Ideally, the capacity for critical reflection helps students to develop higher-order thinking skills so that they can think at an abstract level while making connections from theory to practice. It increases the likelihood that students will continue to grow as educators and be open to change. Since the world of educational practice is often more challenging than novice educators anticipate, they can foster skills, attitudes, and flexibility to adapt to unanticipated situations. Critically reflective educators can consider their role in fostering democratic opportunities for learning and dialogical strategies for resolving conflict to develop an engaged citizenry. They are encouraged to develop a social justice orientation to create more inclusive learning environments for students from diverse backgrounds.
The question now arises is that why we in general and teachers in particular should reflect on our practice? Firstly, it is required for personal and professional growth. With the help of reflective writings we attempt to enhance our mental capabilities and improve our practice. Also, it helps us to do things right and be able to justify our actions. Reflective writings make us creative and innovative and facilitate us to consider fundamental issues in learning.
A school districts policy statement has multiple purposes including providing legitimacy and promoting the development of programs, and communicating the value of multicultural education to the district. Culturally and racial diverse staff is key in reinforcing the district view about diversity as well as enhancing students experience and understanding. Therefore it is important to create policies and procedures for ensuring a diverse staff. It is also important for schools to develop programs that increase attitudes and expectation toward diverse students. I have learned first-hand of the effect on people’s achievements and behavior from other’s attitudes and expectations.
Reflecting on your practise will help you to have a clearer picture of what you actually do within your work role. It will help you to feel more confident about how you work with children and to be clearer on the things you are not so sure about. It will also help you to reach higher standards in your work and to provide a better service to
The most interesting item to me was learning about “Locus of Control” and whether you or the members of your group possess a strong internal or external control. This can really help when determining what type of reward to use in order to motivate members or the group as a whole. How does this knowledge affect the way you interact in groups? It effects my interactions with groups in that I will be more cognizant of the members and group when dealing with incentives to motivate. As stated in our text book Engleberg and Wynn (2010), “Rewards should be associated with worthy behavior and should be
Rehabilitation and reintegration programs are offered to effectively reinforce positive thoughts in youngsters’ minds and aid in returning them into society as a whole. For instance, the “Second Chance Program” works to assist young adults so that they have a wide range of outlooks in determining the consequences to their actions; youth are also required to acknowledge their accomplishments to rebuild their self-esteem. As quoted by an attendee of this program, “these programs help you by showing you how to do it instead of telling you, there is a difference.” From multiple perspectives, prevention programs referred to by the YCJA is a reasonable way to deal with young adulthood who come upon challenging circumstances with the law; Canada would also be labelled as a “better place” with less teenagers that get in
Still I like to think that my education is improving me. Garrison describes it as “changing.” I use my education to change my actions and opinions to improve myself, and my surroundings. I see it as the more I learn, the better I get. My education will improve my life in two ways. By broadening my knowledge, and through reputation.
I think that it’s really helpful to help you become a leader later in your life. The mission of JROTC is to “motivate young people to become better citizens”. I want to become a part of that group of people. Another reason that I joined the
Capital Punishment and the Deterrence Theory Capital Punishment Deters Crime 11/9/2012 Dr. Ji Seun Sohn Brooke Lee Capital Punishment and the Deterrence Theory: Capital Punishment Deters Crime Jerry Kilgore said in an editorial written for USA Today, “As a former prosecutor, former secretary of public safety and now attorney general, I believe that some crimes are so evil, some criminals so dangerous and some victims so tortured that executing the criminal is appropriate” (Kilgore, 2002). Capital punishment, or commonly referred to as the death penalty, is the most controversial of all of the disciplinary practices. Since it involves taking another human being’s life, this is not at all surprising. Since it is the most severe of all sentences, there have been countless efforts to abolish the death penalty, and in most of the industrialized nations, with the exception of Japan and the United States of America, these efforts have proved effective. In this paper, I will discuss the effect that capital punishment has on deterring criminal activity.
Victims’ rights and vengeance are two topics that create feelings of frustrations, pain, and a sense of control to crime victims. If we take a look back at our early American court systems, we will see that vengeance was a dominant strategy in handling perceived crime. Many victims handled their own cases and meted out justice by suggesting punishment. Eventually, the legal system changed to one in which law was the main factor and victims’ rights were abolished in the way they had been previously, these laws were basically streamlined in a “one size fits all” type of prosecution. Advocates for victims’ rights have struggled and worked hard over the years to give victims a say and necessary protections under the law, leveling the playing field of perpetrator vs. victim.