Wednesday, October 30, 2019
Group dynamics Term Paper Example | Topics and Well Written Essays - 2000 words
Group dynamics - Term Paper Example Purpose of a group forms its background and the process through which this is achieved makes it operational. Team is structured, requires coordinated interaction to reach the set goal and all the members stand responsible for its activities. A congregation of individuals qualifies to be called a group based on Kurt Lewin’s parameters, which specify that the members should interact, are interdependent, influence each other, the members feel belongingness, have a structure, work towards a common goal and are recognised as a group by others. Task and relationship-based interactions develop in groups, through which people connect and affect each other. 2. Group as a social system Groups are social entities with a membership of 2 or more persons. They are viewed as units of socialization, interaction, centres of intellect and learning. Group is a locus for connecting with people and hangers for emotional support. People group in order to support the realisation that they share simi lar ideologies. Interdependence and cooperation, which are interpersonal and social qualities are essential for the formation of groups. They never exist in vacuum, but are related and dependent on other groups. Groups may be classified as primary or secondary(classified by Charles Horton Cooley) and planned or emergent ones. Close and personal interactions occur frequently among primary group members. They form the basis for socialising and platform for showcasing the ideas, values and opinions of members. Secondary or nucleated groups are sized big, formal and the size may not permit one-to-one relation among members. They are help members socialise, but not as much as primary groups. Planned groups work for a common goal. Their formation is initiated from an exterior source, organisation or individual or other groups. Emergent groups, as the name suggests, emerge as the people find themselves bound by circumstances, location or situation (Corey, Corey, and Corey ). T-groups, a pr oposition by Kurt Lewin, are interpersonal training groups, that facilitate bonding among members, building trust and interact on both work-related and personal issues. The source of learning and improvement is feedback from the other members of the team. 3. Group Development In order to comprehend group dynamics, it is important to study the process and theories related to their development (Forsyth ). Lot of studies and research addressed the concept. Tubb has phased group development into orientation, conflict, consensus and closure and Fisher suggested orientation, conflict, emergence and reinforcement model. Bruce Tuckman suggested 4 stages of group development, which consists of forming, storming, norming and performing. Adjourning has been appended later. a. Forming During this phase, individuals mingle with each other and communicate, in an attempt to arrive at their purpose of association. They assess their respective comfort zones. Leaders play a vital role in facilitating this understanding and walking them towards the next stage. b. Storming Here, the members share their views, assemble with others sharing similar thoughts and socialise. Leader persuades them to open up and streamlines their ideas, differences etc towards the group goals. Socialisation is the process of adaptation of the members to the purpose, situation and other members. Active involvement on the part of members is crucial at this stage.
Monday, October 28, 2019
The United Nations And Human Rights Essay Example for Free
The United Nations And Human Rights Essay The developments that immediately preceded the Second World War in field of state-relations irreversibly changed the landscape of the international communities. The biggest development, if not the most significant, was the establishment of the United Nations. This move to theoretically unite a war-ravaged world was ambitious and prone to many pitfalls.            Among the immediate developments that were ushered in by the creation of this supranational institution was the Human Rights Machinery. This significant progress came â€Å"[a]fter centuries of inadequate, piecemeal efforts to protect citizens from abuse by their own governments, in 1946 the international community founded a global human rights institution.  The United Nations Commission on Human Rights became the first international body empowered to promote all the human rights of all the world’s peoples. The founders assumed that improved respect for human rights would help individuals and would also serve the United Nations’ primary peacekeeping gal by eliminating repressive practices which provoked war.†[1] The importance and legitimacy of the respect for Human Rights and the international promotion of it among the different nations of the world was further â€Å"highlighted in Chapter IX of the Charter dealing with international economic and social cooperation in terms of a pledge or commitment of all Member states.†[2]            Like with many other issues in the political arena, there is a wide schism between the word and the act. â€Å"The contributions of the UN must neither be understated nor overstated. The UN has been an intellectual pioneer in the issues of economic and social development, much more than is often recognized. At the same time, there have often been omissions and distortions in its work.†[3] While the ideals proclaimed by the United Nations Commission on Human Rights, through the different Conventions and texts are many, there is a vocal number of people that believe that the United Nations, together with the mentioned Commission is all rhetoric. In this, there is a â€Å"[s]trong tendency†¦to put blame for this unsatisfactory state of affairs on the United Nations and it is true that the Organization is in many respects inapt and ineffective in converting the theory of its own words into actual practice. However, those circles who for good reasons criticize the United Nations would be well advised to do some more soul-searching as to their own direct or indirect share of complicity in bringing about and maintaining structures of injustice.†[4]            The human rights machinery refers to the different organs and procedures dealing directly with human rights in the United Nations system which includes: Intergovernmental organs established on the basis of the Charter of the Security Council, the Economic and Social Council, and the Commission on Human Rights. The commission on the Status of Women and the Commission on Crime Prevention and Criminal Justice also address human rights issues within their respective mandates; Bodies established by human rights treaties; Reporting, communications, and investigating procedures established by policy-making organs and treaty based bodies; the parts of the United Nations Secretariat responsible for human rights activities, especially the United Nation High Commissioner for Human Rights. The Division for the Advancement of Women and the centre for International Crime Prevention have also human rights responsibilities. The Office of the High Commissioner for Human Rights and the Decision for the Advancement of Women adopt joint work plans.[5]       â€Å"The Charter of the United Nations, with respect to Human Rights bridged the gap between human rightly established a close link between human rights and other world-wide concerns, viz. the maintenance of peace and the promotion of economic and social development. (†¦) The United Nations played a dynamic role in strongly supporting the quest for independence of colonial countries and peoples was instrumental in terminating colonial domination and combating racial discrimination. In no other area did the United National proclaim and defend human rights principles with so much vigour as in the fields of decolonization and racial discrimination.†[6]            There is said to be three stages of differently focused activities that capture the essence of the Commission’s work in the domain of Human Rights: (1) Standard-Setting (2) Promotion (3) Protection. These three stages are essential in analyzing the work, whether in a positive or negative light, of the Commission.            The Standard-setting stage started the inception of the body of the United Nations itself and lasted a decade after (1945-1955). The most significant output of this stage, and perhaps one of the most significant in human history, was the articulation of the International Bill of Rights; and for this one must give credit to the Commission who was entrusted with this enormous task. During the first decade, the Commission â€Å"spent most of its time on the elaboration of the draft international covenants and concluded its drafting work with respect to those instruments in the mid-fifties.†[7]            â€Å"Despite adoption of the Universal Declaration of Human Rights in 1948, concern with and promotion of human rights as such often played little part in the UN’s early work on economic and social development. The fulfilment of many economic and social rights was certainly implicit in UN concerns and actions for economic and social advance, but references to rights in this work were few and far between.  Moreover, political and civil and cultural rights mostly got forgotten or ignored in economic writing on development and were treated more as a matter of political and ideological debate in the U.N. Indeed, in development discussions, the belief became popular that authoritarian regimes had some advantage and even some justification because of their ability to take the tough decisions requiredfor example, to raise the rate of savings in poor countries. It was argued that more democratic leaders would find it difficult to take these hard decisions.†[8]            Although the drafting of the Universal Declaration of Human Rights was and is considered a huge achievement for the international community, the acceptance was not as ready, much like all the new ideas that come into the field, like gender mainstreaming. When a popular support for the ideas embodied in the Declaration did not appear on the horizons, the United Nations began a widespread promotional campaign, the second stage (19955-1965). â€Å"It was assumed that studies, advice and measures in the field of education and information would in the long run provide a more fruitful basis for enhancing the cause of human rights that the treaty-making process which was undertaken with the elaboration of the International Covenants.†[9]           However, this particular stage did not receive resounding success either. The interest that was sparked was not proportionate to the resources of time, energy and money expended to undertake the promotional activities. â€Å"[T]hey failed to grasp the interest and the imagination of the United Nations membership and of the public at large. Moreover, they were too far removed from the main political currents in the World Organization. The human rights program was functioning in isolation and it seemed to lack the political relevance and for that matter the impetus which is needed for dynamic evolution.†[10]            Apparently, the fact that â€Å"[i]t is one thing to draw up international standards, it is quite another thing to have those standards implemented†[11] began to painfully dawn on the Commission. It must be said, however, that this unforeseen lack of support was entirely due to the incompetence of the United Nations in general and the Commission, in particular. External factors of the current times have to be taken into consideration as well. Despite the end of the war, there was still prevalent â€Å"[d]istrust and tensions between nations and peoples, extreme disparities in economic and social conditions between and within nations, religious and ideological antagonism, persistent patterns of racial discrimination and class domination and numerous other factors, including selfishness of individual human beings, affect the realization of human rights with the various societies. It should also be taken into account that any approach from the viewpoint of violations of human rights is, in the context of inter-State cooperation, a most precarious and delicate undertaking inasmuch as it focuses mostly on weaknesses and failures.†[12]            It is undeniable, looking at the United Nations history, that the machinery met great difficulties in the human rights ideals across the world and to effectively integrate it into existing government practices. Due to the few successes of the first two stages, the stage of protection started off with a bumpy ride and is subject to much criticism, which will discussed in the later paragraphs.            Despite the shaky two decades, it is undeniable that â€Å"the Commission has contributed to the inadequate but nevertheless incremental growth of supranational authority capable of scrutinizing practices that had previously been exclusively within governments’ sovereign jurisdiction.†[13] The third stage, protection, came right after the standards were set and the same were promoted to the individuals and national governments. The protection stage is actually the collection of events, still undergoing now, that enforces the standards by â€Å"responding to specific complaints against over seventy governments. The process has increased the Commission’s visibility ad dramatically transformed its operation while exacerbating fundamental differences over whether political or economic, individual or collective rights deserve priority.†[14]            To guide the protection of the world’s population, the Commission refers to now only their shining accomplishment that was the Universal Declaration of Human Rights but other treaties such as the International Convention on the Elimination of All forms of Racial Discrimination (1966), the Convention of the Rights of the Child (1989) and the Convention on the Elimination of All Forms of Discrimination Against Women. â€Å"There can be little doubt that the three greatest intellectual contributions of the United Nations have been human rights on a global scale†¦Ã¢â‚¬ [15]            Despite the pioneering efforts of the Commission, those that have resulted in both failure and success, a large number of people are highly critical of the United Nations, in general and the Commission, in particular, citing inefficiency, redundancy and an overly-bureaucratic structure as primary reasons. â€Å"American critics have made the sharpest attacks, venting their greatest anger prior to 1980 and since then against the UN in general and the Assembly in particular. The Commissions harshest critic claims that unfair procedures have been manipulated to subvert democratic governments and fundamental rights. The Commission’s defenders lament it limited impact on government practice and propose a variety of structural reforms.†[16]            One of the biggest concerns aired by the Eastern bloc is the supposed prevalence of Western values embodied in the different Declaration and Treaties. â€Å"Judging by the time spent in drafting and the norms adopted, the Commission appears to have given higher priority to Western sponsored political and civil than to Third World initiated economic and social standards.†[17] Economic concerns were definitely more pressing in the third-world countries where starvation trumped political freedom any day. Although in its defense, the Declaration did have economic rights included in the text. However, many complain that while that is true,†[t]he Universal Declaration and the two covenants give nearly consideration to economic rights, but create more effective enforcement procedures for civil liberties. The conventions on race discrimination and apartheid affirm the rights of groups as well as individuals but give no special priority to economic concerns. (†¦) The consensus decision-making procedure delayed and weakened the 1986 declaration on development. If any standard setting priority exists, the Commission has given the greatest attention to individual civil and political rights. Despite the strident rhetoric about balancing economic and political rights, the gross violations identified have involved considerably more political than economic injustice. (†¦) Complaints about forced labour, particularly involving children, have not prompted a response unless the violation involved mass killing or another top priority.†[18]            Assuming but not conceding that this prioritization were true, it must be said that such would be essential in the smooth running of an organization in order not to spread oneself too thin. This is particularly true for the United Nations because a â€Å"society must establish value priorities about which rights to protect by law and which violations to punish most severely. The international community is even more ideologically divided than its constituent members, therefore attempts to enforce universal human rights exacerbate fundamental political differences.†[19]            Among the popular criticisms of the United Nations Human Rights machinery, the most troubling would perhaps have to be the accusations of the employing double standards; standards that heavily favor Western aggression. These complaints found legitimacy in the now-infamous UN inaction during the Rwandan genocide. Furthermore, the deafening silence on the part of the UN during the American military operations against Afghanistan and Iraq hit the UN credibility hard and many more joined the others in crying foul. â€Å"Some critics have concluded that politically motivated double standards, selective enforcement and disparate treatment totally discredit the Commission’s enforcement program. When the Commission acts selectively, its exceptionally rare actions appear arbitrary and capricious. While Commission supporters also complain that too many serious violation escape scrutiny, they favor imperfect enforcement to none at all.†[20]            In conclusion, the Commission was â€Å"ill-equipped to cope with the underlying military and economic causes of the worst human rights violations. At best its measures temper and moderate the most extreme offenses. Once the killing has begun, human rights remedies, like United Nations relief for refugees, merely alleviates symptoms.†[21]            With that said, a new chapter of Human Rights’ protection through the United Nations system was ushered with the extinction of the Commission of the Human Rights in 2006. Its successor is dubbed the Human Rights Council. This brings to the playing field a shift in the field of Human Rights and is significant in several aspects. First, it addresses the issue of a much-needed ‘face-lift’ for the image of the United Nations main machine of human rights. The former Commission had its share of bad publicity and the creation of the Human Rights Council, even if will heavily base its action on those of its predecessors, makes the evolution in thinking and practice much more understandable by the general public.            Moreover, the Council ushers in a new era in which the Commission would have been hard-pressed to fit in. This misfit can perhaps be attributed to the fact that the former Commission was created during a different international field, at a time when war was still a fresh memory. In so many ways, the global community has progressed far beyond the nature of Post-World War II. Therefore, this new change will hopefully reflect mandates that would be more faithful and effective in these current times.            A cursory look at the working groups under the Human Rights Council shows that not all was changed, however, and rightly so. The Council is still carrying out the standard-setting stage, which the Commission excelled at. Under a standard-setting goal, the Council is currently looking into the expansion of the International Covenant on Economic, Social and Cultural Rights in order to more accurately portray the Human Rights’ needs of these rapidly changing times. In addition to this potential expansion, there is also a working group under the auspices of the Human Rights Council that is currently drafting a legally binding instrument for the protection of all persons from enforced disappearances. This latter on is merely a continuation of the Commission’s work.            The other working groups of the Human Rights Council do show that they are treading into new territory, which the Commission was criticized for not doing enough. Under the working groups for special procedures, there are experts on People of African Descent, Arbitrary Detention and Mercenaries.            There is incredible potential for the Council to do great work in the field of human rights and it is not weighed down by decades of bad publicity. Although it is too early in the game to call the outcome, this significant change in the United Nations framework will only be effective if the new Council learns from its predecessor’s mistakes in enforcement. Although the textual and intellectual contribution of the Commission cannot be disputed, these contemporary times need more than non-binding conventions that do not seem to scare those militant with complete disregard for the sanctity and dignity of human life.            Being a watchdog of human rights in the world cannot be constrained to formulating conventions and treaties. This was where the Commission excelled at and the Council should build on them but concentrate on actual groundwork where they are needed, on the ground and not from some lofty and comfortable climate controlled environment in New York. In many ways, this shows that the United Nations System has evolved with the times and the old complaints with the old machinery will slowly be forgotten. This is a perfect time for any enormous changes within the United Nations system in that there is an actual change of face, literally, with the new Secretary-General; therefore any new victories will be counted as part of the new Council, even if it were heavily rooted in the Commission’s work. [1] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.xiii [2] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.119 [3] Jolly, R. et.al. (2004) UN Contributions to Development Thinking and Practice. Indiana: United Nations Intellectual History Project Series. p.276 [4] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.120 [5] Symonides, J., (2003) Human Rights: International Protection, Monitoring, Enforcement. UNESCO Publishing. p.5 [6] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.120 [7] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.121 [8] Jolly, R. et.al. (2004) UN Contributions to Development Thinking and Practice. Indiana: United Nations Intellectual History Project Series. p.8 [9] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.122 [10] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.122 [11] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.125 [12] Cassese, A. ed. (1979) UN Law: Fundamental Rights. van Boven, T., United Nations and Human Rights: A critical Appraisal. p.125 [13] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.xiii [14] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.xiii [15] Jolly, R. et.al. (2004) UN Contributions to Development Thinking and Practice. Indiana: United Nations Intellectual History Project Series. p.276 [16] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.187 [17] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.193 [18] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.193 [19] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.194 [20] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.203 [21] Tolley, H., (1987). The UN Commission on Human Rights. London: Westview Press. p.220
Saturday, October 26, 2019
Life & Debt Essay -- Economics Film Poverty Jamaica Essays
Life & Debt      The documentary Life and Debt portrays a true example of the impact economic globalization can have on a developing country. When most Americans think about Jamaica, we think about the beautiful beaches, warm weather, and friendly people that make it a fabulous vacation spot. This movie shows the place in a different light, by showing a pressuring problem of debt. The everyday survival of many Jamaicans is based on the economic decisions of the United States and other powerful foreign countries.      The film opens with camera shots portraying Jamaica as the beautiful and carefree place that most Americans view it as. The vast majority are oblivious to the fact that the delicious food they indulge in on their voyage probably came off a ship from Miami.      In the 1970s, the country’s former prime minister signed a loan agreement which ultimately led Jamaica to over four billion dollars in debt to the World Bank and IMF. This ultimately caused a sinking economy of low valued imports and sweatshops are destroying local businesses and agriculture. In the video, we see workers who are working gruesome six-day-a-week work schedules to receive the legal minimum wage of only $30 in US money for the entire week. Many women have protested against the poor compensation, and have been fired from their jobs; being placed on a blacklist preventing them from ever getting work again. The country’s ports are lined with the factories of high profile companies, ...
Thursday, October 24, 2019
Child centered educstion
The concept of child-centred education implies that the child occupies the central place in the educational process. The old concept of education emphasised the importance of the teacher who always remained at the giving end. The modern concept of education gives the pride of place to the child and places him at the centre-stage. Capacities, Needs and Interests of Child: As noted above, in child-centred education, the child is the centre of activity.This means, all programmes are geared to his requirements. In the Dictionary of Education, Prof. P. M. Lohithakshan elaborates the concept of child-centred education by saying that in this type of education â€Å"educational activities are designed and implemented on the basis of the capacities, needs and interests of children. Curricula, teaching methods, evaluation, co-curricular activities, etc. are all planned accordingly. †In the words of Prof. G. L.Arora, â€Å"Child-centred education means that for the rganisation of diffe rent processes of education, child's point of view-his needs, interests and aptitudes should get precedence over the teacher's, curriculum developer's or evaluator's point of view. †Educational programmes meaningful to Children. In child-centred education, educational programmes make learning more interesting and meaningful to children. Children-active participants In child-centred education, children become active participants in the teaching- learning process. They receive ample opportunities for active learning, social nteraction, problem solving and creative work in the classroom†, says Prof. Lohithakshan. Caters for individual differences Child-centred education caters for individual differences. Psychology and experience tells us that children differ in their innate capacities. So, child-centred education compels the teacher to plan his educational methods to suit individual differences. This means, a teacher cannot employ a particular method without taking into c onsideration the n s and requirements ot children.Child's balanced development Child-centred education leads to balanced development of the child's potentialities and his personality. This results from satisfaction of basic needs of children. Summing up: To sum up, the concept of child-centred education is â€Å"based on the assumption that individual's life is self-contained and self- sufficient . That the individual is the end and not the means. According to this view, social institutions exist only to make the individual life better, richer and happier. †Child-centred education fulfils this mission.
Wednesday, October 23, 2019
Differentiated Instruction Paper
Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.
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