Bend or Break Oikos, Polis, and Love in Haemons Argument with Creon - Literature Essay Samples

Sophocles play Antigone centers around a conflict between oikos and polis. Oikos, home, is the concept of the household, dominated by women and kinship; polis, city, is the concept of the collective city-state, dominated by men and power or money. Antigone, bound by the family duty of proper burial, comes into deep conflict with the king, Creon, who is obsessed with personal control of the state. These characters, symbols of oikos and polis, are so diametrically opposed that it seems no one can reconcile them or convince Creon to spare Antigone, who buried her brother in defiance of Creons proclamation. The plays last hope for deliberative reconciliation is Haemon, Creons dutiful son and Antigones loving fiancà ©Ã‚ ®Ã‚   Haemons view of oikos and polis are not as extreme as either Creons or Antigones, but his love for Antigone draws him to her side. The subtle interplay of oikos, polis, and love, which is seen as a power that women, creatures of the oikos, have over men, is pai nfully evident in the argument between Creon and Haemon and the following choral stasima (Antigone, 701-899). While love leads to both the origin and outcome of the argument between Creon and Haemon, differences in the fundamental conceptions of polis and oikos doom reconciliation from the start.Love is the reason Haemon approaches his father to plead for Antigones life. Though he feels duty bound to keep his father from committing a great injustice, the place Antigone holds in his heart compels him to argue for her life and join her in death. Like many fathers, Creon warns his son to never lose your sense of judgement over a woman (Antigone, 723) and assumes that love is the only reason for his sons protest.This assumption draws on Creons notions of oikos and polis, making him deaf to Haemons reasoning. Creon sees the struggle between the civilized order of polis and the clannish chaos of oikos as a battle between men and women. He tells Haemon his truth that woman is oikos, a nd oikos is Anarchy in no uncertain terms: Anarchy ? show me a greater crime in all the earth! She, she destroys cities, rips up houses?. We must defend the men who live by law, never let some woman triumph over us. Better to fall from power, if fall we must, at the hands of a man ? never be rated inferior to a woman, never. (Antigone, 752-761, my emphasis)That Haemon dare defend Antigones right to bury her brother in violation of Creons law is a betrayal of his sex, making him a womans slave. (Antigone, 847) Moreover, it is double sacrilege that Haemon contravenes his fathers and kings authority. Creons view of the oikos is his vision of the polis in miniature. Just as the city is the kings ? thats the law, (Antigone, 825, italics in original) a fathers goal is to produce good sons who subordinate to [their] fathers will in every way. (Antigone, 714-715) After the chorus leader says Creon and Haemon both are talking sense, (Antigone, 813) Creon complains that the elders of th e chorus and he, a grown man, should not be schooled by a boy [Haemons] age. (Antigone, 814) Creons will is absolute: even the prospect of bowing to the will of the Theban people galls him (Antigone, 821). The prospect of taking advice from his son, advice which will lead to a womans victory over his decree against a traitor, offends and outrages Creon so much that he cannot seriously consider the substance of Haemons argument on its merits.Haemons ideas of oikos and polis are different from those of his father, and therefore it is hard for them to find common ground in argument. Though Haemons first words to Creon are, Father, Im your son.? I obey you (Antigone, 709-710, italics in original) and he prefaces his argument by saying hes no man to correct his father (Antigone?766-769), he drops that faà §Ã‚ ¡Ã‚ ¤e to criticize Creons handling of Antigone. As a dutiful son, Haemon wants to give his father advice that will help him in the long run though embarrass Creon when he tak es it. Haemons version of the polis is one where the ruler, sensitive to the practical demand of respect for oikos, is not too proud to follow good counsel or bend before exigencies. Haemon uses a beautiful image of trees in a winter storm to illustrate that even kings must bend or break, lest they snap because of their rigidity. Continuing the comparison, he says that a man who always hoists a taut sail, never give[s] an inch will capsize his ship (Antigone, 794-804). This refers to Creons speech calling the city the ship of state. (Antigone, 180) In this way, Haemon skillfully implies that killing Antigone will bring ruin to Thebes.After he makes his case that Creon should listen to his advice, Haemons grounds his argument in the language of the oikos and his more responsive view of the polis. He never explicitly lauds Antigones deeds himself but tells Creon that the people whisper their discontent with her treatment because they sympathize with her dilemma of having to disre spect her brothers memory or die and think she deserves a glowing crown of gold for her actions (Antigone, 775-783). This praise, which may well be in part a projection of Haemons opinion, is grounded in the holy duty to bury the dead, a concern of the oikos. When the polite argument deteriorates into a violent back-and-forth, Haemon calls his father unjust to kill Antigone, which Creon sees as protect[ing] his royal rights, (Antigone, 833) because in doing so he trample[s] down the honors of the gods, (Antigone, 835) specifically the burial of the family dead so important to the oikos. Finally, when Creon says that Haemon is only making a plea for Antigone, Haemon interrupts, saying he pleads for her and you, and me, and the gods beneath the earth. (Antigone, 840-841) This, the last substantive point Haemon makes, is an appeal for his household and the gods of the oikos. Such are Haemons concerns, irreconcilable with those of his father.Differences of worldview cause Haemons fa ilure to convince Creon not to kill Antigone, but it is love which determines the way the argument ends. Haemons argument is agreeable to the leader of the chorus but has no effect on his father, who sees him only as an upstart adolescent trying to save the vixen whos trapped him in her sexual web. Enraged that his father will still sentence his betrothed wife to death, the argument devolves into stichomythia, father and son hurling one-line insults at each other. Reverting to the misogynistic language of his father, Haemon even calls Creon a woman! (Antigone, 829) Angered by his fathers threat to kill Antigone immediately, in front of his eyes, Haemon rushes off, saying Antigone will never die beside me. (Antigone, 855). This cry from the pit of a lovers despair is the height of irony: Antigone does not die beside Haemon; Haemon dies beside Antigone, kissing her white cheek with a bloody mouth (Antigone, 1363-1671).The essence of Greek tragedy is irreconcilable conflict. What makes the struggle between Creon and Haemon all the more poignant is that in addition to the differences in opinion regarding oikos and polis, a barrier of love for a woman has been driven between a father and son who should feel great love for each other. As the chorus declares in the stasima after Haemons argument with Creon, Love is a primitive, destructive force no man can escape (Antigone, 879 ? 886). Love has ignited this, this kindred strife, father and son at war and Love alone the victor ? warm glance of the bride triumphant, burning with desire! Throned in power, side-by-side with the mighty laws! The sight of the proud, doomed bride is enough to make the old men of the chorus exclaim that they fill with tears and would rebel against the king [in Haemons place]. (Antigone, 895 ? 899) Oh, such is the power of woman over man; such is the power of oikos over polis!

Sexism in Our Society Essay - 870 Words

Sexism in Our Society Sexism has always been a major issue for women. It seems that today, everyone has to be careful of what they say and do so as to avoid offending someone. While everyone is busy worrying about extinguishing sexism towards women - which still is an issue that needs to be taken care of, who is concerned with sexism towards men? Sexism is just as much of an issue to men as it is to women. Many people believe that men have advantages over women when comes to a topic such as occupation. Although this may be true, in some cases it is in fact exactly the opposite. Today?s society is so concerned with political correctness and equal rights to women that it has almost completely forgotten about equal†¦show more content†¦Elizabeth Cady Stanton is a fine example of sexism toward men. While defending women?s rights and making a stand against sexism toward women in her piece Declaration of Sentiments and Resolutions, Stanton demonstrates (many times) examples of sexism toward men: ?The history of mankind is a history of repeated injuries?on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her? (165). By blaming men for every repression women have suffered over the years, Stanton is completely contradicting her argument by being sexist toward men. In a more modern example, a 2004 study by Peter Glick and Robin Wells, both of the Department of Psychology at Lawrence University, involving sixteen nations showed hostile attitudes toward men. ?Stereotype measures indicated that men were viewed as having?more powerful traits than women. The authors argue that hostile?attitudes toward men reflect and support gender inequality by characterizing men as being designed for dominance.? This leads to the subject of how men have been viewed throughout the course of history. In the past, men have been seen as the protectors and providers of the household, just as women have been most popularly viewed asShow MoreRelatedSexism, Prejudice, And Discrimination On The Basis Of Sex1610 Words   |  7 PagesSexism is the prejudice, stereotyping, or discrimination on the basis of sex. Sexism is regarded mostly towards women. Sexism affects everyone but not effecting everyone evenly. For women, they suffer from sexism socially, educational, political, religious, social, etc. The idea of sexism is that the men have more power than the women. Women get judged differently than men do. Women get judged in the workplace which limits them to certain jobs. The stereotypes that women are under are unbelievableRead MoreRacism And Racism Essay986 Words   |  4 Pagessimilarities between sexism and racism. Sexism occurs when a person’s gender or sex is used as the basis for discriminating. 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The Incident Of The Police - 1366 Words

Phillip’s fire inside instantly died when he heard Russell’s voice, and he began complying at once with his now known captor as if performing a mock surrender to appease the crowd’s wishes. The two of them then made their way as surreptitiously as possible out of the back of the swarm and headed towards the town hall. â€Å"What the heck is all this stuff?† an officer demanded of Inez as they began sifting through his things. â€Å"Just what did you think you were trying to do here?† With no reply from Inez the police began their investigation at once and a dozen or more bystander then offered up their own opinions of what had happened and of what they claimed Inez had said during the event. Several people even accused Inez of blasphemy against†¦show more content†¦Ã¢â‚¬Å"We have quite a few people over towards the west side of the statue telling us that there was a girl and an boy with this guy—teenagers, they say.† â€Å"Alright, spread out,† said Cary, â€Å"and see if you can find them. And, you, Inez Tate, was it? I think we’re going to be having an awfully long chat this time down at the station, and you won’t be going anywhere until you give me answers to every question I want to know, you got that?† Inez remained hushed. †Å"We got the girl in custody, sergeant,† one of the young officers said walking back up from out of the dismantling crowd. â€Å"A few bystanders grabbed her as she tried to flee.† â€Å"And the boy?† asked Cary. â€Å"Still missing. But several witness say he was headed in the direction of the town hall with someone who had apprehended him. So it looks like only a matter of time before we have him, too. We got guys going now to search the area of the town hall for them.† â€Å"Good†¦ good work, Petersen,† Cary said. â€Å"Bring me the girl.† â€Å"Boy, you’ve really screwed up now, Phillip,† stated Russell as he continued to push his brother into the confines of the town hall, hoping to duck out of view of those who would recognize Phillip as being involved with what the crazy man out front by the volunteers statue was doing. â€Å"You know how this is going to look for dad? That, he’s going to have to arrest his own son in connection with a terror plot to blow up the town hall?† â€Å"We weren’t trying to blow up theShow MoreRelatedThe Incident Of The Police Officer1486 Words   |  6 PagesBrown was fatally shot by police officer Darren Wilson at 12:03pm, Brown reportedly held his hands up in surrender, yet the unarmed teenager was still shot dead in the streets in an unlawful killing by a criminal justice representative. 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Social Policy Dignity in Care - Free Essay Example

Sample details Pages: 6 Words: 1775 Downloads: 7 Date added: 2017/06/26 Category Law Essay Did you like this example? Social Policy; Dignity in Care In October 2013 Leonard Cheshire disability published a report entitled Ending 15 Minute Care. This report revealed 60% of 63 local authorities that responded commissioned 15 minute care visits, with some of these authorities delivering over three-quarters of their care visits in just 15 minutes. This publicised that the proportion of these 15 minute visits had risen by 15% over the past five years. Don’t waste time! Our writers will create an original "Social Policy: Dignity in Care" essay for you Create order (Leonard Cheshire Disability, 2013). This report caused widespread media coverage and public outrage over the state of care currently being received by elderly and disabled people in England. In light of this identified social problem I will look at policy, law and legislation surrounding these issues which relate to my social work practice and will critique what the government attempts to do about them. At the beginning of last year a government policy was published stating that people who use health and care services have the right to be treated with respect, dignity and compassion by staff who have the skills and time to care for them (Department of Health, 2013). The policy aimed to put people first in decisions about care, help staff to be more compassionate and to keep patients and service users safe. However, recent government budget cuts have led to a lack of resources and with an increase in the population eligible for homecare visits, services have been stretched. As a r esult of this 15 minute home care visits, commissioned by local authorities, have been on the rise. Leonard Cheshire disability found that 15% of local authorities delivered more than a quarter of their home care visits in 15 minutes or less. They claimed that there is an overwhelming public opposition to these 15 minute care visits, and reported that of 2,025 British adults polled, 78% agreed that 15 minute visits deprive disabled and older people of their dignity. (Leonard Cheshire Disability, 2013). Although social policy had already been introduced in an attempt to provide better care in both National Health Service and social care settings, this report by Leonard Cheshire had highlighted that there were still concerns that needed to be addressed. This was not the first time in recent years that there had been unease over how home care was being delivered. In 2011 the Equality and Human rights commission published a report, Close to Home, of their inquiry into older people an d their human rights in homecare. It was reported by older people and their family members that there were many instances of neglect due to tasks in the older persons care package not being carried out, the majority of these instances were caused by a lack of time. (Equality and Human Rights Commission, 2011). In October 2000 the Human Rights Act, 1998, came into force in Britain, the principal purpose of the act being to empower individuals to enforce 16 of the rights and freedoms which are contained in the European Convention on Human Rights, through UK courts. These fundamental rights provide regulation on the activities of public bodies and include rights that impact on service provision in the health and social care sector, this includes domiciliary or home care. (Social Care Institute for Excellence, 2013). The three primary articles, under the Human Rights Act 1998 which are most relevant to dignity in care are; article 2, the right to life, article 3 the right not to b e subjected to inhuman or degrading treatment, and article 8 the right to respect for private and family life. All individuals have the right to life, this means that anyone whose life is at risk has the right to be protected. Equally, any public authorities making decisions either with an individual or on their behalf, which may affect their life expectancy should pay consideration to their right to life. An example of this may be an elderly person who needs reminding to take their medications (Equality and Human Rights Comission, 2006). The right not to be subjected to inhumane or degrading treatment is more often used in grave intrusions with a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s well-being, however this right can overlap, in certain situations, with the domain of an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s right to respect for private and family life. Article 8 incorporates a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s physical and psychological integrity into their right for private family life. Case law such as Ben Saidv. The United Kingdom, 2001 and Costello-Roberts v. the United Kingdom, 1993 have highlighted that a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s body is an intimate aspect of his private life and as such a sound physical and mental state is necessary for an individual to enjoy the right to private life, however interference with a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s physical or mental integrity would have to reach a certain degree before they were considered a breach of this human right (ECHR, 2008). Another act which strongly relates to dignity in care is the Care Standards Act 2000. Standard 8 of this act sets out regulations in regards to an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s privacy and dignity within domiciliary care. This includes ensuring that service users feel that they are treated with respect and that care and support is delivered in a way which maintains their dignity at all times, this involves paying particular regard to assisting with all personal care such as washing, dressing and manual handling (Department of Health, 2003). Although there are laws, legislation and social policy in place which all seem to encompass dignity in care, there is no clear definition in law as to what dignity actually is. It is suggested by the European court of human rights, as evidenced in the case of SW v The United Kingdom, 1995 that protecting human dignity is at the core of the European Convention of Human Rights (Social Care Institute for Excellence, 2013). Dupre (2011) has stated that while an explicit definition of dignity does not appear in law, this case law highlights that it has materialised as a judge made concept that it is generally located somewhere between the upholding of the Human Rights Act 1998 articles 3 and 8. In 2012 the United Kingdom Home Care Association published a report stating that service userà ¢Ã¢â€š ¬Ã¢â€ž ¢s safety and dignity was at risk during short home care visits. Home Care is not a commodity featured descriptions from providers of the type of care that they were expected to deliver in short time periods, of the care providers in England, 27% of carers described the tasks they had to complete as à ¢Ã¢â€š ¬Ã…“putting the service users dignity at riskà ¢Ã¢â€š ¬Ã‚  with a further 6% describing the tasks as à ¢Ã¢â€š ¬Ã…“putting a service users safety at riskà ¢Ã¢â€š ¬Ã‚  (The United Kingdom Home Care Association , 2012). In addition to this Unison has recently published an article calling on the government to ban 15 minute home care, claiming that the home carers they had spoken to recurrently expressed concerns that many service users were suffering as these short visits were not enough to provide even the most basic care. The home carers that had responded to Unison had stated that in particular service users with dementia would find the rush of being fed, bathed, medicated and put to bed in such a short space of time, distressing. In addition to this home carers felt that they did not have the time to talk to the people in their care, something they found deeply worrying considering that they may be that individuals only source of social contact on any particular given day (Unison, 2013) In retaliation, the Association of Directors of Adult Social Services (ADASS), have defended the use of 15 minute care visits stating that in some cases they are justified and adequate. ADASS president Sandie Keene has stated that à ¢Ã¢â€š ¬Ã…“it is totally wrong to believe that all tasks need more than 15 minutes to carry out. And frankly nave to believe that simply by abolishing 15-minute slots a magic wand will have been waved, and improvements automatically achieved in our care servicesà ¢Ã¢â€š ¬Ã‚  (ADASS, 2013). In addition to this Lancashire and Blackburn councils had also defended their use of 15 minute home care visits stating that these short visits were only used in conjunction with larger care packages as a means to provide interim checks between longer care visits (Jacobs, 2014 ). In December 2013 the Care Bill was re-entered into the House of Commons for review. In light of this fact, activists such as Leonard Cheshire disability are campaigning to establish, in law, a minimum of 30 minutes for home care, thereby abolishing what have been termed à ¢Ã¢â€š ¬Ã‹Å"flying visitsà ¢Ã¢â€š ¬Ã¢â€ž ¢. If this is to be approved then this law will come into being in 2015 (Parliament, 2013). In regards to dignity in care there has been previous social policy to prevent it, there has also been laws claiming to protect an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s rights to receiving dignity in care. Although the care bill is likely to come through parliament establishing in law a minimum time of 30 minutes on care visits, It appears that until there is a legal definition of dignity, authorities and home care providers will continue to be unclear about what actually constitutes as dignity in care. References ADASS, 2013. Care Report: 15 Minutes can be enough. [Online] Available at: https://www.adass.org.uk/index.php?option=com_contentview=articleid=935:fifteen-minute-care-arrangmentscatid=160:press-releases-2013Itemid=489 [Accessed 21 February 2014]. Department of Health, 2003. Domiciliary Care National Minimum Standards. [Online] Available at: https://docs.google.com/viewer?url=https://www.age-platform.eu%2Fimages%2Fstories%2Fuk_minimumcarestandarts_athome.pdf [Accessed 9 February 2014]. Department of Health, 2013. GOV.UK. [Online] Available at: https://www.gov.uk/government/policies/treating-patients-and-service-users-with-respect-dignity-and-compassion [Accessed 7 December 2013]. Dupre, C., 2011. What does dignity mean in a legal context?. [Online] Available at: https://www.theguardian.com/commentisfree/libertycentral/2011/mar/24/dignity-uk-europe-human-rights [Accessed 9 February 2014]. ECHR, 2008. Protection of physical and psychological integrity under article 8 ECHR. [Online] Available at: https://echr-online.com/art-8-echr/private-life/physical-integrity [Accessed 8 February 2014]. Equality and Human Rights Comission, 2006. Right to Life. [Online] Available at: https://www.equalityhumanrights.com/human-rights/what-are-human-rights/the-human-rights-act/right-to-life/ [Accessed 08 February 2014]. Equality and Human Rights Commission, 2011. Equality Human Rights. [Online] Available at: https://docs.google.com/viewer?url=https://www.equalityhumanrights.com%2Fuploaded_files%2FhomecareFI%2Fhome_care_report.pdf [Accessed 18 February 2014]. Jacobs, B., 2014. East Lancashire councils defend criticism of 15-minute appointments for elderly and disabled. [Online] Available at: https://www.lancashiretelegraph.co.uk/news/blackburndarwenhyndburnribble/10724354.East_Lancashire_councils_defend_criticism_of_15_minute_appointments_for_elderly_and_disabled/ [Accessed 21 February 2014]. Leonard Cheshire Disability, 2013. Ending 15-minut e care, London: Leonard Cheshire Disability. Parliament, 2013. Care Bill [HL]. [Online] Available at: https://services.parliament.uk/bills/2013-14/care.html [Accessed 22 February 2014]. Social Care Institute for Excellence, 2013. Dignity in Care. [Online] Available at: https://www.scie.org.uk/publications/guides/guide15/legislation/humanrightsact/ [Accessed 31 January 2014]. The United Kingdom Home Care Association , 2012. Care is not a Commodity. [Online] Available at: https://docs.google.com/viewer?url=https://www.ukhca.co.uk%2Fpdfs%2FUKHCACommissioningSurvey2012.pdf [Accessed 10 February 2014]. Unison, 2013. 73% of councils still commission 15 minute care visits. [Online] Available at: https://www.unison.org.uk/news/73-of-councils-still-commission-15-minute-care-visits [Accessed 21 02 2014].

William Shakespeare s Romeo And Juliet - 1724 Words

Kevin Irani Mr. B EAE2DI-02 23 April 2015 Deadly Love Living in a human society is great, but never perfect. Not everyone gets along together and we do not all necessarily like each other. Humans can sometimes have fights and be hateful to one and another. In the play, Romeo and Juliet, written by William Shakespeare, hate is one of the main themes. The play is about two families, the Capulets and the Montagues, which have been in a feud for quite a long time. They would not hesitate to demonstrate their hatred to one another. Most readers would assume that the blame for the death of the young couple falls on them. However, other people are to blame. In this play, Romeo and Juliet, a teenage couple, die at the end of the play. The tragic death of Romeo and Juliet is the direct result of the feud between the two families, Benvolio (Romeo’s cousin) and Friar Laurence. The feud caused Romeo and Juliet to get married without their parent’s permission; Benvolio caused Romeo to meet and fall in love with Juliet at the Capuletâ €™s ball. Friar Laurence got Romeo and Juliet married and he convinced Juliet to drink a potion to orchestrate her death, but it leads to disastrous consequences. Firstly, the feud between the two families is responsible for Romeo and Juliet’s tragic death. The Capulets and the Montagues are two families that are alike, but they are two clan rivals. They were rivals evenShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. 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Storm Born Chapter Sixteen Free Essays

string(45) " a lot of time in your king’s bedroom\." I slept the rest of the day and most of the following one as well. Only the essentials got me out of bed – food, the bathroom, one phone call, and a meeting with Volusian after Kiyo had to leave for Phoenix. I was dozing around dinnertime that second day when Tim’s angry voice in the living room woke me up. We will write a custom essay sample on Storm Born Chapter Sixteen or any similar topic only for you Order Now â€Å"No! I don’t care. She needs to sleep, okay? I’ll give her the message, but stop calling.† I’d heard Tim use that tone only on a few people, so I had a good idea whom he spoke to. For whatever reason, despite having never met, he and Lara hated each other. Throwing on my robe, I shuffled out to the living room and saw him talking on my cell phone. The only progress we’d made in cleanup thus far was to sort of clear a walking path through the debris. He pulled the receiver from his face. â€Å"It’s that bitch secretary of yours. I wouldn’t have answered except that she keeps calling and calling. I told her you can’t take – â€Å" I reached for the phone. â€Å"It’s fine. I need to talk to her.† Glaring, he handed it over. â€Å"Did your asshole roommate just call me a bitch?† demanded Lara. â€Å"He has no right – â€Å" â€Å"Let it go,† I ordered. â€Å"Tell me what’s up.† â€Å"Well, I got your message. Did the shoes show up?† â€Å"Yeah, they’re great. What about the witch?† â€Å"I set it up. He’s going to come ward the place tonight. He’ll need you to let him in.† â€Å"No prob. I won’t be here, but Tim will.† â€Å"Okay, and about the other thing†¦Ã¢â‚¬  â€Å"Yeah?† A long pause. â€Å"Well, I don’t think I heard that part of the message right. It sounded like you said you needed a dress too.† â€Å"I do need a dress.† Silence. â€Å"What’s the matter? Didn’t I leave you my size?† â€Å"Yeah, you did, it’s just that†¦a dress? I mean, you’ve asked me to get you some pretty crazy stuff before – and I’m still kind of uneasy about that one time with the nitroglycerin – but this is really out there, even for you.† â€Å"Oh, stop it. Just take care of this.† I wasn’t keen on the dress either, but Volusian had insisted during our earlier bedside strategy session. If things fell into place with Dorian, I’d be attending an Otherworldly party on Beltane rather than waiting for an attack back here. Volusian had insisted I start making arrangements. What an age we lived in when spirit minions advised on fashion. â€Å"Any special requirements?† I considered. â€Å"Nothing bridesmaid or prom-ish. Think cocktail party. Simple. But elegant.† â€Å"Sexy?† â€Å"Moderately.† â€Å"Color?† â€Å"As long as it looks good.† â€Å"All right. Got it. I’ll have it by next week. Oh, yeah, Wil Delaney called again.† â€Å"You don’t have to let me know anymore. I sort of take it as a given by now.† â€Å"So you don’t want to return it?† â€Å"No.† We disconnected, and I hit the shower. Beltane eve, the big night, was fast approaching. Tonight was the warm-up. The night I made my deal with the devil. After digging out my dusty blow-dryer, I dried and brushed my hair until it gleamed. I didn’t usually go for makeup – not having the patience – but a little foundation went a long way to hide the small bruises on my face from yesterday’s blowout. I considered mascara superfluous with already dark eyelashes, but when combined with some smoky eye shadow, it did make my eyes look bigger. More lipstick, and I barely recognized myself. I didn’t look slutty or anything, but it had certainly been a long time since I’d looked so polished. I considered a skirt but couldn’t go that far. Instead, I opted for tight jeans and the new half-heeled sandals. The tank top I selected was olive green, the same color as my moleskin coat, with thin straps meant to rest slightly off the shoulder. Each strap had a tiny ruffle along its edge, as did the low, cleavage-showing scoop neckline. Examining my reflection, I couldn’t help a wistful sigh. I looked better tonight than I had when I met Kiyo. If only he could see me now. I spritzed on some Violetta di Parma, grabbed my coat and weapons, and headed for the door. Tim nearly fell out of his chair when he saw me. â€Å"What are you doing? Are you going out? You can’t do that! Not after what happened yesterday.† â€Å"I’m feeling better,† I lied. Actually, it was only partially a lie. Did I feel good? No. Did I feel better than yesterday? Yes. â€Å"You’re crazy.† â€Å"Sorry. Got business that can’t wait.† â€Å"Dressed like that?† he asked skeptically. Ignoring him, I drove out to the gateway in the desert. The transition to the Otherworld was a little rough in light of my weakened physical state, but I managed. Volusian and Nandi waited for me at the crossroads when I arrived. Finn hadn’t felt like showing. It was one of the downsides of not having him bound to me. We set out along the road. Shortly into the walk, I realized wearing heels was the Worst Idea Ever. I took them off and carried them the rest of the way. If I was going to keep seeing Dorian, I would need to leave an anchor at his place to facilitate crossings. â€Å"Don’t cross his threshold without asking hospitality first,† warned Volusian. â€Å"They’ll disarm you before you can enter. You don’t want to do that without protection.† I agreed, though I didn’t like the idea of disarming in the first place. No one ambushed us this time, and I practically walked up to the gates without incident. The guards recognized me and locked into a defensive stance, weapons drawn. â€Å"Our mistress comes in peace,† said Nandi mournfully. â€Å"She would speak with the Oak King and ask his hospitality.† â€Å"Do you think we’re stupid?† asked one of the guards, eyeing me watchfully. â€Å"Not exactly,† I said. â€Å"But I do think you were here last time and saw that I didn’t cause any trouble. Maybe you also noticed I spent a lot of time in your king’s bedroom. You read "Storm Born Chapter Sixteen" in category "Essay examples" Trust me, he’ll want to see me.† They conferred briefly and finally sent one of their number away. He returned minutes later, granting me admittance and hospitality – once they had indeed disarmed me. They walked me through the same hallway as before but not up to the throne room door. Instead, we wound deeper into the keep until we stood at a set of glass doors leading out to some sort of garden or atrium. â€Å"Our lord is outside,† explained one of the guards, about to open the doors. Volusian blocked his way. â€Å"Get a herald to announce her. She’s not a prisoner anymore. And use her titles.† The man hesitated, glanced at me, and then called for a herald. Moments later, a stout man dressed head to foot in teal velvet hurried in. He looked at me and swallowed nervously before opening the doors. A handful of elegantly dressed gentry stood out in the gardens, glancing up at our entrance. â€Å"Your majesty, I present Eugenie Markham, called Odile Dark Swan, daughter of Tirigan the Storm King.† I winced. Yikes. I’d had no idea I’d had that much appended to my name now. The soft conversation dropped. Apparently I should get used to having this effect while attending social events in the Otherworld. From inside, I had expected a small courtyard type of garden, but this looked like it stretched out indefinitely. The grass was still green, but many of the trees had leaves in orange, yellow, and red. None were the dying brown of late autumn. These showed the perfect, beautiful hues one saw at autumn’s finest. Heavy apple trees laden with fruit clustered in corners, and in the air, I could just faintly smell a bonfire and mulling spices. It was earlier in the day here than when I’d left Tucson. The end of the afternoon was giving way to twilight, the sky painted in shades of gold and pink that rivaled the leaves’ splendor. Torches on long poles were set up to offer light. The group parted, and Dorian strode forward. His red hair streamed behind him, and over a simple shirt and pants, he wore a robe-type garment made of wine-colored satin and gold brocade. I approached him, and we met in the middle. My spirits waited near the doorway. â€Å"My, my. What a lovely surprise. I didn’t think I’d see you again so soon.† Dorian reached for my hand, and this time I let him take it. A flicker of mischievous amusement glinted in his eyes at this small concession, and I knew I had already piqued his curiosity. â€Å"I hope you don’t mind me dropping in like this.† He kissed my hand, just as Kiyo had yesterday. Only Dorian’s kiss was less of a hope you get better kiss and more of an imagine my lips in other places kind of kiss. â€Å"Not at all.† He drew his lips back and laced his fingers with mine. â€Å"Come. Join us.† I recognized a couple of the gentry standing there from dinner. The other two people hanging around looked like servants, waiting anxiously with long mallet-type things in their hands. I peered at them, then at the wickets spread out in the grass. â€Å"Croquet? You’re playing croquet?† Dorian’s face broke into a grin. â€Å"Yes. Do you play?† â€Å"Not in years.† The gentry played croquet? Who knew? I supposed it was technologically simple as far as games went. It made more sense for them to play that than video games. â€Å"Would you like to now?† I shook my head. â€Å"You’re already in the middle of something. I’ll just watch.† â€Å"As you like.† He took a proffered stick from one of the servants. Watching him line up a shot, I could see he intended to hit his ball and knock out an opponent’s near a wicket. A faint breeze ruffled his hair and the folds of his robe, and he had to take a moment to brush the fabric out of his way. When he finally hit his ball, it went wide, considerably away from his opponent’s ball. â€Å"Ah, well. It was close. I nearly had it, don’t you think so, Muran?† Muran, a lanky guy dressed in lavender, jumped at being addressed. â€Å"Er, uh, y-y-yes, your majesty. Very close. You were almost there.† Dorian rolled his eyes. â€Å"No, I wasn’t. It was an abominable shot, you wretched man. Let Lady Markham have your turn. Give her your mallet.† Now I jumped. Lady Markham? But the aforementioned Muran practically shoved the thing at me. Hesitantly, I approached his ball. I was pretty sure I’d been ten the last time I’d played, off visiting one of my mom’s aunts in Virginia. Remembering Dorian’s hang-ups on his robe, I paused to slip off my coat. A servant immediately raced over to take it from me, folding it neatly over his arms. I turned back to the ball and mallet, sizing up the shot. I tossed my hair back over one shoulder and hit. The ball half-skittered, half-rolled through the grass and went through one of the wickets. â€Å"Exquisite,† I heard Dorian say. I glanced back at him but saw he wasn’t watching the ball at all. His eyes were all over me. I tried to return the mallet to poor Muran, but Dorian wouldn’t hear of it. He made me finish the game in Muran’s stead. As we played, I immediately picked up on something peculiar. Dorian was a terrible player – too terrible to be real. He was obviously faking it, but his subjects could not bring themselves to do better than their king. So they too faked their own sort of appalling game play. Watching it was comical. I felt like I was in a scene from Alice in Wonderland. Having no such qualms about winning, I played normally, and even with aching muscles and no practice, I won pretty handily. Dorian couldn’t have been happier. He clasped his hands together, laughing. â€Å"Oh, outstanding. This is the best game I’ve played in years. These sheep won’t know what to do now.† He glanced at his fellow players and beckoned them toward the building. â€Å"Go, go, your shepherd is tired of you all.† I watched them go. â€Å"You don’t really treat them†¦respectfully.† â€Å"Because they deserve none. Did you see the preposterous way they acted in that game? Now imagine that happening every second, every day of your life. That’s what it’s like to be royalty, to live at court among courtiers. Be happy you have no true throne yet. It’s all simpering and groupthink.† I almost heard a touch of bitterness in his light voice. Almost. A servant handed my coat back, and Dorian addressed her and a couple of guards. â€Å"Lady Markham and I are going to take a walk now through the eastern orchard. Seeing as she’s dressed for business, I imagine she wants to speak alone. Follow, but keep your distance.† Turning, he offered me his arm again and led me off into one of the garden’s winding turns, into a dense apple orchard. Like the other trees I’d seen, these were filled with fruit. Still more apples lay on the ground, round and red and waiting to be eaten. When we were sufficiently alone, I said, â€Å"I’m not dressed for business, not in these shoes. I was dressed for business the last time I was here.† He gave me a sidelong look. â€Å"Women who show up looking as lovely as you do after barely stomaching my presence last time do not come on pleasure. They come for business.† â€Å"You’re a cynic.† â€Å"A pragmatist. But, business or pleasure, it becomes you.† He sighed happily. â€Å"I do so wish more of our women would wear pants like those. The warriors often do but not nearly so tight.† â€Å"Thanks†¦I think.† We walked on at a leisurely pace while the sky turned orange and scarlet. â€Å"So I imagine you’ve changed in other ways since our last encounter. The very fact that you’ve come here so congenially indicates as much.† â€Å"Yes.† I narrowed my eyes. â€Å"You know, I don’t appreciate you telling me that Storm King bedtime story when all the time you knew I didn’t know what was going on.† â€Å"Mean, perhaps. But also amusing – were you in my place. Besides, I did you a service of sorts. I provided necessary background information, Lady Markham.† â€Å"Don’t say ‘Lady Markham.’ It sounds weird.† â€Å"I’ve got to call you something. Our normal rules of etiquette don’t exactly outline anything for your situation. You are the daughter of a king without a kingdom. You are royalty but not quite royal. So you are addressed like a noble.† â€Å"Well, then, only use it in public. Or stick to ‘Odile.'† â€Å"What about ‘Eugenie’?† â€Å"Fine.† Silence fell between us. The orchard seemed to go on forever. â€Å"Do you want to tell me why you’re here yet? Or should I think up some other pleasantries to discuss?† I repressed a laugh. Dorian played flamboyant and scattered, but he wasn’t a fool. â€Å"I need a favor.† â€Å"Ah, so it is business after all.† I stopped walking, and he stopped with me. Looking down at me, he waited patiently, his face pleasantly neutral. I shivered as another breeze stole through, and he took my coat from me, helping me slip it on. I wrapped my arms around myself, grateful for the coat’s warmth. Sexy was cold. â€Å"I conjured a storm yesterday.† â€Å"Did you now?† His voice held less levity and more calculation. â€Å"What happened?† I told him the story, just as I had for Maiwenn and Kiyo. â€Å"What were you thinking when it happened?† At first, I thought he was chastising me. Sort of like when you do something stupid and your mom asks, Are you insane? What were you thinking? â€Å"Like how I felt? What was going through my head?† He nodded. â€Å"I don’t know. I guess I went through a lot of moods. When it all started†¦I mean, I felt the same as for any other attack. Planned out what I would do, focused for a banishing. But once my mom got involved†¦I started to lose it.† â€Å"And when Corwyn had you trapped?† â€Å"Who?† â€Å"The elemental. He was one of Aeson’s men. The spirits you banished came back telling tales, though admittedly, no one’s heard this part, seeing as you didn’t leave any witnesses.† â€Å"I felt†¦scared. Weak. Defenseless.† â€Å"You don’t strike me as someone who’s scared a lot.† â€Å"No, actually. I’m scared all the time. Stupid not to be. What’s that saying? Only the dead are without fear? Or is that hope? Dunno. At that point, I sure as hell didn’t have any hope either. I felt like I was out of options.† â€Å"And so you chose the only option left to you.† â€Å"I didn’t choose it exactly. Not consciously.† â€Å"No. But sometimes our souls and the secret parts of our minds know what we need.† He walked over to a large, sheltering maple tree. Presumably it too had those wonderful colors, but the near-darkness made such things impossible to see. Taking off his robe, he spread it on the ground and sat down, leaving space beside him. A moment later, I sat down as well. â€Å"So what have you come to ask me, Eugenie Markham?† â€Å"You already know. I can hear it in your voice.† â€Å"Hmm. So much for crafty subterfuge.† â€Å"I need you to teach me how to use the magic. So it doesn’t take over again. I don’t want to kill someone the next time I freak out.† â€Å"Or,† he added, â€Å"you just might want to kill someone with it. On purpose, that is.† â€Å"Maybe.† I shivered. â€Å"I don’t know.† He didn’t speak right away. The darkness around us grew deeper. â€Å"What you did to Corwyn was akin to using a brick to swat a fly when much finer, much simpler methods would suffice. The storms you can conjure are great and powerful things, absolutely. The gods know your father made effective use of them. But I think you’ll find your real power is in controlling the storm’s finer elements. A child can throw paint on a canvas; a master works with fine brushstrokes. You learn the small things, and then the storms will be second nature.† I took a deep breath. â€Å"So can you teach me? Will you teach me?† Even in the dark, I knew he had that laconic smile on his face. â€Å"If someone had told me during our last meeting that we’d have this conversation, I would have flogged him for insolence.† â€Å"I don’t have anyone else to go to. Maiwenn offered, but she doesn’t have – â€Å" â€Å"Maiwenn?† he interrupted. His tone startled me. â€Å"When did you talk to her?† â€Å"After the attack.† I explained the circumstances of our meeting. When he didn’t respond, I grew defensive. â€Å"There’s nothing wrong with that. If anything, it’s kind of nice to have someone on my side who doesn’t want to see me get pregnant and take over the world.† â€Å"And for that very reason, you shouldn’t trust her. I want to see Storm King’s heir born. Therefore, I have good reason to make sure you stay alive. She does not.† I remembered thinking how Maiwenn would have had a lot less to worry about had I died in the attack. â€Å"She didn’t seem so sinister,† I replied haltingly, suddenly struck by a thought. If Maiwenn’s noble philosophy involved killing me, then would Kiyo follow her in that? â€Å"The sinister ones never do.† â€Å"You’re just trying to sway me to your side.† â€Å"Well, of course. I’d be trying to do that regardless of her involvement.† I sighed. It was all plots and posturing after all. Above all else, Dorian was still one of the gentry. â€Å"Maybe coming here was a mistake.† â€Å"Coming here was the smartest thing you’ve done so far. So tell me, what will you give me for teaching you to control your power?† â€Å"You can’t get something for nothing, huh?† â€Å"Oh, please. Don’t sound so superior. I helped you last time without asking anything in return, and now here you are again asking more of me. You demand a lot of the gentry you consider so greedy.† â€Å"Fair enough.† I leaned against the tree a little. â€Å"If you’ll help me†¦I’ll let†¦I’ll let people think we’re, you know†¦Ã¢â‚¬  There was a pause, and then his warm laughter filled the orchard. â€Å"Sleeping together? Oh, you really have made my night. That’s not fair. Not fair at all.† I blushed furiously in the dark. â€Å"You’ll one-up Aeson. He’ll think I’m willingly giving you what he tried to take by force.† â€Å"And all the while, I’ll actually be getting nothing except tantalizing glimpses of you in outfits like this.† â€Å"I’ll cover up more if it makes a difference.† â€Å"What would make a difference is if you were sleeping with me for real.† â€Å"That’s not fair either. Not for a few magic lessons.† â€Å"‘A few’?† He laughed again, his voice carrying the kind of incredulity that seemed to amuse rather than upset him. Jesus. Did nothing bother this guy? â€Å"My dear, it’s going to take more than ‘a few’ lessons to quell that storm in you, pun intended. Especially with your temper. It’s going to make focus hard.† I felt indignant. â€Å"Hey, I’ve been focusing since I was a kid. I can clear my mind in the middle of a fight to banish spirits. I go to trance in seconds.† â€Å"Perhaps,† he conceded grudgingly. â€Å"But I’m still not sure this is fair. You’ll be getting more than lessons. Assuming you are my ‘lover,’ people will be hesitant to assault you. You’ll find your status soaring.† â€Å"Christ. Nothing gets past you, does it? Apparently Volusian and I have a lot more to learn about subterfuge too.† â€Å"Who?† â€Å"My servant.† â€Å"Ah. The sullen one with red eyes?† â€Å"Yes.† He made a disapproving click with his tongue. â€Å"He’s both dangerous and powerful. You’re brave to keep him.† â€Å"I know. I couldn’t send him to the Underworld, so I bound him to me.† â€Å"If I helped you, we could probably send him on.† The thought astonished me. With Volusian securely in the world of death, I’d probably be a lot safer. As though reading my mind, Dorian added, â€Å"Things will get nasty if he ever breaks loose on you.† â€Å"I know. He tells me on a regular basis – in graphic detail. Still†¦he’s been useful. I think I’ll keep him around for a while.† We sat quietly in the darkness again. I realized it must be getting past the castle’s dinner hour. Part of the reason for showing up at this time had been to get invited to dinner. With gentry pride in hospitality, Volusian had thought it would please Dorian to show off his resources, especially since being half-gentry meant I could safely eat in this world now. Finally, a legitimate perk to all this insanity. I half-smiled imagining a hall full of hungry gentry, pounding their silverware on the table. With the way everyone danced around Dorian’s moods, however, I had no doubt they’d wait hours if need be. â€Å"If you’re going to pretend to be my lover, it will involve more than just say-so. You’ve seen how free we are with our affections in public. If you keep ten feet away from me, no one’s going to believe it.† I froze, suddenly remembering that other dinner. I hadn’t entirely considered the implications. He chuckled softly, a low and dangerous sound beside me. â€Å"Oh, yes, you didn’t think about that, did you?† He was right. I’d figured Dorian and me disappearing into his bedroom for lessons would be convincing enough. But now I had to picture sitting on his lap, letting him touch me and kiss me. I had trouble with the image. He was one of the gentry, the beings I’d hitherto kept a wary eye on and tracked down my whole life. Discovering Kiyo’s true nature had been a shock to my system, one I was slowly starting to reconcile. How could I handle someone who was completely of the Otherworld? Yet†¦the more I hung around Dorian, the easier it became to think of him as just a person. Weird or not, there was something comfortable about being with him. So, yeah. I could handle this. Maybe. It was just a little making out, right? It wasn’t sex. And wasn’t it a small thing to ensure I didn’t tear anyone else apart inadvertently? â€Å"I’m not going down on you or anything,† I warned, using flippancy to cover my discomfort. He laughed again. â€Å"As saddening as that is, it might actually be too much. You’re human enough that they’ll expect some modesty.† Small blessings. â€Å"All right. I’ll hold up my half if you hold up your half.† â€Å"Well, in distribution, I think I’m actually doing three-quarters of the work here. But yes, I’ll do the same. Shall we shake on it? Isn’t that how you humans seal a deal?† I extended my hand in the darkness, and he took it. Suddenly, he pulled me to him and kissed me. I immediately pulled back, aghast. â€Å"Hey!† â€Å"What? You don’t expect to have our first kiss in public, do you? We want to be convincing, remember?† â€Å"You’re a sleazy bastard, you know that?† â€Å"If you truly believe that, then maybe you’ll feel better finding another teacher.† I thought about that. Then I leaned forward and tried to find his lips in the darkness. I didn’t realize I was shaking until his hands gripped my arms. â€Å"Relax, Eugenie. This won’t hurt.† I took a deep breath and calmed myself. Our lips found each other. His reminded me of flower petals, soft and velvety. Whereas Kiyo was all about animal passion and aggression, Dorian seemed more about†¦precision. I suddenly remembered his metaphor about the difference between slapping paint on a canvas and fine brushstrokes. Don’t get me wrong, Dorian wasn’t exactly sweet and chaste. There was heat in those soft lips. He seemed to want to draw out the experience, almost in a taunting way, so much so that I found myself impatient and eager when his tongue finally darted in between my lips. He pushed it farther into my mouth, the rest of the kiss intensifying. He smelled like cinnamon and cider, like all the good things in an autumn night. Finally, he pulled away. â€Å"You’re still afraid of me,† he noted, amused by that fact just like everything else. â€Å"Your body still won’t relax.† â€Å"Yes.† I swallowed. It had felt good, the kind of good that sends heat down your body and makes your toes – and other parts – curl. But my fear had underscored it all, that fear of gentry and otherness that I still couldn’t quite shake. It was a weird combination, physical pleasure mingling with fear. Very different from the way it was with Kiyo – physical pleasure mixed with a larger, all-encompassing sense of chemistry and mutual affection, despite my unease over his half-kitsune heritage. â€Å"I can’t help it. This is all still strange for me. Part of me says it’s wrong. It’s hard to change what I’ve always believed overnight, you know.† â€Å"Do you want to go back on the deal?† I shook my head. â€Å"I don’t go back on my deals.† I could feel him smiling in the darkness. He leaned over and kissed me again. How to cite Storm Born Chapter Sixteen, Essay examples

Learning and Teaching free essay sample

A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12)