300594f335779b2b798d18bb5386db:hover .ctaButton { background-color: #34495E!important; } .u4d300594f335779b2b798d18bb5386db .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4d300594f335779b2b798d18bb5386db .u4d300594f335779b2b798d18bb5386db-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4d300594f335779b2b798d18bb5386db:after { content: ""; display: block; clear: both; } READ: Jim Morrison Essay Instead he becomes more careful around Claudius after the play because it revealed his guilt to the king. After the play within the play, Hamlet does not act until everybody is dying, including himself. Only in this final tragic moment does he realize that he should not have waited so long. But by the time he comes to this realization, it is too late. His father is murdered, his mother lays dying, he is mortally wounded and all he can do is finish the tragic killings. With all of his pent-up rage he takes his revenge on Claudius. .

The Truman Doctrine Was The Impetus For The Change In United Essays

The Truman Doctrine was the impetus for the change in United States foreign policy, from isolationist to internationalists; thus we were drawn into two wars of containment and into world affairs. The Truman Doctrine led to a major change in U.S. foreign policy from its inception - aid to Turkey and Greece - to its indirect influence in Korea and Vietnam. The aftermath of World War II inspired the U.S. to issue a proclamation that would stem Communist influence throughout the world. However, our zeal in that achievement sent our soldiers to die in Vietnam and Korea for a seemingly futile cause. It must be the policy of the U.S. to support free peoples. This is no more than a frank recognitions that totalitarian regimes imposed on free peoples . . .undermine the foundations of . . . peace and security of the United States. The Truman Doctrine would change the foreign policy of the United States and the world. This policy would first go in aid to support the democratic regimes in Turkey and Greece. These nations were being threatened by Soviet-supported rebels seeking to topple the government and install a Communist regime. The Soviets were also making extreme territorial demands especially concerning the Dardanelles. A direct influence of this Doctrine was, of course, the Marshall Plan. The Marshall Plan was designed to give aid to any European country damaged during World War II. It tremendously helped ravaged European nations such as Italy and France. By helping them economically, the Marshall Plan indirectly helped to stem growing Communist sentiment in these countries. The process whereby the Truman Doctrine came to fruition was a long and arduous one. After World War II, the Soviet Union and the United States stood at the pinnacle of world power. By the late '40's, the U.S.S.R. had caught up to the United States' nuclear weapons programs. In addition, they were very land-hungry. Throughout Russia's history, they have been in search of a port - a quest advanced further by Peter the Great and Catherine the Great. The Soviets in that respect were direct threats to their non-Communist neighbors: Greece, Turkey, and Iran. In Iran, the U.S.S.R. was not evacuating Iran's northern provinces despite entreaties from the United States. In Turkey, the Soviet Union coveted several naval bases along the Straits of Dardanelles. Further, they pressured Turkey for border cessions that Turkey had taken from Russia after World War I. In Greece, the Soviets encouraged the insurgent leader Markos Vafiades with arms and economic support. The British troops helping the Grecian government were strangled of supplies due to poor economic times in Britain. Also, further territorial requisitions to Yugoslavia, Albania, and Bulgaria were being made. Seeing the deteriorating U.S. - Soviet relations, Truman issued two statements about "agreements, violations, reparations, and Soviet actions threatening U.S. security." "1. The Middle East is of strategic importance to the U.S.S.R.(from which they are in range of an air attack.) 2. The U.S. must be prepared to wage atomic and biological warfare." (Ferrel 247) Soon after, he sent bombers to the Middle East. He desired the return of all arms given to U.S.S.R. under the Lend-Lease Act. There isn't a doubt in my mind that Russia intends an invasion of Turkey and seizure of the Black Sea straits to the Mediterranean. Unless Russia is faced with an iron fist and strong language another war is in the making, How many divisions have you? Truman had his eye on the Soviets and on war. However, The U.S.S.R. never made such invasions and thus quelled Truman's paranoia. The Truman Doctrine was starting to develop during 1947 when Truman issued several statements. 1. The present Russian ambassador . . . persona non grata . . . does not belong in Washington. 2. Urge Stalin to pay us a visit. 3. Settle the Korean question give the Koreans a government of their own. 4. Settle the Manchurian question .. . support Chang Kai-Shek for a strong China. 5. Agree to discussion of Russia's lend-lease debt to the U.S. 6. Agree to commercial air treaty. 7. Make it plain that we have no territorial ambitions. That we only want peace, but we'll fight for it! Truman also set several goals for questioned territories: The U.S. would go to war if provoked. The Danube, Trieste, Dardanelles, Kiel Canal, and Rhine-Danube waterway should by free to all nations. Manchuria should be Chinese, Dairen should be a free port. Russia should have Kuriles and Sakhalin . . . Germany should be occupied'according to Yalta.' Austria should not be treated as an enemy country. After these announcements the British disclosed that they could no longer