MARKETTING Essay Example | Topics and Well Written Essays - 250 words - 1

MARKETTING - Essay Example Moreover, IKEA’s designs and variety were superb and the company always had the ability to adapt to the local environment (Gordon, 2004). 2. IKEA’s marketing strategy revolves around getting closer to the customers. IKEA often invites customers to its stores, makes them spend some time there in return of gifts and let them have a unique enjoyable experience instead of a shopping chore. When the story picks up in the press, it attracts more shoppers, more sales and more buzz. This cycle ensures the success of IKEA’s marketing strategy (Bloomberg, 2005). 3. IKEA’s target market segment in U.S. is the middle class people who aspire to be stylish and cool. IKEA’s products are not about tradition or conservatism. This cool quotient can be noticed in the design and layout of its products and stores (Bloomberg, 2005). 4. IKEA should position its stores in the United States as places for great shopping experience for middle classes and especially youngsters. Its aim should not be to overhaul current players in the furniture or other industries. IKEA should rather try and create a special space or niche for itself. 5. Till now IKEA has faced a few issues in expansion in the US market. This has primarily been because the US customers in general prefer ready to made products and can’t wait for a few days for them to be assembled. This is contradictory to IKEA’s core business philosophy and manufacturing strategy. IKEA has tackled this challenge by adapting a fifth of its product range according to US customers’ needs (Gordon,

Qualificaiton Framework Research Paper Example | Topics and Well Written Essays - 500 words

Qualificaiton Framework - Research Paper Example This level deals with detailed understanding and knowledge. Level 3 qualifications are quite appropriate for the students who wish to go to the universities or the people who wished to work independently in an organization. Level 4 qualifications involved in-depth analysis of high level of knowledge and information. This level deals with specialist learning. Learning at this level is quite appropriate for people who used to work in managing, technical, professional or development job (Watkinson 108). The qualification at level 4 is equivalent to academic certificates of higher education. Level 5 qualifications recognize the competency to increase depth of knowledge and understanding. It helps to enable to formulate the solutions to the complex situations and problems. Level 6 qualifications recognize high level of skills and knowledge. This level motivates students to generate innovative ideas to give a solution to the problem. Level 7 qualifications recognize highly developed skills and knowledge. This level helps students to provide original and in-depth responses to the unpredictable and complicated situations and problems. Lastly, level 8 qualifications recognize leading practitioners or experts in a specific field. Doctorate degree is the highest degree that is awarded by an approved educational organization or a graduate school to a skilled and most competent student (Brown 107). Generally the duration of doctoral program vary in length between 4-5 years depending on various subject areas and areas of research work. A Master’s degree is an important academic degree that is granted to the individuals who have high-order overview of a professional practice area or a specific field of study. Duration of Master’s degree vary in length between 2-3 years depending on the subject areas. A bachelor degree is an important academic degree that is conferred to a student by a university or college. This degree is provided to those students who complete

Context Based Approaches in Teaching of Primary Science

Context Based Approaches in Teaching of Primary Science This chapter provides a theoretical rationale for creating technology-rich, constructivist learning environments that use context-based teaching strategies in classrooms and engage students in student-centered, personally meaningful, authentic, and collaborative learning. It also provides examples of schools that have experimented context-based teaching in science in classrooms, and a curricular example that teachers can modify to increase student understanding of any curricular area. Finally, it provides online resources and a podcast that provide teachers with additional ideas for making their lessons more interesting and engaging, empowering, and enlightening classrooms. There have been many studies that indicate context-based approach is essential in order for student learning to take place. Research reveals that teaching Strategies are necessary in schools for teachers to effectively increase student achievement. The focus of this research study is to examine effects of context-based approaches in teaching science in Classroom. The review of literature will look at several factors related to teaching strategies. Those factors include the Traditional view of teaching science, problematic questions that arise in this research, importance of context-based teaching, in classroom. The review of literature will also include a discussion about how teachers can encourage character and social development of students, and the current brain-based research, which suggests and encourages context-based teaching, which promotes success of students, teachers, and improves communication standard among them. Context-based approaches to teaching science in primary school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. One of the most distinct trends of the last two decades in science curriculum development across a number of countries has been to use contexts and applications of science as a means of developing scientific understanding. Teaching in this way is often described as adopting a context-based approach. The trend toward the use of context-based approaches is apparent across the whole age spectrum from primary through to university level, but is most noticeable in materials developed for use in the secondary age range. Traditional Teaching Style of Science Over the last two decades reports have traced students increasingly negative attitudes to Science in Australia over the primary years of schooling, and the associated decrease in student participation in post-compulsory science (Goodrum, Hackling, Rennie, 2001; Tytler, 2007). This decline in interest in Science in the early years of primary education is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering Rennie, 1996). A number of studies have explicitly linked this decline in student interest with the nature of the traditional science curriculum and its inability to make science meaningful and interesting to students (Fensham, 2004; Lyons, 2006). By making Science more relevant to a broader audience we can prepare prospective science degree students and professionals, as well as contribute to improved scientific literacy for all students. Context-Based Approach Context-based approaches are approaches adopted in science teaching where contexts and applications of science are used as the starting point for the development of scientific ideas. This contrasts with more traditional approaches that cover scientific ideas first, before looking at applications. But literature has a different meaning for context-based teaching. Whitelegg and Perry (1999) say that context-based learning can have several meanings, at its broadest, it means the social and cultural environment in which the student, teacher and institution are situatedà ¢Ã¢â€š ¬Ã‚ ¦a narrow view of context might focus on an application of a physics theory for the purposes of illumination and reinforcement. (p. 68) In the classroom, the use of context-based approaches might mean, for example, that students study medical diagnostic techniques in order to develop their understanding of electromagnetic radiation and atomic structure, or look at a range of different fabrics and their uses to introduce ideas about materials and their properties. A further feature of context-based approach is that, due to the nature of the material being studied, they tend to employ wider range of teaching strategies (e.g. small-group discussions, role-play, student presentations) than is normally associated with conventional science courses. How do you and your friend get to school this morning? You probably used various forms of transport between you Speed is the rate of change of distance moved with time. (Judith Bennett, 2003) These two pieces came from the opening lines of chapters on forces and motion in two different books of secondary level course, one written in 1970s and the other in 1990s. They provide good enough example to illustrate a major turn over in approaches to teaching science in that period. This turn over sheds light on the use of context-based teaching and applications as the beginning for developing scientific knowledge, understanding and comprehending it. The question arises that where this concept of context-based writing does came into being? The term context-based appeared to have been applied to some of the scientific activities in classroom for around fifteen years ago when such activities were described as an attempt to make science relevant and understandable to the young ones. They were used for young students to links between science and their daily life. So this is how context-based approaches in teaching science were originated, to make students understand, create relevance with their everyday life, and comprehend the meaning more easily. So the origin of context-based approaches was desired by teachers to make the lessons they were teaching interesting and easily understood by their students. But the research reveals that the strongest factor was the active engagement they desired from their children. Context-based approaches have also emerged in response to the concern of many countries over the teaching of physical scien ce subject. One of the characteristics of curriculum development in recent years has been an increased emphasis on using contexts and applications as a means of developing scientific understanding. Nationally and internationally, context-based programs have been implemented in an attempt to engage students in science through connecting the canonical science with the real world. The study found that by providing students with the opportunity to write, fluid transitions between concepts and context were an outcome of context-based learning. Many schools using context-based approach report positive effect on students. The context-based approach in teaching science is gaining popularity day by day. Holman and Pilling concludes that such a method seems to be successful in enhancing students interest in science, and understanding of science though they expressed some doubts over how successful it is in developing students abilities in problem-solving (Holman and Pilling, 2004). Examples of Context-Based Teaching New approaches to the teaching of Science have been tried in the last ten years and research has been undertaken to look at ways of improving the way in which we teach school Science (Millar, Leach, Osborne, 2000; Roth, 1995; Tobin McRobbie, 1995). Examples of Context-based teaching can be found everywhere now. In particular, chemistry teaching is one area that has undergone significant reform in an attempt to make Science more relevant for all students (Barber, 2000; Beasley Butler, 2002; De Vos, Bulte Pilot, 2002; Gabel Bunce, 1994; Gutwill-Wise, 2001; Ramsden, 1992, 1997; Tobin McRobbie, 1995). Context-based Science has been implemented in international Science programmes (e.g. Chemistry in Context in the USA, Salters in the UK, Industrial Science in Israel, Chemie im Kontext in Germany and Chemistry in Practice in The Netherlands) throughout the last decade and has been trialed more recently in Victorian and Queensland classrooms in Australia. This new context-based approac h to teaching science was designed to address issues such as students lack of engagement in science and decreasing participation rates. In Queensland, the new Chemistry syllabus using the context-based approach has been on trial in schools since 2002, and the trial-pilot syllabuses in chemistry and physics were published in September 2004 by the Queensland Board of Senior primary School Studies. Despite recent changes, with the current syllabus mandating the inclusion of only one context (or one Extended Experimental Investigation (EEI)) in the Queensland chemistry syllabus, teachers may choose to continue to teach all science units in context. Context-based approaches represent a significant change in the teaching of chemistry. Problem Questions Many people involved in curriculum development and teaching believe that there are considerable benefits associated with context-based approaches. However, it raises a number of interesting questions: Does teaching science through the use of everyday contexts help school students understand science any better? Does teaching science in context improve school students attitudes to science? Are there differences in the effects on girls and boys, or on students of different ability? This chapter examines in detail the research evidence on the effects of context-based approaches to the teaching of science. In particular, it looks at the effects on students understanding of science and on their attitudes to science. Positive and Negative Effects of Context-Based Teaching Primary Science teaching around the world has been undergoing radical changes over the past decade. As most states move towards a context-based secondary syllabus, there is a danger that tertiary science teaching will be left behind. Although there are drawbacks to contextual teaching in the tertiary environment (such as lack of preparation time, the breadth of physics concepts covered, and stretching the boundaries of ones own understanding as a teacher), the benefits for students interest and motivation, as well as their learning outcomes are significant. Over the last decade, the syllabi for primary school science around Australia have been evolving from an approach based around set conceptual content to one in which the concepts are taught using a contextual approach. The advantages of contextual teaching are that students can link science to their lives in the real world, and are usually more motivated. In the US, school students taking a context-based course outperformed those students studying more traditional courses. This success was attributed, at least in part, to higher levels of interest and motivation amongst the students, together with their perception of the relevance of the topics (Sutman and Bruce, 1992; Gutwill-Wise, 2001). However, there can be an apparent mismatch between the teaching styles that school students experience (and their prior knowledge) with expectations of tutors in universities, and this has been identified as a possible cause of students difficulties in understanding thermodynamics (Carson and Watso n, 1999). Whitelegg and Parry (1999) discuss the advantages of teaching physics in context, both by applying previous knowledge to real life situations, and by initially learning physics through analyzing these situations. Although the latter option has obvious advantages for student perceptions of the relevance of a course, it is pointed out that there is an inherent danger that students will be unable to generalize their knowledge outside the context in which it was initially learned. Conclusion Teachers can create technology-rich, constructivist learning environments that engage students in student-centered, personally meaningful, authentic, and collaborative learning that is inquiry-based, requires informed decision-making, views mistakes as opportunities for growth, and values information exchange among all learners. One plausible way to achieve this goal is to use context-based teaching in classrooms. This article provided a theoretical rationale for such an approach. It also provided specific examples of context-based approaches being used in different schools these days, specific steps a teacher should take to create similar curricular lessons, as well as examples a student could use in understanding of any curricular area. Finally, it provided numerous positive and negative effects it has on pupils and teachers as well and online resources that provide teachers with additional ideas for making context-based teaching studies usable in their engaging, empowering and enl ightening classrooms. It is also claimed that the approach can enhance or, at least, not adversely affect students understanding of science ideas. Work Cited Abell, S. K., Bryan, L. A. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121- 139 Angus, M., Olney, H. Ainley, J. (2007). In the balance: The future of Australias primary schools. Canberra: Australian Primary Principals Association. Biggs, J. (1999) What the student does: teaching for enhanced learning. Higher Education Research and Development 18(1), 57-75. Carson Watson, (1999). Chemical education: Towards Research-Based Practice. Accessed: April 16, 2010. From: http://books.google.com.pk/books?id=- 23VbCeM17QCpg=PA350lpg=PA350dq=Carson+and+Watson,+1999source=bl ots=Bd051tQtOrsig=JWZeYuupeInjdaIze5aUysoHRYIhl=enei=2o_IS92lMpWjO LjI7LgNsa=Xoi=book_resultct=resultresnum=10ved=0CCQQ6AEwCQ#v=one pageq=Carson%20and%20Watson%2C%201999f=false Fensham, 2004; Lyons, (2006). Context-based chemistry: creating opportunities for fluid transitions between concepts and context. Accessed: April 16, 2010.From: http://findarticles.com/p/articles/mi_6957/is_4_55/ai_n45557673/ Gutwill-Wise J.P., (2001), The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach, Journal of Chemical Education, 78, 684- 690 Goodrum, D Rennie, L 2007, Australian School Science Education: National Action Plan 2008-2012, Volume 1, The National Action Plan, Department of Education, Training and Youth Affairs, Canberra. Goodrum, D, Hackling, M Rennie, L 2001, The status and quality of teaching and learning of science in Australian schools: A research report, Department of Education, Training and Youth Affairs, Canberra. Accessed: April 15, 2010. From: http://cmslive.curriculum.edu.au/leader/default.asp?id=25011issueID=11579 Holman J. and Pilling G., (2004), Thermodynamics in context: a case study of contextualised teaching for undergraduates, J. Chem. Educ., 81, 373-375. Hackling, M. W. (2006a). Research Report 1: Case study teachers experience of Primary Connections. Canberra: Australian Academy of Science. Judith Bennett. Teaching and Learning Science. Context-based Approaches to the Teaching of Science. Accessed: April 17, 2010. From: http://books.google.com.pk/books?id=CiaFobS- Cn0Cpg=PA99lpg=PA99dq=context- based+approaches+in+teaching+primary+sciencesource=blots=eZSJG0iC7csig=z3 Ml8P_Hdvo4_fg4s1KdotSE518hl=enei=aqnIS- 75HoevOKqWgNcMsa=Xoi=book_resultct=resultresnum=4ved=0CBoQ6AEw Aw#v=onepageq=context- based%20approaches%20in%20teaching%20primary%20sciencef=false Lubben F, Campbell B, Dlamini B (1997) Achievement of Swazi students learning science through everyday technology. Journal of the Southern African Association for Research in Mathematics and Science Education 1: 26-40. Ramsden JM (1997) How does a contextbased approach influence understanding of key chemical ideas at 16+? International Journal of Science Education 19: 697-710. Speering Rennie, (1996). Deakin Research Online. Primary students perceptions of mathematics and science. Charles University Education Faculty. Prague, Czech Republic. Accessed: April 15, 2010. From: http://www.deakin.edu.au/dro/view/DU:30008215 Whitelegg, E., and Parry, M. (1999) Real-life contexts for learning physics: meanings, issues and practice. Physics Education 34(2), 68-72.

Spaniards in Southwest America :: essays research papers

The Spanish began their movement to Southwest America in the late sixteenth century. From that point on, their influence both on the Native Americans and the environment was extraordinaire. The goal of the Spaniards with regards to the Native Americans was to transform them â€Å"into tax-paying Christians.† This is in contrast to the idea that their goal was to eradicate the Indians form the Americas. Consequently, the Spaniards took many Indians so that they may plant their religion in the Natives and to use them as cheap labor. This led many Indians to learn the customs and language of the Spaniards so they could to be able to thrive in the Spanish culture. Thus, some Natives acquired Spanish, which was the main source of their Hispanicization; this was the notion of Indians becoming encompassed by the Spanish society. Furthermore, Indians gradually learned skills, obtained land, and sometimes found Hispanic spouses, thus furthering their Hispanicization. They now began to live in a Spanish manner and blend into the bottom of the Spanish societal ladder. This â€Å"acculturation† of the Native Americans was in contrast to the models of early English colonization. Spanish goals and plans sought to involve the Indians so that they may live in their society even if at the lower end of it’s ladder. English colonies viewed the Natives as savages and looked to them for slave labor or to rape their women. They did not plan to take the Indians into their society as the Spaniards did so throughout this era.   Ã‚  Ã‚  Ã‚  Ã‚  Spanish influence was not only apparent through the Native Americans; the southwest region of America had also experienced its affect. The Spaniards bringing of animals and use of land speedily and greatly changed their environment. Cattle and horses brought by the Spanish extended well across northern New Spain. As a result, these grazing animals flattened grassy areas and packed down soils, which broke down the lands. Through these worn down paths of grazing, water was able to ensue. Overgrazing however, left vegetation scarce and soils eroded. Furthermore, abundant grasslands and wildlife disappeared with these trends, some turning into deserts. Bad agriculture practices also contributed to such turn of events. The Spaniards set to change their environment had not realized the profound negative consequences their actions would have.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Racial purity, a requirement for elite status in Spain and its American colonies, proved less essential to upward mobility on the frontier than in core areas of the empire.

Pursuit of Happiness Movie Review

The Pursuit Of Happyness In today’s society, people spend their whole life searching for happiness. Millions of people today in America still have belief in the â€Å"American Dream† myth. The â€Å"American Dream† gives a person the right of life, liberty and pursuit of happiness. Happiness can only be found once a person achieves the American Dream through hard work, determination, and persistence. The movie ‘The Pursuit Of Happyness’ asserts the American Dream myth through the life of Chris Gardener that every man can achieve what one wants in life if he or she is ready to struggle for it.Chris Gardener is a salesman who is unable to meet his ends, but still dreams of being financially free and happy one day. The first scene in the movie creates the characteristics that are required for a man to be able to conquer the American Dream. One of the characteristics being: Hard work. The first sequence in the movie takes place in San Francisco where lar ge numbers of people are walking to their jobs with happy faces with happy background music. Chris is shown as a person who looks up to them and relinquishes the happiness in their faces.Chris sells Bone Density scanners to make a living, a medical instrument that does not sell easily. He is portrayed as a hardworking, unfortunate, browbeaten human who dreams of being able achieve the American Dream. He also has problems with the police and IRS for parking tickets and tax respectively. To be able to meet ends, he works hard and goes to multiple hospitals to sell the scanners and earn money. As we all know, everyone needs these qualities to be able to achieve something in life.Thus this portrays the idea that if you are like Chris you also will be able to achieve the American Dream. This is an example of logos since it uses the idea that no result will come without hard work to depict an image that ones who do not struggle with not get anywhere in life and ones who will. The only way people are able to achieve anything in today’s world is by hard word, this is mainly due to enormous competition. May it be a student or an executive, everyone these days are expected to work to their fullest to be able attain their dreams in life.Another characteristic that is portrayed in the movie is that of attitude, various attitudes towards dealing with things in life will always give you a different result at the end. An example of this is witnessed in the next scene of the movie that consists of a conversation between Chris and his wife Linda about how they are going to manage their financial problems. This scene portrays the attitude by which one must approach a goal with. Chris tells her that he is planning of joining an internship program as a stockbroker at Dean Witter, such that he would be able to take care of the family.Linda on the other hand scorns him and makes a sarcastic comment such as, â€Å"Stockbroker why not an astronaut†. Chris has a positive attitude to how he is going to manage their ends, whereas Linda on the other hand has a very negative approach to matters in life and has given up all hopes they will be able to fix their problems. The background has no music to provide an element of anticipation for the viewers. The use of pathos is noticed since it displays contrasting attitudes of a Dreamer and a Failure in life.The result for being positive is witnessed at the end when Chris is able to get the job and lead a happy life whereas, Linda on the other hand leaves to New York and never seen again. Since Chris is portrayed as the Dreamer it shows the audience that one must always look at things with a positive attitude to achieve the American Dream. People always agree that once you lose your willingness to reach something in life you will never be able to get it. Being able to face problems with a positive attitude is required to able to think clearly and correctly.Thinking clearly provides the Dreamer with clear tho ughts and motivation that he is needed to be able to achieve his or her goal. Persistence has become a key element in people’s lives these days due to the large competition for each job opening. Even if one fails the first time, they must try again and again till one is successful in life. This can be seen later in the movie; Chris turns in his application personally to the head of recourses Mr. Jay Twistle. Once he had submitted his application he was persistent in trying to impress Mr. Jay such that he would be guaranteed a spot for the internship.To make sure he impresses Mr. Jay he shares a ride with him and tries to solve the Rubik’s cube which is thought to be impossible to solve. Due to his success in solving the cube Mr. Jay is impressed with his talents and is called in for an interview. Throughout this sequence Chris is once again displayed a person who will never give up. Just the night before his interview he was arrested but still does not give up. He does everything he can such that he can make the interview on time. This scene shows that every positive action towards a goal is stepping stone towards the achieving the American Dream.Since this is the start of his change in life the background music creates a joyful but surprise theme hinting that this man is going to succeed in life if he keeps up with these qualities. This provides an element of ethos since it explains the qualities needed for successfully achieving the American Dream through the life of Chris. In today’s world if one gives up pursuing what they want in their life it will never come, dreams are things that never come and fall in your hands; it constantly needs thoughtful advances made by the Dreamer.As seen in the movie Chris never gives up till he gets the job therefore portraying the amount of pursuing one must do to achieve something in life. It provides evidence that if one person is able to achieve the American Dream through persistence, then everyone w ho tries to achieve the American Dream will also be able to fulfill their dreams. Determination is one of the key elements behind any successful American Dream dreamer. Even though by this time he has lost wife and house he does not give up. To be able to survive during his internship he would work twice as hard as he used to.He would try to finish an 8 hour job in 6 hours, and sell the remaining scanners he had during that time for money. When he thought that he could start living peacefully since he was able to sell enough scanners to make a living, the IRS takes all his money for not paying taxes. He lives in community homes with his son but never gives up hope in his dream. At the end of the internship, he is called in by Mr. Frakesh to congratulate on his new job. This shows the amount of determination one must be willing to put forward. To be able to achieve such a huge dream one cannot relax until their dream is fulfilled.As seen from the movie every second is precious when o ne is dreaming, a perfect example is shown when Chris does a 8 hour job in 6 hours, this shows that one can never waste time when they are determined to accomplish something in life. With today’s growing competition for every job opening, people have to work harder and harder. Even a small hint of withdrawal from a hundred percent effort will lead one’s dream to vanish in no time. As seen in Chris’s life even though he had lost everything in his life he did not give up his efforts he put into his internship. This in turn allowed him to be successfully hired as a full time stockbroker.As the saying goes â€Å"There is always hard work and sweat in every success†. In conclusion, hard-work, persistence, and determination are the key elements that will help and guide a man who would like to live the American Dream. Even in today’s world people still believe in that efforts would pay off someday or another as they wish. These people are the great dreams whom still feel that the American Dream still exists and has not vanished just like Chris dreamt. So if anyone one of you have a dream then you should never give up, all you need to do is keep trying.

Anthrax Article Summary essays

Anthrax Article Summary essays Anthrax is a spore forming bacterium that comes from the Greek word for coal. It got the name because of the rashes and legions that look like coal dust. Most people get anthrax from infected animals. Anthrax has been around since biblical times and has been responsible for the fifth plague or cattle disease and the sixth plague, which would be known now as boils. Anthrax is found in domestic animals like deer, buffalo, elk, and wildebeest and so on, there have been incidents with anthrax in 82 countries. Not many have happened in the states, but the latest concerning animals was in North Dakota in 2000 in which 5 cows were infected. But in dirty countries anthrax is a household name, in fact, in 1945, one million sheep died in Iran. The hotspots for anthrax are South and Central America, Eastern and Southern Europe, Asia, the Middle East, Africa and the Caribbean. Most of the time, meat-eating animals are the hosts for anthrax. The endospores in anthrax are heat resistant, as well as resistant to drought, radiation, chemicals, disaffection, and time. In fact a jar of 50-year-old anthrax spores can still produce live bacteria. Anthrax is usually spread through the soil. Most amphibians, reptiles, and fish are naturally resistant to the symptoms of anthrax but they may still act as carriers, also, you can get anthrax by insects that bite you. If you are a human, which you should be, it will take approximately 8000 to 10000 spores to infect you, but its a pretty big number compared to the 10 bacteria it will take you to get the plague. Anthrax bacteria have a generation time of merely 15-20 minutes. That allows for very rapid spreading of the bacteria. If you do get anthrax you will start to see symptoms between 1 and 7 days. But most often it will happen before 48 hours have passed. Most often, anthrax is contracted through the surfaces of the head, forearms ...

Should You Become a Special Education Teacher

Should You Become a Special Education Teacher Are you ready for a very demanding, challenging yet very worthwhile and rewarding career? 10 Questions 1. Do you enjoy working with children with special needs? Are you committed to helping those in need achieve their potential?Some of the types of disabilities youll be working with include: learning disabilities, speech or language impairments, mental retardation, emotional disturbance (behavioral, mental FAS etc.), multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism (autism spectrum), combined deafness and blindness, traumatic brain injury, and other health impairments. 2. Do you have the required certification? Certification/licenses to qualify you to teach?Special education certification will differ according to educational jurisdiction. North American Qualification 3. Do you have endless patience?I spent many months working with a child with Cerebral Palsy with the main goal being achieving a yes/no response. After months of working on this, it was achieved and she would raise her hand for yes and shake her head for no. These kinds of things are often just taken for granted, this was a very big learning leap for this child and made the world of difference. It took endless patience. 4. Do you enjoy teaching life skills and basic literacy/numeracy?Basic life skills overview here. 5. Are you comfortable doing the ongoing and what seems like endless paperwork required? IEPs, curricular modifications, referrals, progress reports, committee notes, community liaison forms/notes etc. 6. Do you enjoy assistive technology? There are more and more assistive devices available to students with special needs, you will be on a continuous learning curve to learn about the technologies available to students. 7. Are you comfortable with the inclusive model and teaching in a variety of settings? More and more special educators are supporting special needs student within the regular classroom. Sometimes, teaching in special education could mean having a small class of all life skills students or a class with students with autism. In some cases, there will be a variety of setting from small rooms for withdrawal combined with special and the inclusive classroom. 8. Are you able to handle stress?Some special educators burn out easily due to the additional stress levels caused by heavy workloads, administrative tasks and very difficult to handle students. 9. Are you able to develop good working relationships with a wide range of professionals, community service agents, and families? It is important to be empathetic and very understanding when working with the many individuals involved in the students behalf. The key to success is often a direct result of having exceptional relationships at all levels. You need to feel that you have a very strong ability to work as part of a team in a cooperative and collaborative manner. 10. The Bottom Line: You need to feel very strongly about your ability to impact the future of children with disabilities. If your main personal goal is to have a positive impact and to make a positive difference in the lives of children with disabilities this may well be the profession for you. It takes a special teacher to become a special education teacher.