Promote Equality and Inclusion in Health, Social Care or...

CU1532 PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS Understand the importance of diversity, equality and inclusion Explain what is meant by diversity; equality; inclusion Diversity can be defined in many different ways. What does it mean to us? Diversity is a commitment to recognizing and appreciating the variety of characteristics that make individuals unique in an atmosphere that promotes and celebrates individual and collective achievement. Examples of these characteristics are: age; cognitive style; culture; disability (mental, learning, physical); economic background; education; ethnicity; gender identity; geographic background; language(s) spoken;†¦show more content†¦Employment Equality (Religion or Belief) Regulations 2003. This says it is unlawful to discriminate against people at work because of their religion or belief. The regulations also cover training that is to do with work. Employment Equality (Age) Regulations 2006. This says it is unlawful for an employer or potential employer to discriminate against you at work because of your age. Show interaction with individuals that respects their beliefs, culture, values and preferences I encourage clients to be independent members of the community and to take as much charge for their own self-care as is possible, within their Rights And Responsibilities. In my work, I adhere to the Legal Requirements of the Care Standards Act. I meet the requirements of the Registering Authorities within my role and aim to improve on these requirements. I have a ‘duty of care’ to my clients. I will advise and support clients with any matter they may require assistance with, within my role and capability. I ensure that no personal information regarding a client is disclosed to a third party without prior agreement of the client concerned. Communication with clients should be at the level of their understanding and provide privacy and promote dignity and self-respect. Carers via communications with client’s family, previous recording assessment and observation will be aware of any associated difficulties. It may be necessary to remindShow MoreRelatedPromote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings.620 Words   |  3 PagesPromote equality and inclusion in health, social care or children’s and young people’s settings. 1.1 Explain what is meant by: †¢ Diversity - Each person is individual and unique - Encompass respect and acceptance - It is about understanding each other and moving beyond simple tolerance - â€Å"Differences between individuals and groups of people† Diversity is about respecting individual differences these can be: ethnicity, physical abilities, gender, age, religious, beliefs, sexual orientationRead MoreUnit 4222-303 Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings1578 Words   |  7 PagesUnit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Outcome 1 Understand the importance of diversity, equality and inclusion 1. Explain what is meant by Diversity, Equality and Inclusion Equality Equality is the term for treating people fairly and offering the same chances, it’s not all about treating everyone in the same way, but recognising everyone is different, and they all have very different needs, but making sure they are metRead MoreUnit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Outcome 1: Understand the importance of diversity, equality and inclusion1112 Words   |  5 PagesUnit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Outcome 1: Understand the importance of diversity, equality and inclusion 1. Explain what is meant by: Diversity – In the literal sense the word ‘diversity’ means different. Through diversity we recognise the uniqueness of the individual and value these differences. Diversity can consist of factors which include personal characteristics such as background, culture, personality and work-styleRead MoreNvq Level 3 Essay779 Words   |  4 PagesPromote Equality and Inclusion in Health, Social care or Children’s and Young People’s settings 1.1 Explain what is meant by * Diversity * Equality * Inclusion Diversity basically means difference. Diversity is about understanding that everyone has things in common but also that everyone is different. Diversity is about embracing those differences because if everything and everyone was the same then life would be boaring. Some examples of diversity are listed below: Read MoreEssay about Unit 53 Equality and Inclusion1425 Words   |  6 Pages UNIT 053- PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS 1.1 Diversity- Two definitions of Diversity are: Diversity- acknowledgement of and respect for their individuality. Diversity- celebrating differences and valuing everyone. By respecting visible and invisible differences everyone can feel valued for their contribution, beneficial for both the individual and the setting. Equality- Two definitions of Equality are: Equality- equal opportunitiesRead MoreCu1532/Shc 33: Promote Equality and Inclusion in Health, Social918 Words   |  4 PagesCU1532/SHC 33: Promote equality and inclusion in health, social care or children’s and young people’s settings 1.1. Explain what is meant by: ï‚ · diversity - It means that we are all different from each other. Whether it is our gender, height, weight, ethnic background, religion, beliefs, our personalities, disabilities or sexuality. ï‚ · equality – It means that regardless of our race, gender, or sexuality, everyone should be treated as equal and given the same opportunities to achieve theirRead MorePromote Equality and Inclusion in Health, Social Care or Children’s and Young People’s1094 Words   |  5 PagesPromote Equality and inclusion in Health, Social care or Children’s and Young People’s Settings (SHC33) Outcome 1 : Understand the importance of diversity. Equality and inclusion 1. Explain what is meant by: Diveristy, Equality and Inclusion †¢ Diversity is about acknowledging your prejudices, allowing people to be different and respecting these differences. It is also about challenging others if necessary and speaking up for the individuals you support when they cannot speak up forRead MoreSch 33 Equality and Inclusion in Health Essay1552 Words   |  7 PagesSHC 33 Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings 1. Explain what is meant by: Diversity Equality Inclusion Mean by Diversity the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, family structure, disabilities, sexuality and appearance. Our society is made up of people with a wide range of characteristics. Where people vary in a multitude of ways, includingRead MoreLevel 3 Diploma In Health And Social Care Docx Assignment Brief1808 Words   |  8 Pagesï » ¿ Level 3 Diploma in Health and Social Care (Adults) for England (QCF) All Mandatory Units Knowledge and Performance Criteria Unit 1: Promote Communication in Health, Social Care or Children’s and Young People’s Settings Unit code: SHC 31 1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in the work setting 2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals 2.2 DescribeRead MoreEssay about Inclusion in Practice730 Words   |  3 Pages(M/601/4070) Promote equality, diversity and inclusion in work with children and young people 3.1 Explain what is meant by inclusion and inclusive practice 3.2 Identify barriers to children and young people’s participation Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the Promote Equality and Inclusion in Health, Social Care or... Promote Equality and inclusion in Health, Social care or Children’s and Young People’s Settings (SHC33) Outcome 1 : Understand the importance of diversity. Equality and inclusion 1. Explain what is meant by: Diveristy, Equality and Inclusion †¢ Diversity is about acknowledging your prejudices, allowing people to be different and respecting these differences. It is also about challenging others if necessary and speaking up for the individuals you support when they cannot speak up for themselves. For example, an care home will have different service users, with different background, culture, language and with different needs and level of support. †¢ Equality is about recognising individual as well as group differences,†¦show more content†¦Health and Social Care Act 2008. This Act established the Care Quality Commission (CQC), whose remit is to protect and promote the right of people using health and social care services in England to quality care and to regulate its provision. CQC took over the roles of the Healthcare Commission, Commission for Social Care Inspection and the Mental Health Act Commission in March 2009. For instance, my working place ensure that service users have right to quality care by following the standard care procedure and as well engaged experience staff. The Race Relations Act 1976 and amendments 2000, 2003 This Act gives public authorities a statutory duty to promote race equality. The aim is to make promoting race equality central to the way public authorities work and says they must: †¢ Eliminate unlawful racial discrimination †¢ Promote equality of opportunity and good relations between people of different racial groups For instance, at my place of work, we have service user from different racial background and provide support in line with individual needs. Codes of Practice In my working place, there are standard andShow MoreRelatedPromote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings.620 Words   |  3 PagesPromote equality and inclusion in health, social care or children’s and young people’s settings. 1.1 Explain what is meant by: †¢ Diversity - Each person is individual and unique - Encompass respect and acceptance - It is about understanding each other and moving beyond simple tolerance - â€Å"Differences between individuals and groups of people† Diversity is about respecting individual differences these can be: ethnicity, physical abilities, gender, age, religious, beliefs, sexual orientationRead MorePromote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings1918 Words   |  8 PagesCU1532 PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS Understand the importance of diversity, equality and inclusion Explain what is meant by diversity; equality; inclusion Diversity can be defined in many different ways. What does it mean to us? Diversity is a commitment to recognizing and appreciating the variety of characteristics that make individuals unique in an atmosphere that promotes and celebrates individual and collectiveRead MoreUnit 4222-303 Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings1578 Words   |  7 PagesUnit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Outcome 1 Understand the importance of diversity, equality and inclusion 1. Explain what is meant by Diversity, Equality and Inclusion Equality Equality is the term for treating people fairly and offering the same chances, it’s not all about treating everyone in the same way, but recognising everyone is different, and they all have very different needs, but making sure they are metRead MoreUnit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Outcome 1: Understand the importance of diversity, equality and inclusion1112 Words   |  5 PagesUnit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Outcome 1: Understand the importance of diversity, equality and inclusion 1. Explain what is meant by: Diversity – In the literal sense the word ‘diversity’ means different. Through diversity we recognise the uniqueness of the individual and value these differences. Diversity can consist of factors which include personal characteristics such as background, culture, personality and work-styleRead MoreNvq Level 3 Essay779 Words   |  4 PagesPromote Equality and Inclusion in Health, Social care or Children’s and Young People’s settings 1.1 Explain what is meant by * Diversity * Equality * Inclusion Diversity basically means difference. Diversity is about understanding that everyone has things in common but also that everyone is different. Diversity is about embracing those differences because if everything and everyone was the same then life would be boaring. Some examples of diversity are listed below: Read MoreEssay about Unit 53 Equality and Inclusion1425 Words   |  6 Pages UNIT 053- PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS 1.1 Diversity- Two definitions of Diversity are: Diversity- acknowledgement of and respect for their individuality. Diversity- celebrating differences and valuing everyone. By respecting visible and invisible differences everyone can feel valued for their contribution, beneficial for both the individual and the setting. Equality- Two definitions of Equality are: Equality- equal opportunitiesRead MoreCu1532/Shc 33: Promote Equality and Inclusion in Health, Social918 Words   |  4 PagesCU1532/SHC 33: Promote equality and inclusion in health, social care or children’s and young people’s settings 1.1. Explain what is meant by: ï‚ · diversity - It means that we are all different from each other. Whether it is our gender, height, weight, ethnic background, religion, beliefs, our personalities, disabilities or sexuality. ï‚ · equality – It means that regardless of our race, gender, or sexuality, everyone should be treated as equal and given the same opportunities to achieve theirRead MoreEssay about Inclusion in Practice730 Words   |  3 Pages(M/601/4070) Promote equality, diversity and inclusion in work with children and young people 3.1 Explain what is meant by inclusion and inclusive practice 3.2 Identify barriers to children and young people’s participation Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of theRead MoreSch 33 Equality and Inclusion in Health Essay1552 Words   |  7 PagesSHC 33 Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings 1. Explain what is meant by: Diversity Equality Inclusion Mean by Diversity the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, family structure, disabilities, sexuality and appearance. Our society is made up of people with a wide range of characteristics. Where people vary in a multitude of ways, includingRead MoreUnit 412 : Equality And Diversity1324 Words   |  6 PagesUNIT 412: EQUALITY AND DIVERSITY IN HEALTH, SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTING The Equality Act became law on the 1st of October, 2010, replacing prior legislation such as the Race Relations Act 1976 and the Disability Discrimination Act 1995. Broadly, it ensures regularity in what employers and employees are required to do to make their workplaces a fair environment, conform and abide with the law, defining the nine protected characteristics, Age, Disability, Gender reassignment

The Decameron Was A Collection Of Bawdy And Serious Tales...

Professor Mark Bocija, History 1111 Rezvan Ngalla November 16, 2015 The Decameron- Black Death. The Decameron was a collection of bawdy and serious tales written by Boccaccio. Boccaccio was most likely born in Florence or Certaldo and was the illegitimate son of a wealthy Florentine merchant, Bocacino di Chellino. As a youth he was trained to follow in his father s business but he eventually chose instead to study canon law and subsequently pursued the arts. It is a combination of Greek words for ten and day. According to Frankforter, the Decameron is a fictive record of a hundred stories that ten Florentine men and women told to entertain themselves while they hid from the plague in the comfort of a luxurious house (Frankforter, pg. 348). The one hundred allegorical stories are shared through the narrative voices of these young people as they spend their nights regaling the company with tales from the erotic, sensual, and bawdy to the intellectual, philosophical or tragic. The narrative s fundamental theme is of struggle between life and death in the face of the Black Plague and the various ways life continues in spite of traditional moral attitudes and beliefs. While primarily a work of fiction, the Introduction to The Decameron has emerged as an important historical record of the physical, psychological, and social effects of the aggressive spread of the previously unknown Yersina pestis bacteria. It provides a significant philosophical insight into the medievalShow MoreRelatedThe Decameron Was A Collection Of Bawdy And Serious Tales Written By Boccaccio959 Words   |  4 Pages2015 The Decameron- Black Death. The Decameron was a collection of bawdy and serious tales written by Boccaccio. Boccaccio was most likely born in Florence or Certaldo and was the illegitimate son of a wealthy Florentine merchant, Bocacino di Chellino. As a youth he was trained to follow in his father s business but he eventually chose instead to study canon law and subsequently pursued the arts. It is a combination of Greek words for ten and day. According to Frankforter, the Decameron is a fictive

The Crucible Essay Questions Example For Students

The Crucible Essay Questions The Crucible Adultery:a possible cause of Salem Trials?Could Proctor Abigails adultery be responsible for some acts that happened during the prosecutions in the Salem witchtrials?One might say not, while another could say it plays a great part in the story. John Proctors past adultery with Abigail Williams could be considered partially responsible for John Proctor and Elizabeth Proctor being accused of being witches in Arthur Millers The Crucible.The Crucible is a story about how a young woman (Abigail Williams) falls in love with a married man (John Proctor) and will eventually do whatever it takes to take his wifes (Elizabeth Proctor) place.Everything gets out of hand and suddenly there supposedly is witchcraft in Salem, and the children involved in this all lie there way out, and accuseinnocent villagers of devilish work. One obvious reason Abigail Williams has for blaming John Proctors wife, Elizabeth Proctor, of witchcraft, is the fact that she is madly in love with John Proctor.Elizabeth knows this, too, and has even caught her husband with Abigail once.She then got rid of her as a maid, and put her on the road.When she is talking to her uncle, Reverend Parris, she even mentions that She Elizabeth Proctor hates me, uncle.Its a bitter woman, a lying, cold, sniveling woman (page 12).It is clear that Abigail is speaking with a jealous tone, and that Elizabeth only did what seemed to be the best way to keep her family together.Abigail, however, does not understand nor accept this, since she is deeply in love with John Proctor, and sees Elizabeth as her adversary. Once the word witchcraft has fallen in Salem, the girls who were dancing in the woods with Tituba realize that there is no way out of this ludicrous situation without punishment, unless they pretend that they certainly were troubled by others spirits.They need to stick to the same story, otherwise the village will immediately notice that it is all a fraud.But, because of the hysteria, they can get away with the dancing because they blame it on witchcraft, and witches whom they appoint.The most powerful ones in Salem, for example the Reverend and the judges, do not seem to notice that they actually push the children in the direction of appointing supposed witches, as they have done with Abigail, and later on with Tituba.They make it seem right to accuse others of witchcraft even if there is nothing wrong with the children.At the end of Act Two, Thomas Putnam gives the children who are present ideas of whom to blame, Sarah Good? Did you ever see Sarah Good with him? Or Osburn? (page 46 ).By doing this, he sets a very bad example for the children:he shows them it is very easy to blame others to save yourself. When Abigail Williams sees that it is so easy to blame anyone in Salem, even Rebecca Nurse, she takes it a little further.Anyone who gets in her way or anyone who she does not like, will be blamed for witchcraft, since the court believes her and not the accused.But John Proctor gets Mary Warren to confess that it was all a fraud, and that she never saw any witches, nor did any of the other girls.He gets her to write a deposition and sign it.But when she has to go to court, things get a little more complicated.Of course Abigail does not agree with Mary Warren confessing their secret.When Mary Warren is done talking to Judge Hathorne, he decides to interrogate Abigail.While he is asking her questions, she suddenly pretends to be attacked by Mary Warrens spirit.Now Mary Warren realizes that either she has to suffer the consequences of being accused of witchcraft (which means death), or let someone else suffer by false accusation.She decides to do the last, and she picks JohnProctor as h er victim, saying you are the devils man! (page 118). .u93223669b5c7b9318d48c359ebac1c04 , .u93223669b5c7b9318d48c359ebac1c04 .postImageUrl , .u93223669b5c7b9318d48c359ebac1c04 .centered-text-area { min-height: 80px; position: relative; } .u93223669b5c7b9318d48c359ebac1c04 , .u93223669b5c7b9318d48c359ebac1c04:hover , .u93223669b5c7b9318d48c359ebac1c04:visited , .u93223669b5c7b9318d48c359ebac1c04:active { border:0!important; } .u93223669b5c7b9318d48c359ebac1c04 .clearfix:after { content: ""; display: table; clear: both; } .u93223669b5c7b9318d48c359ebac1c04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u93223669b5c7b9318d48c359ebac1c04:active , .u93223669b5c7b9318d48c359ebac1c04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93223669b5c7b9318d48c359ebac1c04 .centered-text-area { width: 100%; position: relative ; } .u93223669b5c7b9318d48c359ebac1c04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93223669b5c7b9318d48c359ebac1c04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93223669b5c7b9318d48c359ebac1c04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u93223669b5c7b9318d48c359ebac1c04:hover .ctaButton { background-color: #34495E!important; } .u93223669b5c7b9318d48c359ebac1c04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93223669b5c7b9318d48c359ebac1c04 .u93223669b5c7b9318d48c359ebac1c04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93223669b5c7b9318d48c359ebac1c04:after { content: ""; display: block; clear: both; } READ: The Influence of My Parents EssayJohn Proctors past adultery with Abigail Williams is of course not the only factor that is responsible for him and his wife being accused of being witches, but it is one though that started it all.Other huge factors are the hysteria of the people in Salem, and the great fear of the Devil.If they had not had such great

My Ideal School Essay Example

My Ideal School Essay Student Teaching Reflection When I first thought about student teaching, I went through many emotions. It started with excitement because that meant I was that much closer to graduating. I had so many questions running through my mind. What will my teachers be like? Will the faculty be supportive? With all these questions, I started to feel intimidated by what was soon to come. I was worried that my teachers and I would not get along. I was terrified that my students would not understand me. What was I going to do if I was not able to be the kind of teacher I had hoped I would be? When the time came for me to begin my student teaching, all I could do was hope and pray that things went smoothly. I soon found out that any worries I had were no longer an issue. I was placed at a school that was filled with caring and supportive people. If I had a question, they had an answer. If they did not know, they found someone who did. Even the teachers that I had no contact with were there to make me feel comfortable and respected. My cooperating teachers sat down with me and helped me reflect on how I was doing. We will write a custom essay sample on My Ideal School specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Ideal School specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Ideal School specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I was expecting to get along with my students and my cooperating teachers, but my experience went above and beyond any expectations I had in the beginning. I learned more than ever imagined I would! I have come to realize I could not have had a better student teaching experience than the one I had at Shield Institute. My first placement was in a kindergarten Autism unit. I had two students who stayed with me all day. These two were my more severe cases. The six other students I worked with were in regular education classrooms. These students were high functioning and came in throughout the day. We did activities revolving around social skills and communication. My main objective for these students was to enable them to effectively communicate with others around them. This class was unlike any other I had observed. These students were very intelligent, but lacked social skills that other children their age possess. One activity I did with my students on a daily basis was circle time. This circle time was different then what is done in a regular classroom. In addition to the usual calendar and singing, I would include a social story. These stories were about daily living skills, such as brushing your teeth and taking a bath. They also discussed communication skills, such as how close to stand to someone when having a conversation and how to share toys. During my first placement, I taught my students a unit on Personal Safety. For the first activity in this unit, the students worked on learning their personal information, such as their full name, phone number, address, and parents’ names. Part of this unit required the students to take turns asking each other about their information. This activity was wonderful! The students made progress in their conversation skills as the weeks went on. They learned that when you talk to someone, it is important to look them in the eye. My second placement was in a 5th grade regular education classroom. This was a huge, and difficult, transition from my previous placement! I was used to the small, loving group of five-year-olds. Now, I was in a larger class setting with a group of students who liked to be challenged. I struggled, in the beginning, gaining their respect. They saw me more as their pal, and certainly did not see me as their teacher. I had to establish a classroom management plan. My cooperating teacher was wonderful in helping me do this! I created a marble jar for them. They had a period of twenty school days to earn seventy-five marbles. If they successfully did this, my cooperating teacher and I would give them a pizza party. Every day, I would write â€Å"PIZZA† on the board. When the class was exhibiting inappropriate behaviors, I would erase a letter. However many letters were left at the end of the day was how many marbles were placed in the jar. Some examples of these behaviors are being loud in the hallway and showing disrespect for other students or teachers. We had a class discussion on exactly how to have marbles taken away. They understood that they were required to follow the school and classroom rules. The main objective for this plan was for the students to learn to show respect. Not just respect for me, but respect for the other students. This plan worked out great! By the end of the twenty days, which ended up being my last week, the class successfully earned their pizza party. They also showed tremendous improvement in the respect department. By the time I completed my placement in this classroom, I had earned the respect of each of my students. My students saw that respect was a huge part of having a successful classroom. I led by example. I showed them respect, and they, in return, showed me respect. Even though I succeeded in reaching the high standards I set for myself during my student teaching, there are areas that I need to improve upon. One of these areas is becoming a stronger pedagogical expert. I noticed during my student teaching that I have a habit of sticking with the same instructional strategies. I tend to teach my lessons in the same way, every time. For example, when I was teaching reading, we always read the story as a class and did some of the pages in the practice book. I taught reading the same way for every story we read. In the future, I need to work on teaching with a variety of instructional strategies. For reading, after we read the story, I could have my students work on a more creative activity, such as creative writing or some form of a small art project. Knowing that time is limited, I would search for an activity that is not a huge production, but rather one that will require the students to use the creative side of their brain more. A second area I need to improve upon goes along with the previous area. I need to become more of a critical thinker. There are parts of this area that I am very strong in. I do a good job of relating what we are learning to the real world and showing them why we need to know what we are learning. On the other hand, there are some parts that I struggle with. I really need to work on making some of my lessons more engaging. I really struggled with this in my math lessons. Math is an area that a lot of students do not enjoy. This is why the lessons need to have a wonderful hook! My class really struggled with fractions. Finding common denominators was a concept that just did not make sense. I decided that I needed to plan a creative and fun activity for my class to get them interested in fractions. I had them make pictures out of pattern block cut-outs. I gave my students a sheet of black construction paper and the cut-outs and told them to be creative and make a picture, or some sort of design. After the picture was complete, they counted the number of each of the different shapes they used. They then added up the total number of pieces. From this, they created a number sentence out of the fractions of different types of pattern blocks. They were responsible for reducing the fraction to lowest terms. We discussed how all those pieces added together equal one. My students loved this activity and also grasped the concept. I need to learn to incorporate more of these types of activities in my teaching. Even though there are areas that I need to improve upon, there are areas that I excelled in during my student teaching. One of these areas is that I am an effective communicator. I made it a point to make sure that each of my students understood my directions or the topic we were discussing. I also kept in touch with the parents in a number of ways. In my first placement, I sent home several notes to my parents informing them of what had been going on in my classroom. Since this was a special education setting, the parents were very guarded as to who worked with their children. I wanted them to know about me and my passion for teaching. I kept them up to date of the different topics we discussed. I had communication notebooks for about half of my students that I wrote in and sent home every day. For my second placement, I sent home a letter every week that had homework listed and upcoming events they needed to remember. I also kept in touch with my room-mother concerning field trips and other important information. I also had a good relationship with the faculty, staff, and principal at Farley. In addition to being an effective communicator, I feel that I am a wonderful leader and professional. I always portrayed a positive learning environment for my students. I was very enthusiastic and wanted my students to feel comfortable in my classroom. I was also very involved with the faculty and parents. I attended PTA meetings and faculty meetings. I participated in the school talent show, along with other members of the faculty. I attended a workshop at Shield Institute concerning dyslexia and one at Central Office about the changes in the IEP’s. I sat in on an IEP meeting of one of my students in my first placement. Overall, I stayed very involved with my students, their parents, and other members of the faculty. Throughout my student teaching experience, I learned things about myself that will allow me to be a more successful teacher. The area in which I saw the greatest gain was self-confidence. Deep down I knew that I was capable of becoming a wonderful teacher, but part of me was not sure other people would see me in the same light. Because of the wonderful teachers that worked with me, I now know for a fact I will be a wonderful teacher. As I stated previously, I had the best student teaching experience imaginable. I had a wonderful support system of the faculty and principal at Shield Institue, along with superb cooperating teachers and an amazing university supervisor. I learned how to better run my classroom, and make my students comfortable. Teaching is unlike any other profession. Teachers are constantly learning how to improve on their skills. For every student you encounter, you will learn something from them. Whether it is a new teaching strategy or a life lesson, you never stop learning. I am more excited about teaching after my fabulous experience at Shield Instiute.