Middle School Debate Topics

Involving Parents Essay Example | Topics and Well Written Essays - 500 words

Including Parents - Essay Example After effectively reaching and expressly meeting a resident institute official, I had the option to get significant data on the measures and plans that they set up to guarantee a viable association and cooperation of socially and etymologically guardians in their association. The principal question I presented to the authority was on the estimated number of CLD guardians who take an interest in the association. Shockingly, the authority didn't have an accurate figure of the quantity of CLD parent in investment in residents Academy. Notwithstanding, as indicated by the perspectives got from the official, it was apparent that lone a couple CLD guardians are included in spite of the organization’s exertion for equivalent portrayal of all CLD guardians in the Academy in spite of paying little heed to social and etymological assorted variety. The last gathering that was held, the authority uncovered to me that lone five families accelerated. Concerning bunches from which the guardians originate from, it was apparent that various expanded gatherings are spoken to in the association. The gatherings of guardians, as recovered from the meeting, are from the Louisa district general wellbeing, the college of Lowa, Columbus intersection lion’s club, family credit association, Columbus intersection police office, and the unified Presbyterian church. CLD parent in Citizen Academy take an interest in a different manners to guarantee that all issues and questions they raise are properly replied. The significant interest of the guardians is through the participation of successive held gatherings held by the association. The association additionally holds field excursions to different goals, which give a medium to the guardians to partake effectively. The worries from the CLD guardians are principally a direct result of the assorted variety in social and semantic foundations. The one of a kind trademark raising a significant concern is that the guardians are displaced people from immature nations, who are new to the district; consequently are

25 Literary Friendship Quotes That Celebrate Our Besties

25 Literary Friendship Quotes That Celebrate Our Besties It seems most readers can reel off any number of quotes on love and romance, but what about friendship? The value of a trusted confidante is immeasurable, and many beloved authors have memorialized this cherished relationship in their books. I have found so many beautiful quotes that celebrate friendship. Here are my favorite friendship quotes. Enjoy! “We cannot tell the precise moment when friendship is formed. As in filling a vessel drop by drop, there is at last a drop which makes it run over; so in a series of kindnesses there is at last one which makes the heart run over.” â€"Ray Bradbury, Fahrenheit 451 “Why wasn’t friendship as good as a relationship? Why wasn’t it even better? It was two people who remained together, day after day, bound not by sex or physical attraction or money or children or property, but only by the shared agreement to keep going, the mutual dedication to a union that could never be codified.” â€"Hanya Yanagihara, A Little Life “It is love and friendship, the sanctity and celebration of our relationships, that not only support a good life, but create one. Through friendships, we spark and inspire one anothers ambitions.” â€"Wallace Stegner, Crossing to Safety “Kindred spirits are not so scarce as I used to think. It’s splendid to find out there are so many of them in the world.” â€"L.M. Montgomery, Anne of Green Gables Kindred Spirits greeting card from HapiJDesigns on Etsy “She recognized that that is how friendships begin: one person reveals a moment of strangeness, and the other person decides just to listen and not exploit it.” â€"Meg Wolitzer, The Interestings “Well, you cant make old friends.” â€"Zadie Smith, Swing Time “Friendship is certainly the finest balm for the pangs of disappointed love.” â€"Jane Austen, Northanger Abbey “It’s not enough to be friendly. You have to be a friend.” â€"R.J. Palacio, Wonder “‘You have been my friend, replied Charlotte. That in itself is a tremendous thing.’” â€"E.B. White,  Charlottes Web Charlottes Web quote locket from busybeezchickadeez on Etsy She thought of how precious it was to be able to know another person over many years. There was incomparable richness in it.” â€"Alice Walker, The Way Forward Is with a Broken Heart “There is no surer foundation for a beautiful friendship than a mutual taste in literature.” â€"P.G. Wodehouse, from “Strychnine in the Soup” in Mulliner Nights “The friend who holds your hand and says the wrong thing is made of dearer stuff than the one who stays away.” â€"Barbara Kingsolver, from “Stone Soup” in High Tide in Tucson: Essays from Now or Never “We are more alike, my friends, than we are unalike.” â€"Maya Angelou, I Shall Not Be Moved Maya Angelou quote print from LuxeLittlePrints on Etsy “She is a friend of my mind. She gather me, man. The pieces I am, she gather them and give them back to me in all the right order.” â€"Toni Morrison, Beloved “Friendship…is born at the moment when one man says to another What! You too? I thought that no one but myself…” â€"C.S. Lewis, The Four Loves “A good friend is a connection to lifeâ€"a tie to the past, a road to the future, the key to sanity in a totally insane world.” â€"Lois Wyse, Women Make the Best Friends: A Celebration “I knew when I met you an adventure was going to happen.” â€"A.A. Milne, Winnie-the-Pooh A.A. Milne quote print from FelixandFelicityShop on Etsy “The best kind of laughter is laughter born of a shared memory.” â€"Mindy Kaling, Why Not Me? “The language of Friendship is not words, but meanings.” â€"Henry David Thoreau, A Week on the Concord and Merrimack Rivers “The companions of our childhood always possess a certain power over our minds which hardly any later friend can obtain.” â€"Mary Wollstonecraft Shelley, Frankenstein “Anybody can look at you. Its quite rare to find someone who sees the same world you see.” â€"John Green, Turtles All the Way Down John Green quote bookmark from dreamyandco on Etsy “They were all growing up and into each other like trees striving together for the sun.” â€"Maggie Stiefvater, The Raven King “We clung to books and to our friends; they reminded us that we had another part to us.” â€"Annie Barrows and Mary Ann Shaffer, The Guernsey Literary and Potato Peel Pie Society “Not a word passes between us, not because we have nothing to say, but because we dont have to say anything.” â€"Khaled Hosseini, The Kite Runner “No barrier of the senses shuts me out from the sweet, gracious discourses of my book friends. They talk to me without embarrassment or awkwardness.” â€"Helen Keller, The Story of My Life Are you a quote fanatic? Need more? Try these: 51 Beautiful YA Book Quotes 30 Quotes about Poetry 22 Great Quotes about Reading 45 Aww-Inspiring Quotes about Books Share your favorite literary friendship quotes in the comments!

Essay about Richard Cory, Poetry Explication - 644 Words

Explication of Richard Cory The poem Richard Cory by Edwin Arlington Robinson is a poem written about the town aristocrat named Richard Cory. It is written with four quatrain stanzas with a rhyme scheme of a, b, a, b, for each stanza. The poets use of hyperboles and regal comparisons when describing Richard Cory help to elevate him above the townspeople, and his nonchalant mentioning of Corys suicide leaves the reader in a state of shock. The first stanza of the poem introduces Richard Cory as a respected man of town. The second line uses the words we people, implying that the townspeople recognized themselves as being on a different level than Cory. Describing them as being on the pavement gives the visual imagine of†¦show more content†¦The third stanza talks more of Cory being great, and actually compares him to a king. In line 9 Robinson uses a hyperbole in saying that Cory was richer than a king. Lines 11 and 12 are the interesting lines in this stanza, as it tells how the townspeople thoug ht that he was everything and wished that we were in his place. It is the townspeople thinking Cory was everything and wishing they were him without actually knowing him that leads to the conclusion in stanza four. The fourth stanza holds the shocking conclusion to this poem. It begins normal enough, showing the townspeople once again being below Cory. Saying that they went without meat and cursed the bread literally means they could only afford bread. Line fifteen describes the night as one calm summer night. This sets a nice tone of calmness and relaxing, which is offset by line seventeen where Richard Cory put a bullet through his head. This poem is about a man who was so revered by the town that he was put on a pedestal of his own, but unfortunately was on that pedestal alone. Everything leading up to the last line seems fine, in fact even the second to last line still does not hint that anything is wrong. The poet does this to show that the rest of the town new nothing of who the real Richard Cory was, otherwise they would have noticed something was wrong. The message this poem gets across is that

Essay on Book Report for Rifleman Dodd - 956 Words

1 BOOK REPORT Name: Smith, Stephen Grade: LCpl Date: Section: . Book Title: Rifleman Dodd Author: C.S. Forester Why I chose this book: Originally this book was given to me by on of my combat instructors in Marine Combat Training(MCT). I wanted to read it but soon found it impossible due to certain time constraints. I lost the book during the transition from M.O.S. school to my current residence. Just recently, I obtained another copy of this book from a fellow Marine who currently works in the same shop. Give a brief description about this book: â€Å"Rifleman Dodd† is a novel written on the account of a certain British foot soldier of the â€Å"Ninety-Fifth Foot† named Matthew Dodd who encounters†¦show more content†¦While sabotaging the city he was able to sneak through its gates undetected and set fire to the bridges ropes. Tactical lessons learned from this book: A few of the tactical lessons I learned from rifleman Matthew Dodd include proper concealment, guerrilla warfare-like maneuvers, keeping a safe distance from enemy forces, absolute military bearing, and choosing your targets wisely, as well as, knowing when to fire at those targets. Furthermore, Dodd was very successful with remaining undetected at opportune moments, as well as, knowing exactly when to increase the distance from the enemy. What impressed me most was his ability to successfully communicate with allied forces who didnt necessarily speak his language. He used hand and arm signals to pantomime and gesture what it was he was trying to get across to his comrades. This trait would definitely fall under adaptability. Leadership lessons learned from this book: Dodd, as well as the French, possessed some good leadership skills which could easily be learned from. First of all, Dodd was capable of leading the Portuguese rebels when he was English-speaking and they knew only Portuguese. He used the correct body signals to instruct his fellow comrades besides the fact that they had such a huge language barrier. He was meticulous in his planning making, even when there was only a split second to decide. Dodd posted sentries even when his troops were in no

Professional Learning

Questions How may I continue my professional learning to support student learning in the classroom? Answer: What learning need would you address in your professional experience class? I have realized that the class I am teaching Math in is a mixed-ability class, as the students in my class differ from each other in terms of their skills, potential and power of understanding. While teaching my math lesson, I have realized that all the students were not capable of comprehending the lessons I was teaching. In addition, I have also realized that there are a group of students in my class for whom English is but a second language, and as such they encounter enough problem in retaining the mathematical concepts explained by me in English in my class (Burr et al., 2015). Support with evidence : I have faced a couple of ELL students, who have completely overlooked the fine line of demarcation existing between a Rhombus and a Parallelepiped. So, when I asked the class students to solve a problem, asking them to find out the area of a rhombus, some of the ELL speakers tried to solve the problem, by applying the formula of a Parallelepiped. So, I have realized that while teaching in my class, I should have stratified the whole class, based on their potentialities and those who lack in the comprehension power of the subject, should have received special attention from me. Significance (review relevant research/policy): Scaffolding, is a very important pre-requisite in the process of teaching. It is an indisputable fact that each student in the class has a different set of skills, abilities and potentialities, and hence the same teaching method for teaching all will never suffice. According to a research conducted by Mattews and Horne, not only do the various students in a class differ in their comprehension skills, but also in their listening skills (Radford et al., 2015). When a teacher is deliveruing lectures in a class, all the students are not necessarily listening to what the teacher is saying, although they are apparently hearing. This usually happens when the teacher is not being able to present his lectures in an interesting way. For this reason, scholars like Blair have suggested the use of visual literacy tools, whereby a teacher can employ a more interesting approach to the method of teaching, with the help of visual aids. The use of such devices assist in allowing the students to intera ct and participate in a more engaging way in the class. Blair has maintained that it often happens that the ELL students cannot completely comprehend the mathematical terms explaining the concepts in English, and they tend to get distracted (Smit et al., 2013). So, keeping this in mind, MIND Research Institute , has already collaborated with some international schools, to offer a wide range of interesting Math Flash games, by incorporating the use of ICT in the academic curriculum. It has often been found out that in teaching Math, teachers are often unable to demonstrate the exact way of defining and measuring an angle; in such situations, Robinsons Whats My Angle? is a brilliant digital aid, to explain the whole idea, as well as to keep the less responsive students of the class, participate more in the problem-solving method (Campbell et al., 2015). While the students who are not great achievers in the class, not only lack in merit in the present situation, but they also lack in motivation. Vygotsky maintains that while teaching mathematics to a novice, a teacher should remember that a student in order to be able to solve a mathematical problem, will require to connect the higher order scientific learning knowledge with the familiar, everyday concepts. Vygotsky claims that math should be introduced more as a fun subject, in a more innovative way. For example, a teacher may find difficult to explain Geometry to the ELL students, and hence may show a shoe box to the students, while explaining Geometry. He may ask the students to bend the shoebox like a rectangle, and then ask them to write what angle will they get. For this, they may refer to the book or the class notes, and if necessary may form groups and solve it, but must ensure that they independently work for it (Abdulwahed et al., 2012). While teaching in my class, I have realized that there are certain students who are not being able to grasp what I teach, and they find it difficult to get to the depth of the concepts. Although some of them are able to vaguely remember certain concepts, they are unable to have an in-depth knowledge of the lessons being taught. Keeping this in consideration, I have decided that I will make an inquiry into the needs of the weaker students, asking them personally where do they think my method of teaching is lacking, and I would be glad to take their suggestions (Hassard et al., 2013). Further, I am going to take more frequent help of audio-visual aids for teaching these students conceptually, rather than using the verbal method of teaching. I think I should adopt the method of Pre-teach vocabulary, whereby I , before initiating a chapter in class, shall pull out complex concepts and tough words from the lesson, and explain the meaning first. For example, before starting a chapter on Ge ometry, I shall primarily explain the meanings of words, such as area, Diagonal, Angle, Perimeter, Volume, etc. Further, each of the geometrical concepts should be demonstrated with the help of diagram, as well as visual representation through the use of digital media. Again, as part of the scaffolding technique, I will teach and explain a concept, and before proceeding to start a new concept, I shall ask the slow learners, to re-explain the idea, and to demonstrate the whole concept by solving a mathematical problem. Only when the students will be able to demonstrate the concept clearly, then only I should proceed on, as otherwise, they will be de motivated and perplexed, in their struggling efforts to learn a new topic, when the last one was not clear in the first place (Clark et al., 2015). Further, I should ask the students to explain familiar and related concepts on their own; for example, while teaching the concept of Average, I may ask one of them, to find out the average of the age of any of his three friends in the class. This will help the student, to gain a more comprehensive idea of what he is learning in class (Ellis , 2014). Reference List: Abdulwahed, M., Jaworski, B., Crawford, A. (2012). Innovative approaches to teaching mathematics in higher education: a review and critique. Burr, E., Haas, E., Ferriere, K. (2015). Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086.Regional Educational Laboratory West. Campbell, C., Cameron, L. (2016). Scaffolding Learning Through the Use of Virtual Worlds.Learning in Virtual Worlds: Research and Applications. Clark-Wilson, A., Hoyles, C., Noss, R., Vahey, P., Roschelle, J. (2015). Scaling a technology-based innovation: windows on the evolution of mathematics teachers practices.ZDM,47(1), 79-92. Ellis, A. K. (2014).Research on educational innovations. Routledge. Hassard, J. and Dias, M., 2013.The art of teaching science: Inquiry and innovation in middle school and high school. Routledge. Radford, J., Bosanquet, P., Webster, R., Blatchford, P. (2015). Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs.Learning and Instruction,36, 1-10. Smit, J., AA van Eerde, H., Bakker, A. (2013). A conceptualisation of whole class scaffolding.British Educational Research Journal,39(5), 817-834.

Language Acquisition Essays - Language Acquisition, Linguistics

Language Acquisition Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, and grammar is seldom taught to them; that they rapidly acquire the ability to speak grammatically. This supports the theory of Noam Chomsky (1959). that children are able to learn the grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech. Language Acquisition Language is multifaceted. It contains both verbal and non-verbal aspects that children seem to acquire quickly. Before birth virtually all the neurons (nerve cells) are formed, and they migrate into their proper locations in the brain in the infant. When a baby is born, it can see and hear and smell and respond to touch, but only dimly. The brain stem, a primitive region that controls vital functions like heartbeat and breathing, has completed its wiring. Elsewhere the connections between neurons are wispy and weak. But over the first few months of life, the brain's higher centers explode with new synapses. This helps an infant to be biologically prepared to face the stages of language acquisition. According to the textbook Child Development: A Thematic Approach, 3rd Edition (D. Bukatko & M.W. Daehler, 1996, p. 252) there are four main components to language acquisition. These components are phonology, semantics, syntax and pragmatics. Phonology is the study of how speech sounds are organized and how they function. It is the main linguistic accomplishment during the first year of life. The phonology of language refers to fundamental sounds units and the rules for combining them. Each language has a certain number of sounds called phonemes. Phonemes are the smallest unit of sound that affects the meaning of a word. Infants are able to identify hundreds of variations of sounds. For example, an infant who is six months old can detect the difference between ma and pa. An infant`s first year is mainly receiving messages but also working on being able to produce messages. As they physically develop infants form the ability to make sounds. Some of these initial sounds are cooing, vowel like utterances occasionally accompanied by consonants and babbling which are consonant-vowel combinations. During the first 6 months of life, physiological changes, such as the shape of oral cavity, tongue development, motor control of lips, and tooth eruption, also take place that contribute to speech development. One of the infants task is to identify phonemes. According to the textbook (D.Bukatko & M.W. Daehler, 1996, p. 202) infants show an early sensitivity to prosody, which is patterns of intonation, stress, and rhythm that communicate meaning in speech; the fluctuations of the voice. For example, raising your voice to ask a question or lowering it to let the infant know you are serious. This helps infants to learn the phonology of their language and prepares them for the next stage of learning which is semantics. Semantics is the meaning of words or combination of words. Shortly before babies have their first birthday, they begin to understand words, and around that birthday, they start to produce them (Clark, 1993). Words are usually produced in isolation. This one-word stage can last from two months to a year. Children's first words are similar all over the planet. About half the words are for objects: food (juice, cookie), body parts (eye, nose), clothing (diaper, sock), vehicles (car, boat), toys (doll, block), and household items (bottle, light, animals (dog, kitty), and people (dada, baby). At this time children usually start to use gestures to call attention to an object or event defined as protodeclarative communication. Protoimperative communication is the use of a gesture to issue a command or request. For example a child throws his bottle down to show that they no longer want it or they point at specific objects they want the parent to see. Around 18 months, language changes in two ways. Vocabulary growth increases and the child begins to learn words at a rate of one every two