On the other hand, a person’s superego is one’s conscious, which is a collection of moral lessons learned from parents, organized religion, and society. The superego wants the person to only do what is morally right at all times. The ego is the person’s sense of “self.” The ego is formed from reality when the person understands all of her instinctual desires are not able to be met. The ego is the mediator between the id’s and the superego’s wants and decides which desires the person will upon. The superego uses guilt to punish the ego if it misbehaves and rewards it with pride if does what the superego wants.
Supervised – So again like above in the principles, but in practical terms it means, going round the room, actively listening in or looking in. Interrupting if necessary, in cases of things getting out of hand reminding them of the rules etc. 1.1 Analyse the characteristics of group environments that foster learning and development. In order to analyse these facts, I would have to think
Emerson questions. 2. The relationship between Genius and Drill is Paradoxical because Genius means to practice what comes naturally to a child, however, Drill means to drill out the bad things that become naturally to a child. 3. Emerson’s purpose for writing a long explanation is to prove his point about the Genius and Drill, he uses the example of Fellows to demonstrate that whatever we have a strong interest in we should be educated.
By a practitioner following the setting practices and procedures they should also be meeting the external standards as well.So to summarise the standards that influence the roles are; codes of practise, regulations, National occupational standards, Minimum standards of regulatory bodies (e.g. Ofsted ), Best practise standards ( often called benchmarks ). | 3. Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work. Everyone has they own beliefs and personal attitudes, but as a practitioner it is best for the children and setting if you follow the regulations set by the setting and also the parents wishes because you could influence a child down a path which isn’t conductive to their wellbeing.
Reflection on action is as described above where one contemplates in retrospect. Reflection is largely about self development t as it adds to your knowledge and also challenges beliefs and concepts that you may hold. Reflection is only effective if one follows through with action. 1.2 Analyse the rationale for reflective practice It is human nature that we generally learn from experience, once we have had and experience we naturally observe and reflect on it, through this we form concepts/beliefs and then we test this out in new situations, this goes round in circles each time our view/concepts are being changed as we experience new things. In this cycle self-observation and evaluation helps to understand one’s own actions and to refine one’s practice on an ongoing basis for the benefits of the communities being served.
The education system creates this effectively by teaching subjects such as history, which enables children to see the link between themselves and wider society. Durkheim argued that school serves a function that cannot be provided the family or peer groups and that individuals must learn to cooperate with those who are neither family nor friends, and he says the school is a place where these skills can be learned. Sticking with the functionalist view of the education system, Durkheim believed that school rules should be strictly enforced and that punishments be carried out to the full so it is made clear to the offenders that their actions were wrong. He believes that it is this way that pupils will learn what is wrong in society as a whole. Functionalist Talcott Parsons developed Durkheim’s ideas, and argued that
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Definition of Discipline The practice of training people to obey rules, orders or a code of behaviour, using punishment to correct disobedience The need for Discipline ‘Obedience to authority’ is one brief definition of discipline, but discipline can be used in many different contexts. For example, it may be used as an order, a deterrent, a threat, or to control or train, and it may or may not have the authority of a written law to reinforce it. Self-discipline Self-discipline is another form of discipline, and an essential quality for a member of any service. Self-discipline can be defined as the ability to apply yourself in the correct manner, including controlling yourself and your feelings. Personal Grooming and Presentation In the uniformed public services, where members of the public may be looking for you to help or guidance, it is particularly important that you are of smart appearance.
children need to understand that the world can be dangerous and that care needs to be taken when negotiating around it. Allowing children to take risks allows them to develop essential life skills such as social and emotional skills. Active learning is the most powerful form of learning, children should be allowed to take risks and explore new experiences as this is a form of active learning. Being told about possible risks is not enough because children need to see or experience the consequences of not taking care. For example if you tell a child not to do something they are likely to wonder why they cant do it, and do it anyway as they are curious of the reasons why they are not allowed to do it.
Within pracitce Effective practitioners have a duty to value each child's indivudial needs and likes.children have to experience something before they get a true understanding of what it is like. Example. For the setting to be effective, practitioners must challenge and support children's philosophies of their doings, practitioners muct get involved in the childs thinking process. The practitioner can then be attentive of what the child shows an interest in andhave knowledge of whast the child understands. This can support the children's thinking and extend their learning.