Poor Behaviour To Manage Education Essay

Poor Behaviour To Manage Education Essay An unfortunate term, perhaps, behaviour management, it implies that from the outset there will be poor behaviour to manage, and that we have precluded much about a student or cohort by considering management of behaviour from the outset. 1.0The truth though is that if we have not considered it at all, we will cause problems and noise between ourselves and our students. Much of that which we never would want to occur will occur if we do not, at the very outset, seek to understand; to provide frameworks of behaviour to follow for both the learner and the tutor to build trust and respect on both sides. We must examine what is meant by behaviour management, the factors involved in broad terms, and what we seek to achieve by it. 1.0 No learner comes to us as a blank sheet. No person is a blank sheet. We are not a blank sheet. We will have previous experience, and based on that previous experience we make a prediction of what will happen next. It will affect how we react, and how our students react. 4.1 Knowing this makes the tutor the most influential part of the learning experience. 3.1Adopting the correct stance and strategy for the psychodynamics at work within a classroom is crucial if we are to provide a positive and effective learning environment and learning experience. 1.0 Getting the dynamics wrong will lead to learners disengaging, becoming restless, attending badly and breaking rules of conduct and discipline agreed at the outset. 3.1 Careful attention to behaviourism in structure, policy and in recognition of it in the learners is fundamentally important for developing an environment that will be behaviourally stable. 2.0/ 3.1 Rules, that need to be agreed with learners if they are to be effective, will include organisational policy rules. These are likely to be rules over which there is little latitude for movement and provide the framework around which the agreements are structured. 3.1 2.0Attendance, for example, rules on bullying and respect, inclusivity and diversity. Assessment methods, professional standards and personal behaviour, roles and responsibilities. 3.1 2.0 They will also include disciplinary procedures that are clear and fair, structured to promote re-engagement and identify causes for varying from the code of conduct so that clear targets can be set to regain good behaviour. 2.0/3.1Without the framework of policy rules would appear unilateral and therefore polarising. 2.0/ 3.1 Understanding that the student and the tutor are bound under the same rules is a unifying experience, and helps 3.1learners build a rapport with their tutor without the interference of an unnecessarily polarised relationship. 3.1Yet the benefit of clear lines and boundaries exist for each party to rely on. Christine Richmond (Rogers, August 2002) (page 58) 3.1 1.0 As I have said, no learner comes as blank sheet. Most will have experienced positive experiences in education, along with negative ones at times. Others will have had very little positive experience at all. This will affect their expectations of what will happen in their next experience. 1.0 If the rules didnt help them achieve last time, why should they obey any rules this time? 1.0Perhaps not obeying the rules will get better results? 1.0 If a student has been excluded before, they may expect it again, and would rather you just got on with it. 1.0 Some have not achieved well before for a variety of factors, if they feel they are not likely to achieve they may be disruptive to avoid failure in the future; not doing an assignment doesnt mean they were not capable of it, they chose to not do it as a challenge to the rule, taking ownership of failure on their terms in a more acceptable form. (Miller, 2002)(Andy Miller/Bill Rogers 2002 (page 69) 3.1 The research referred to above relates to addressing this very early, on the first day your students are with you. At this point they have no rapport with you, all they know is their previous experience and perhaps will be predicting that you will be no different from those previous experiences, and that you will not make a difference. 1.0 It may also be social factors and peer expectation, a desire to be included in a groupà ¢Ã¢â€š ¬Ã‚ ¦ all these factors are part of what influences individual behaviour initial part of a study course. 4.1/ 3.2/ 3.1 Specifying and explaining a rule is crucial. We could say no talking while your teacher is teaching thats the rule. For students with fragile internal controls this is a target to aim at, a button to push( playing into the hands of a passive aggressive type). 3.1We could alternatively say its important that everybody hears instructions clearly for the best chance to achieve. Please make sure that you are able to hear, and your neighbours can hear clearly while any tutor is giving you instruction so that you understand. 4.1/4.2 This is explaining the same rule, but is also explaining why there is a rule and the benefits to the learner of that rule. 3.1There is certainly more likelihood of cooperation with rules given in this way, with reason and foundation, rather than as a totalitarian dictate. (OBrien, 2002) (2002) teaching leadership and behavioural management; page 93 3.1/4.1/4.2/For some students accepting the rules will need to follow very quickly with a positive result from those rules, reinforcing it is beneficial to them to follow it. This does not follow that breaking the rules should result in reprimand, but more a reminder of the rule. 3.1/ 3.2Moreso, to ask the student what the rule is, and why it is a rule, but without making it a humiliating affair. 3.1/4.2Keeping the event low key de-escalates the any spiralling frustration. Returning to the curriculum and the lesson objective is the only purpose here, not a public win for either side. Returning to the task is a win for the tutor, and a success for the learner in re-engaging 3.1/3.2/4.2. For some students, there will be no solution to behaviour that constantly trucks the rules, only good management of it so that it has least impact on the learning for the student and learners in the cohort. 3.2The humanistic view is that the teacher is not responsible for the behaviour, only the manage ment of it. 3.2/4.2Liberated from the feeling that you must get this class inside the rules leaves you free to focus energy on how to best manage the circumstances and achieve the curriculum. (Parsons, 2002, p. 117) 4.2/3.2 This does not mean that behaviour should go unchecked, but should be focused on low key solutions that avoid conflict (which is always a destructive force in relationship building) and engage respect, that does encourage relationship building and trust. The rules we make for students must have the aim of safety, trust and respect. We should be making sure our students are reaching the top of Maslows hierarchy or needs and that all of our rules and policy and dynamics are tilted only towards enabling learning. If they are not then they can be seen as rules without meaning. 4.1 This does not mean that some behaviour cannot be challenged directly and publicly. 4.2 Dangerous or abusive behaviour is often best dealt with quickly and publicly, reinforcing to the group that they can have confidence in your leadership and surety of safety. Always, though, making sure that the quickest possible return to task is achieved. 4.2/4.1 Once the incident is stopped, it is best then to return to low key treatment involving a private tutorial with the learner/transgressor, a least intrusive intervention (Rogers, 2002)page 7. Use positive words and statements rather than negative ones (Braithwaite 2001) et al. (Rogers, August 2002) Christine Richmond 4.2/ 4.1/ 3.1 4.1/4.2 We must de-escalate events and interventions. When a person is angry (Teachers included) they can make poor judgements. Far better to make an intervention that returns quickly to task and give all parties a chance to reflect and calm before addressing discipline or correction in a calm and cool manner, when it is easier to articulate and more readily accepted on all sides (particularly true of active-aggressive types). 4.2This may include a time out, or inviting the student or students to remain at the end of lesson for a tutorial. Remaining neutral and calm can be difficult but it is a professional imperative to achieve it. 1.0Reflect that the event may not be related to the underlying cause of the behaviour and assess it from a humanistic point of view. 1.0 Planning can do much to mitigate risks of behaviour from the outset. Students of different backgrounds, ethnicity, race and religion can be in conflict before they ever take a seat in the class. Some may be bringing pre-existing relationships and loyalties with them from previous schools or colleges, or from elsewhere. Having a policy of rules, across an entire campus, keeps consistency. 1.0 2.0 3.1 It avoids the risk of too many tutors and teachers applying rules confusingly differently giving learners sure ground to rely on. 4.2/1.0There are of course students with varying conditions that will appear often to overstep the line on behaviour and will remain unchallenged. We must be careful that accommodating our group profile does not undermine rules that all others are expected to adhere to, and yet accommodate these students fully, so that they are included fully and have the same opportunity of success. The process should be clear and transparent and include the learner in the planning as much as is practicable. This may include support professionals. (Learning Skills Development Agency, 2007) 4.1/4.2We can do this more easily if all behaviour management is kept low key and designed to re-engage a student to task. 4.2/3.1We must also work towards preventing and label that the learner feels they have been attached to becoming a self-fulfilling prophesy. 4.1/4.2Conceptualising behaviour in terms of Primary, secondary and residual behaviours (Rogers) is a useful process that allows refocusing of behavioural issues so that positive behaviour can be affirmed and rewarded. 4.1/4.2/3.2/3.1 This crucial if incremented step provides new experience for the learner, new confidence and eventually the chance of altered behaviour in the future, making all learning more accessible to that learner. Building bridges, not barriers. 1.0 Fundamentally destructive behaviour from a teacher can cause students to be uncomfortable, they will slip down the hierarchy of needs, trust is broken and then there is no respect. Some causes of destructive behaviour are obvious or at least should be. 1.0 Insults directed at a student or group of students, dont be thick Oi, youà ¢Ã¢â€š ¬Ã‚ ¦fattyà ¢Ã¢â€š ¬Ã‚ ¦. If we used them toward other adults in any other arena they would be unacceptable, and so they are here. They hurt, they are erosive and destructive. 1.0/2.0 Sarcasm is also destructive (as well as likely to be hard to perceive for those with Aspergers/autism). It is a cheap shot, and will not yield long term results other than a degradation of student / tutor relationship. This is such a fundamental and crucial area that it should be part of the organisational policy and not rely on individual teachers and tutors to establish. (OBrien, 2002) 1.0 What happens when we start to trade insults and sarcasm with students is a sarcastic and insulting response. We have set the trend by doing this and what follows is our fault. We will lose control of the lesson, the students will at some point say something that pushes all our buttons and we will react with anger. If we cant follow anger with apology and a climb-down and regain respect then we should not set foot on the road that leads to it. It is much the same for management in commerce. 1.0 One could simply not entertain behaviour of such nature and retain respect of staff, colleagues and superiors, nor the all-important customer (which in many ways a student is). At its extreme it is bullying. There are many parallels between classroom management and man management in commerce and industry. Its a people thing, students are people and so are teachers and tutors. 4.2/4.1 Keeping staff focused on their function is crucial to success and the extent of responsibilities must be very clearly understood for all parties. A manager of a workshop will be very clear that a worker is accountable to achieve a given level of output, and we must be clear with students that they are accountable for their output, and in return we are accountable to provide a structure in which that flow of work is constant yet manageable, as is the case of the workshop manager. 4.2Encouraging an environment where the roles are clearly understood, and e ach understands their responsibility, nurtures a culture of cooperation where hierarchy can be reduced and a partnership culture adopted through mutual trust. This means that instead of competing roles they become collaborating, symbiotic roles. (Robertson, 2002) 4.2Environmentally we can control the room layout, and to some extent the temperature and feel of the room. 1.0If it is hot and airless everyone feels stressed, as is the case if it is far too cold, too cramped or learners find it hard to see or hear what is going on. 4.2/1.0We can make an effort not to be intimidating; teachers can be intimidating on many levels without meaning to be. They have excellent subject knowledge, they know whats coming next, they are allowed to ask for your attention and expect to get it, they have voices that carry and they look comfortable in their environment. They can make the work look easy when the student doesnt understand it at all, all these things are intimidating, particularly to students with fragile internal controls. 4.2We can control the flow of information so the student is not overwhelmed, but so that they feel there is plenty to do and do not waste time, thinking that there is only one simple task. 4.2We can communicate clearly, in whichever way the learner accepts most readily. 4.2We must provide them with clear information of what is going to happen when, who we are, who others are and where to find things so that they acquire some ownership and belonging as immediately as possible. 4.2 We can focus on low key interventions that do not leave a student feeling excluded or highlighted in themselves, only in the action away from the task. 4.2Use of body language and eye contact can be quite enough to bring a student back on task (Rogers, 2002)4.2 give ownership of the behaviour to a student by asking them what the rule is and why it is a rule, then move on without further comment (Rogers, 2002). 4.2 Discuss the rules with students so they understand and agree the rationale behind the rule. Make sure the students are aware that there are rules for Teachers and Tutors too, and that we all are under these rules in the framework. 4.2/2.0Be clear on the procedures involved in the policy framework and how that policy is engaged with and what it seeks to achieve. 1.0Be aware that the students will be carrying past experience and that this may not always be positive. 3.1/3.2Be prepared to build bridges and not barriers. 4.2 Recognise achievement and try to divorce the student from the behaviour so that they are free to move their position in approach to learning. 4.2/3.1/3.2Build on good experience so that is supplants any negative experience. 4.2Always let a student move on from a confrontation with a clean sheet, avoid grudges on both sides. 4.2/3.2 Focus on managing behaviour and not waste energy trying to solve behaviour that some students will be unable to comply with. Always return to the objective of completing the task, the curriculum and how that can be achieved with the best management that can be achieved. There will always be times when we misjudge, or engage the wrong strategy. We must not make ourselves a victim, but accept any responsibility that is ours. We must be able to objectively review behaviour and strategy and be open to trying a new approach. We must be open to talking with colleagues and developing our own skills. We must be equally prepared to be wrong and be proven so. The only fault in this would be not being prepared to change or develop a new strategy, or listen to colleagues. References; Harvard; Learning Skills Development Agency, 2007. Whats your Problem. London: Learning skills Network. Miller, A. /. R. B., 2002. Teacher leadership and behaviour management. s.l.:SAGE. OBrien, T., 2002. Teacher leadership and behavioural management. s.l.:Sage. Parsons, L., 2002. Teacher leadership and behaviour management. s.l.:Sage. Robertson, J., 2002. Teacher leadership and behavioural management. London: sage. Rogers, B. /. R. C., August 2002. Teacher leadership and behaviour management. s.l.:Sage. Rogers, B., 2000. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleage Support. London: s.n. Rogers, B., 2002. Teacher leadership and behaviour management. s.l.:sage. 1. Potential factors that lead to behaviour that can disrupt a learning environment Cross references P1p 1-2 P2p 2-3 P3p 1 P5p 3-4-5 P6p 1-2-3 P7p 1 P8p 2 P1p 3 P2p 1-2 P5p 4 P6p 1 P8p 1 2. Understand organisational policies relating to managing behaviours in the learning environment. 3. Promote behaviours that contribute to a purposeful learning environment. 3.1 Review ways of encouraging behaviours that contribute to an effective learning environment. 3.2 Use strategies for encouraging behaviours that contribute to a purposeful learning environment P1p 2-3 P2p 1-2 ref P3p 2-3-4-5 P4p 1 ref 4. Be able to manage behaviours that disrupt a purposeful learning environment. 4.1 review ways of managing behaviours that disrupt a purposeful learning environment. 4.2 Use strategies for managing behaviours that disrupt a purposeful learning environment

On Culture and Socialization

I chose these articles and chose to use it in an example of culture and socialization between males and females (gender) and discuss more in the following paragraph. The research I used, strongly suggests that there are still and will always be gender-specific communication traits. In my experience, a major requisite for effective intercommunication is making sure the receiver understands the message sent. Effective communication is not so much that I send a message -verbal or nonverbal -but that the person I am communicating with gets the message and responds. If not, miscommunication and misunderstandings may result. An example is when my husband and I have a disagreement over something. It surprises me how this can come from out of nowhere. Another prime example of an underlying cause of miscommunication is obviously due to the many different communication styles, content and method of interpretation of males and females. The interest in and importance of this topic solely, can be found not only in scholarly journals and books, but also in bestsellers. I have the book by Deborah Tannen, You Just Don't Understand: Women and Men in Conversation, which is one of the main reasons I chose the two articles, especially the self- maintenance in conversation (including not just the control category, but achievement, opposition, attribution, anger, denial, withdrawal, and prevarication). I do believe I have experienced all of these topics in my marriage, let alone other interpersonal communications. For example, if my husband and I are in an argument, I know I’m right, no, really, because I’ve done the research; yet he still insists on telling me I’m wrong. My blood boils, maybe he knows this. Regardless, I need to work on my fight vs. flight methodology. He is not right, period. I belittle him in my mind for not knowing what I believe everyone would know. My behavior is almost incomprehensible at times concerning my desire to control, my level of anger in a belligerent way, and my actual denial in questioning myself about marrying an idiot. I don’t know how many times I have said something to the tune of, look, this is just not going to work out, blah, blah, blah, you should think about looking for somewhere else to live (knowing this will never happen in my level of commitment). Relationship therapist John Gray's 1992 bestselling book Men are from Mars, Women are from Venus explains the difference in communication styles of men and women by humorously suggesting that they are from different planets, and that these differences contribute to communication conflicts. Gray puts forward that men and women often appear to be speaking entirely different languages, even when the vocabulary, syntax, and grammar they use are the same. Deborah Tannen, whose book, You Just Don't Understand: Women and Men in Conversation, was on the New York Times Best Seller list for nearly four years and brought gender differences in communication style to the general public. Tannen contends that differences between the communication styles of women and men are the result of more than culture and socialization, but are inherent in the basic make up of each gender. Tannen, 1990) Taking a more scholarly perspective, Wendy Leeds-Hurwitz contends that among other things, the field of communication includes â€Å"the study of meaning, the study of how people convey ideas for themselves and to one another† (Leeds-Hurwitz, p. xv). Saying the same thing may have different meanings for men and for women. (Tannen, 1990) argues that men and women have different styles of con versing, of listening, of talking, and even have different purposes at stake in most conversations. She concludes that these different styles produce different meanings of the same words, and lead to miscommunication. In the three preceding paragraphs, I learned something I never knew. Wood stated â€Å"Researching communications between men and women reveals that the rules taught through childhood play are evident in adult interaction† (Wood, J. , 2004, p. 117). She makes the point, however, that â€Å"not all women follow rules of feminine communication communities and not all men follow rules of masculine ones† (Wood, J. 2004). Tannen contends, differences between the communication styles of women and men are the result of more than culture and socialization, but are inherent in the basic make up of each gender (Tannen, 1990). I never knew that, but I personally don’t think there is enough evidence, nor do I agree. I think just because a child might see his parents arguing the majority of the time and eventually divorcing after staying together for the sake of the children; it’s not always true about rules being taught in childhood play being evident in adult interaction. I think this statement might just need more research on the age of the child, if by rules she is referring to interpersonal communication, etc. I know many now adults who have been through a lot of negative interactions between their parents (arguing, fighting, and yelling at each other) while growing up to include general observation of adult conversation(s). These individuals have become excellent communicators, and have even mastered an ability to successfully teach interpersonal communications. The majority have also been in long-term what appears to be a successful marriage or relationship. I researched further in my book (next paragraph) to find out Tannen has some of the same thoughts as Wood on children being socially molded and trained to speak separate languages based on their gender. Because I used a published book and a scholarly article, and because of the information I learned, I have gained a motive to dig deeper into researching their theories and/or ideologies. Both Wood and Tannen agree â€Å"socialization in different gender communities’ accounts for some common misunderstandings between women and men† (Wood, 2004, p. 118). Tannen contends that men and women speak differently in face-to-face conversation because children are socially molded and trained to speak separate languages based on their gender. They both offer examples regarding how males and females discuss problems. When a woman tells a man about something that is troubling her, he responds by offering advice or a solution. On the other hand, women view communication as a way to build connections and are looking for empathy and discussion of feelings prior to advice. According to Wood â€Å"the most common complication in gender communication occurs when a woman says â€Å"Let's talk about us. To many men this often means trouble because they interpret the request as implying there is a problem in a relationship† (Wood, 2004, p. 118) and men are socialized to regard talking about a relationship useful only if there is a problem to be solved. Wood contends, however, that women feel problems are not the only reason to talk about a relationship. Women use talking to build intimacy. Tannen (1990, 1993) points out that both men and women need to understand the basic differences in their communication styles to find common ground and understanding. In spite of any genetic, biological or socialization factors that lead to ineffective communication between men and women (specifically my husband and I), effective interpersonal communication can be learned. I think once an understanding is reached, through patience and time, we (my husband and I) tend to accept; and as inept as it sounds, positively tolerate the opposite genders communications, and have more meaningful exchange of information, ideas and feelings in our personal communication. I’ve found different meanings in his actions whether verbal or non-verbal. We now agree to disagree and long ago came to understand what we once misunderstood in our interpersonal communication. At one point, when Tannen concluded that the different styles (genetic, biological or socialization factors) produce different meanings of the same words, and lead to miscommunication; I immediately thought of how these different meanings of the same words, etc. , in an interpersonal conversation could lead to a conversation of misunderstanding without the participants even knowing. As stated in Bridges not Walls, Editor John Stewart, the statement â€Å"I want to be me, but I need you† (confirmed by Stewart J. 2009, p. 95), made me seriously think about my true need to be both intrapersonal and interpersonal. So, from here, I feel I need to maintain a sort of parallel twist in working on culture and socialization, but not only verbally. I think when people think of interpersonal communication, they don’t consider nonverbal communication; which can als o lead to misunderstandings, or different interpretations of the same set of facts, causing breakdowns in communication. Television and magazine advertisements, as well as media portrayals of men and women, often perpetuate stereotypes. Men are macho and women are happy housewives or submissive playthings. It is important for effective communication not to make assumptions. On culture and socialization; I cringe at the fact that physical appearance is the most obvious nonverbal cue we present; it prompts others to perceive us with certain expected personality traits. It is a huge part of culture and socialization. In previous sociology experiments I’ve done, i. e. , I went into a grocery store and purchased a few items. I had just gotten out of bed a couple of hours earlier; no matter whom I had said anything to; one out of five people would respond. Even the cashier and bagboy were kind of stand offish. One day later, I returned, dressed in my work apparel which consisted of a suit, short heels, minimal make-up and hair fixed. It was like a one-hundred eighty degree flip. Random people were friendly, a smile here and there, and even a conversation with the same cashier. They might not have even recognized me from the day before, but I learned a lot about nonverbal communication and how it too, plays a tremendous role in culture and any type of socialization. In an experiment conducted by Schellenberg (1993) reports that good looking subjects were rated more highly than less attractive ones on non-physical traits as well. More attractive persons were also perceived as being more socially sensitive, sexually warm, kind, poised, and interesting than less attractive persons. In sum, they were perceived as having all the more desirable traits. Not only were they rated higher on the personality dimensions, but they were seen as happier and more successful in their lives (p. 129). Old School-Research on nonverbal communication must be approached cautiously. Some studies mark masculinity and femininity as stable, individual traits, when current research has placed us in a better position from which to view masculine and feminine display â€Å"as operating in the service of impression management and social maintenance† (Epstein, 1988, p. 220). I say â€Å"old school† for the research conducted by Epstein in 1988, yet it amazingly still applies research done today on nonverbal communication and gender. Generally, the sexes are attracted to one another on the basis of what Walster and her colleagues called the â€Å"matching hypothesis† ( Knapp, 1989, p. 59). The matching hypothesis argues that we may be attracted to only the best looking partners, but we will accept someone at least as good looking as we are. In other words, we are realistic in our approach to matching ourselves with prospective partners. I know it is true, but it still makes me cringe. It is judgment and judgment is up to God, not us. Conclusion On Cu lture and Socialization and Self-Maintenance in Communication; bettering verbal and nonverbal performance may not change any societal hierarchies, social orders, interpersonal communications, but it may be a first step. Studies have shown that the ability to correctly interpret verbal and nonverbal communications leads to more successful personal relationships. Greater awareness of verbal and nonverbal communication skills may lead to enhanced assertiveness. Being aware of the relationships between power and verbal/nonverbal communications changes the way people view seemingly neutral interactions. The relationship among power, sex, and verbal/nonverbal communications is one that has not been studied sufficiently. Further study of this controversial subject can only help to improve interpersonal communications.

Computer †Aided Instruction Essay

A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum. CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student’s understanding. Typical CAI provides 1. text or multimedia content 2. multiple-choice questions 3. problems 4. immediate feedback 5. notes on incorrect responses 6. summarizes students’ performance 7. exercises for practice 8. Worksheets and tests. Types of Computer Assisted Instruction 1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery. 2. Tutorial Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation. 3. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer. 4. Simulation Simulation software can provide an approximation of reality that does not require the expense of real life or its risks. 5. Discovery Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data. 6. Problem Solving This approach helps children develop specific problem solving skills and strategies. Advantages of CAI †¢ one-to-one interaction †¢ great motivator †¢ freedom to experiment with different options †¢ instantaneous response/immediate feedback to the answers elicited †¢ Self pacing – allow students to proceed at their own pace †¢ Helps teacher can devote more time to individual students †¢ Privacy helps the shy and slow learner to learns †¢ Individual attention †¢ learn more and more rapidly †¢ multimedia helps to understand difficult concepts through multi sensory approach †¢ self directed learning – students can decide when, where, and what to learn

The Case Of Republican Louie Gohmert - 860 Words

Republican Louie Gohmert, currently serves as the representative for the first district of Texas, which includes 12 counties located in East Texas. Being first sworn into Congress on January 4, 2005, Gohmert is now proudly serving his seventh term as Representative. In his early years, Gohmert attended Texas AM University where he received his undergraduate degree, while also being on active duty commitment to the Army. Afterwards, he attended Baylor School of Law and graduated as Class President with a numerous amount of awards from the Moot Court Society, in which he was also President. He now serves on many House committees and subcommittees in the House of Representatives. Including, Vice Chairman of the House Natural Resources†¦show more content†¦Republican John Cornyn was first elected to the United States Senate on November 5, 2002, by winning more than 55 percent of all votes. In 2008, he was reelected for a second term as U.S. Senator of Texas, and also in 2014 for his third term, where he is currently serving. In 1973, Senator Cornyn attended Trinity University, located in his hometown of San Antonio, Texas. Where he had first wanted to become a doctor and major in Biology, but after realizing he didn’t have a passion for it, Cornyn switched majors and graduated with a degree in journalism. Afterwards in 1977, he attended St. Mary’s Law School, in San Antonio, Texas, where he graduated with a specialist in defending doctors and lawyers in malpractice suits. In 1995, Senator Cornyn earned a Masters of Law from the University of Virginia. His committee assignments are Committee on Finance, Committee On The Judiciary, and Select Committee on Intelligence. On September 7, 2017 Senator Cornyn introduced the S.1781 bill, or National White Color Crime Control Act of 2017. This bill would reauthorize grant programs to improve the prevention, investigation, and prosecution of white collar crimes. It has been read twice and referred to t he Committee on the Judiciary. Another bill introduced by Cornyn, is the Building America’s Trust Act. Which would authorize $15 billion over 4 years to build a border across the United States full Southern Border. The bill is currently in Congress waitingShow MoreRelatedEssay about Budget Economy in the United States2095 Words   |  9 PagesJune eighty-one percent agreed that conditions were poor. As of now unemployment stands at a whopping nine-point-one percent. Another poll was taken to see what Americans think is the problem, resulting in fifty-two percent blaming the previous Republican regime, while only thirty-two percent blame Obama and other Democrats. Therefore, conditions are moving nowhere towards a positive outcome, and it shall remain that way for quite a while, but since the economy has not gotten better at all, moreRead MoreWhy Guns Should Be Banned9315 Words   |  38 Pagessafe? The only problem is that guns are mostly just able to be used as a scare ta ctic for criminals, rather than being any good for actual defense. A home is close quartered, with many obstacles standing in the way of you and your target. In most cases, physical combat would be better for home defense, because it will actually damage your opponent, rather than wasting bullets. Not to mention that keeping a gun in the house is dangerous, even without a firefight for your homes safety. A study showedRead MoreWhy Guns Should Be Banned9306 Words   |  38 Pagessafe? The only problem is that guns are mostly just able to be used as a scare tactic for criminals, rather than being any good for actual defense. A home is close quartered, with many obstacles standing in the way of you and your target. In most cases, physical combat would be better for home defense, because it will actually damage your opponent, rather than wasting bullets. Not to mention that keeping a gun in the house is dangerous, even without a firefight for your homes safety. A study showed