Mathematics Teaching In Early Years Settings Education Essay

Mathematics Teaching In Early Years Settings Education Essay Learning is a fundamental process, and one believed to be life long. Subsequently, education allows for learning to be progressed through the acquisition of knowledge and development of reasoning and judgment. Providing children with the necessary attributes to both read and communicate fluently, as well as count and calculate confidently are of significant importance, hence, to review progression, the Government insist on the analysis of frameworks. In July 2007, the Secretary of State asked Sir Peter Williams to review the teaching of Mathematics within Early Years and Primary schools. Through extensive research, Williams (2008) made ten final recommendations about how to improve the teaching of mathematics, addressing its distinctive requirements. Williams (2008) expressed that, The high standards achieved in mathematics in recent years can be maintained and improved further only by addressing the unique needs of this subject, a discipline which is not always embraced with enthusiasm and confidence. (ibid 2008 p.1) The recommendations highlighted that the improvement for the quality of mathematical teaching should not solely rely upon teachers and practitioners. Parents and families are of significant importance, particularly where an intervention programme is required. In addition, Head Teachers and members of Senior Management play an active role in ensuring that every child receives the best mathematical education. The accomplishment of this is very much dependent upon children having an unassailable start to their educational journey; hence, Williams (2008) proposed three specific recommendations for early years. Recommendation six highlighted that there should be a continuing increase in the proportion of graduate practitioners in early years settings: The review agrees that the presence of someone with Qualified Teacher Status, with early years specialism, working with children wherever possible is vital. (Williams 2008 p.38) This recommendation could signify considerable changes for early years education, encouragingly echoing a key aim outlined within The Childrens Plan; Building brighter futures (2007), that there shall be a graduate early years professional in every full day care setting in England by 2015. Furthermore, practitioners would require a firm understanding of mathematical pedagogy, expressing distinctive features that would support high quality learning. Children require an array of opportunities to learn in an environment that is stimulatingly rich and appropriate to their development, achieved through positive enthusiasm and direct teaching of mathematical skills and knowledge. There is significant value for the understanding of how the range of childrens educational experiences, during their first five years, can have profound implications on their mathematical learning. Consequently, Williams (2008) expressed there was a broad consensus on the importance for the need of uniformly good early years environments providing quality teaching. Central to that are the teachers and practitioners creating enabling environments and positive relationships, adopting effective pedagogy throughout all aspects of learning. Williams (2008) explored how childrens experiences with mathematics should be built upon play and spontaneous learning, fostering their natural interest in numeracy and problem solving. Achieving this requires the understandin g of how the use of childrens own graphical explorations, though mark making, is highly significant and of great value to practitioners. Williams (2008) however discovered that support for mathematical mark making was very rare, needing specific focus, as allowing children to develop their ability to extend and organise their thinking was defined as highly important. Williams (2008) commissioned recommendation four to highlight the significance of early years practitioners having specific mathematical mark making materials to support their professional development. Previous research into childrens mathematical graphics lays further emphasis on the value of these materials as Worthington (2008) expressed: The emphasis with childrens mathematical graphics is very much on children making sense of the written language of mathematics and effective pedagogy to support their thinking. (Ibid 2008) Worthington (2008) highlighted the importance of understanding how mathematical mark making could have dramatic effects on childrens learning, as allowing children to adopt their own form of mark making to symbols, will in future years, encourage them to combine their representations with that of standard mathematical symbols. As children progress through the primary curriculum, it is clear how there is a logical pattern to teaching and learning. Williams (2008) stressed the significance of children receiving excellent teaching and a high quality curriculum: each relying on the other for successful learning. Furthermore, within the mathematic curriculum, Williams (2008) believed there to be a well-structured programme that took into account how to develop most childrens learning. From this, Williams (2008) proposed, under recommendation nine, that the primary national curriculum for Mathematics should continue as currently prescribed, subject to any changes proposed by Sir Jim Rose. On the other hand, however, Williams (2008) identified how the transition from Early Years to Key Stage one can lead to discontinuity in learning through attempts to match early learning goals to the National Curriculum. A preceding review to Williams (2008) report expressed the importance of smooth transitions, conveying furth er certainty of its significance. The Childrens Plan: Building brighter futures (2007) expressed, Smoothing these transitions will benefit all children and allow each child to progress at a speed that best suits their needs while they are adjusting to their new environments. (ibid 2007 p.63) The effects of this transition on childrens mathematical learning may generate significant problems, leading to a loss in interest, omitting the opportunity to develop good attitudes towards the subject. Ensuring that a positive approach towards mathematics is a predominant feature, Williams (2008) outlined his key recommendation; a mathematical specialist in ever school. Engaging with a deep mathematical knowledge, the specialist would be central to effective teaching and learning, aiding quality instruction and intervention. The specialist would encompass attributes and characteristics that could advance mathematical learning, developing enthusiasm across the school. Continuing Professional Development (CPD) would incorporate a specifically designed programme, facilitating critical reflection on how to implement learning practices, and how to interrelate all strands of the mathematical curriculum. Williams (2008) also expressed how such programmes of studies could build upon complimentary Government aspirations, leading to the introduction of teaching becoming a Masters level profession. Through greater access to valuable recent research into mathematics, the specialist would offe r head teachers an array of opportunities to circulate effective practices and models of learning. Consequently, the mathematical specialist would become an invaluable constituent to primary schools; however, Williams (2008) needed to address the necessary training and professional development concerns. Williams (2008) proposed that mathematical specialists would receive an additional five days for Continuing Professional Development; however, the logistics could raise considerable barriers, and therefore still require further analysis. Effective learning through curriculum and pedagogy are central to both classroom practice and teachers knowledge and beliefs. Predominantly, pedagogy should be learner centred; embracing models of learning that encompass a collection of technique and effective assessment. Implementing this is very much dependent upon the teacher and through Williams (2008) recommendation, in future years includes the mathematical specialist. Assessment for Learning (AFL) is a tool used within schools to establish the progress of all children, aiming to improve individual attainment levels. Allowing children time to question, as well as answer and try out their own strategies, ensure that assessment becomes a collaborative procedure, offering teachers an array of opportunities to develop childrens learning. From reviewing evidence of mathematical achievement, Williams (2008) concluded that it appeared there was no single cause for under attainment, consequently leading to no single answer. One solutio n adopted by the Government is intervention programmes, aimed at children who are failing to achieve the basics. Intervention occurs across the curriculum, through, as the National Strategy describes, the three waves model. Wave one outlines the necessity for quality, inclusive teaching, targeted at all pupils needs. Wave two furthers this with group intervention, designed to accelerate the learning for particular groups of children expected to draw level with their peers. The individualised programme of intervention occurs during wave three, when teaching becomes specifically targeted and personalised. According to Williams (2008), the importance of intervention to the subject of mathematics, is paramount. There is a growing body of international evidence showing that a carefully considered response to these problems of under attainment in mathematics can restore young learners to a successful pathway for future study in the subject. (Williams 2008 p.45) Throughout his review, Williams (2008) put forward a strong recommendation for early intervention and under recommendation eight, outlined that children with serious difficulties should receive daily intensive one to one teaching from a qualified teacher. Previous research into early intervention can lay further significance on Williams (2008) recommendation. Dowker (2004) set out general principles outlining that intervention should ideally take place during the early stages of a childs education, aiming to reduce the risk of negative attitudes. Subsequently, Williams (2008) review sincerely welcomed the new initiative Every Child Counts (2008), a coalition partnership, between the Government and the charity Every Child a Chance, aiming to engage in the search for solutions for mathematical under attainment. The Every Child Counts (2008) programme is aimed at the lowest attaining Year two children, imposed at this stage, as it is believed to have maximum impact at a timely and prac tical period of a childs learning. In January 2009, Ofsted released the publication, An evaluation of National Strategy intervention programmes, incorporating a small-scale survey concluding on the impact of intervention. Ofsted explained that: Intervention is most successful when confident leaders and well organised teachers select from the National Strategy programmes and develop a curriculum that meets the needs of pupils and the circumstances of the school. (Ofsted 2009 p.18) Building upon this, Williams (2008) outlined that intervention should be led by a qualified teacher, generally involving one child, and incorporate the appropriate use of multi sensory resources and diagnostic assessment. Achieving this lays further emphasis on the importance of having well-trained teachers, with support from mathematics specialists. Leading an intervention programme would require significant support from head teachers and senior management, but additional to this the child must be committed, supported comprehensively by parents. Although this encouragement and assistance should occur for all children during their educational journey, it has been made evident how parents can further aid a child with mathematical difficulties. Williams (2008) identified that parents often miss the opportunity to help their child, as they are not aware of current mathematical teaching methods. Addressing this, teachers and practitioners should encourage parents, bringing them up to date on how they can support. Furthermore, Williams (2008) expressed the imperative need for teachers to recognise the wealth of mathematical knowledge a child learns outside of school, therefore, aim to encourage parents to use this out of school knowledge to participate in mathematical activities together. Williams (2008) review of mathematics could implicate significant changes within the structure of primary education and training of new and established teachers. Having an extensive knowledge of how effective interaction and instructive teaching can extend childrens thinking, with particular attention to their use of accurate mathematical language, lays further importance of having highly qualified and skilled teachers. Furthermore, Continuing Professional Development, with predominant reference to mathematics, is essential; with Head Teachers ensuring teachers have many opportunities to progress. With regard to intervention programmes, it is clear how essential training may need implementing, with specific focus on Initial Teacher Training and Continuing Professional Development programmes. As intervention is more widely adopted across primary education, it may become apparent for the review of Initial Teacher Training courses, ensuring that all trainees experience an intervention p rogramme. With regard to my personal teacher training, the Williams (2008) review made it evident how securing curriculum knowledge and effective pedagogy is paramount in aiding children to achieve their potential. Building upon the standards outlined by the Training and Development Agency (2009) it is apparent how knowing and understanding relevant national strategy frameworks can aid with the execution of inclusive teaching, overcoming barriers to learning and assessment. Furthermore, with the proposed national roll out of the Every Child Counts (2008) scheme in 2010 2011, the Williams (2008) report would become of significant value to my teacher training and future career, providing substantial information about the importance of effective mathematical teaching, encompassed with a positive and enthusiastic approach.

Gay Marriage Essay

Marriage as defined by Chambers 21st Century Dictionary is one the state or relationship of being husband and wife, two the act or legal contract of becoming husband and wife and three the civil or religious ceremony during which this act is performed; a wedding. Gay marriage has been a topic that has been discussed in the United States for several years now. You have people that have different viewpoints on how they feel about gay marriage more so the big question everyone argues is whether it is right or wrong. We will be discussing gay marriage in this paper focusing on the ethical problems this issue faces. We will look at gay marriage from the deontology theory and then contract the theory from the relativism, emotivism and ethical egoism theory. Lastly I will discuss which of these views I discussed is closer to my view on gay marriage. Growing up I was always told marriage is between a man and a woman and that God wants us to be married and be fruitful and multiply, fruitful meaning having children. This is something that I was told by my parents, grandparents and the church. I chose to discuss gay marriage because it is really something that I have conflicting feelings about based on what I think is right and what I have been told is right, when I was growing up as a young child in a Christian environment. Many Christians quote that God found it unacceptable for same sex relations to take place, because it is wrong. Furthermore, God created woman for man and man for woman, not woman for woman or man for man, as stated in the book of Genesis. You have polls that have been conducted where people still think that gay marriage is wrong. Then religion may be one of the most controversial issues regarding gay marriage, many religions find gay marriage to be immoral and a sin. I think that same sex marriage should be allowed although many of my family and friends wouldn’t agree with my choice. I look at the issue like any other issue that our country has faced like women suffrage and slavery. I don’t think a couple should be discriminated or treated unfairly just because of their sexual preference. The United States of America Constitute states that all men are created equal and have certain unalienable rights. Thomas Jefferson offered as his examples of such rights â€Å"life, liberty, and the pursuit of happiness† (Mosser, 2010). So shouldn’t same sex couples be allowed to have those same rights, shouldn’t they be able to enjoy the life of an American dream that we all aim to achieve. By not being able to pursue these rights we could look at this as a violation of the Constitution. This can present an ethical problem for same sex marriage. Deontology ethics claims that the way to decide if an action is moral is to examine the intentions. Mosser writes that â€Å"deontology looks at the reason for which an act is done, and the rule according to which one chooses to act. Deontology doesn’t deny that acts have consequences; rather, it insists that those consequences should not play a role in our moral evaluation of such acts† (Mosser, 2010). Any time there is an ethical issue there is an ethical problem to follow that issue. First ethical problem we will look at is gay parenting. Many people believe that children being raised by gay parents will deprive them of normal development. Many Americans believe gay men and lesbians should not have or adopt children and that children would not develop â€Å"correctly† with homosexual parents, although research has shown that same-gender couples are as nurturing and capable of parental obligations as other couples. † (Avery, Chase, Johansson, Litvak, Montero, & Wydra, 2007). In the article Children Raised, 2001 a â€Å"study of 55 children–19 ra ised by lesbian couples, 10 by single mothers, and 26 by heterosexual couples–found uniformity among the categories vis-a-vis social skills, well-being, and academic performance†. I feel as long as a child is being raise by people who love them whether they are male or female and if they are being raised by a same sex couple the love the child would get from both parents won’t deprive them of any development deprivation. Although many children may experience some form of negativity from other people like classmates or people who may be against gay marriage. You might hear sometimes how children don’t understand why their parents can’t be married or they treated indifferently or talked about because their parents are gay. Another problem we have is with control. Society deems that is okay for a heterosexual couple to be out in public hugging and kissing each other in public. You have some cities or states that may prohibit this action for homosexual couples. Society sees this as wrong and I think that is why you have a lot of people who are afraid to come out and say that they are gay. Nowadays people are just a little more open to discuss their sexuality as before they were not because they were afraid of the repercussion that they may face. It is even worst for those who are in high power position like celebrities, government officials or people who may be well known throughout the community, as soon as they reveal that they may be gay it is plastered all over the news media, social networking sites and various magazines. It is really bad when they say oh this person was out holding hands or seen kissing his partner out in public. It is easier if you leave in a state that is more receptive to this like California, New York and Massachusetts. You really won’t see this behavior being favored in the Bible belt (the south). My thing is leave them alone if they chose that lifestyle that is their choice, they should be allowed like any other person in this country to freely walk out in public and hold hands and share a kiss. Now another problem is that some people believe that a same-sex couple raising children could destroy the family and social background that our society currently accepts with an opposite-sex couple. I think a child could still develop normally when they are provided the same love and nurturing necessities of life when provided by either couple whether gay or straight. A child needs love and encouragement to grow and flourish as an individual and that can be provided by people whether gay or straight. The environment a person is raised in does contribute to the type of person that they become, if they are receiving love, support and being nurtured by a gay couple it’s no different than opposite couples. Couples whether gay or straight will have that influence to teach a child what is wrong and what is right in life. As a child spend time with family members whether, gay or straight this will be part of the development process to teach a child who they are. I think a child growing up in a same-sex marriage or relationship will allow a child to learn tolerance and acceptance. They will be more prone to accepting things that others may not and be able to tolerate things more than others, cause having a child in an opposite-sex marriage or relationship they may not learn those same values as much as the other person. Same sex marriage would benefit children by increasing the durability and stability of their parents’ relationship. This will also bring increased social acceptable of and support for same-sex families, although those communities that meet gay marriage with rejection or hostility might not materialize. There really is no evidence that heterosexual couples are any more effective than same-sex couples at raising children. Religion is another ethical problem that we must look at when it comes to gay marriage. Religion as defined by Collins English dictionary is â€Å"belief in, worship of, or obedience to a supernatural power or powers to be divine or to have control of human destiny. Two any formal or institutionalized expression of such belief: the Christian religion. Lastly the attitude and feeling of one who believes in a transcendent controlling power or powers. Religion teaches us to believe in god or God or whoever we may believe in, it also teaches us kindness towards others, patience, tolerance and many other things to help us in our daily lives. Religion also teaches us to be able to accept other that may not be the same as us. Some people, including Christians, Jews, Catholics, etic†¦believe that it is wrong for people of the same sex to have a loving relationship with each other. I think each religion might have different interpretation on the teachings that is in the Bible, once religion ay interpret a section of the Bible one why while another will interpret that same section a different way. Does it might either religion right or wrong? No, it doesn’t it is one person interpretation over another. Growing up in a Christian environment it was quoted from the Bible that God found it unacceptable for same-sex relations to take place, because it is lustful and wrong. Then it says that God created man for woman and woman for man not man for man or woman for woman. As a Christian many people say that the primary purpose of marriage is procreation to be fruitful and multiple and that cannot take place in a gay marriage. Equal protection is another problem. The federal government responsibility is to protect and keep all citizens safe, this includes protection under the law. Religion has played a factor in influencing the votes of government officials to ensure equal protection under the law for heterosexuals but not for homosexuals. Bickford states that religious views continuously look down on homosexuality and condemn it. These views continue to influence the American government and the choices made when voting on laws for equal protection. Our government was formed on the basis of separation of church and state but some people are not able to accept that. So why is our government so influenced by religious organization in dictating what action they should take when it comes to voting on these laws? I don’t know if they fear that they would be retaliated against or loose support or funding from religious organizations. I know everyone is entitled to their own religious beliefs but to allow those beliefs to harm citizens in our country is unacceptable and it isn’t right. These actions cause hatred to spread throughout our country because of that. The government says that every citizen of the United States shall receive equal rights. Now why did the government pass out the defense of marriage act? The Defense of Marriage Act prohibits the federal government from recognizing same-sex marriages. I think this act is immoral and unfair because it restricts the rights of gay and lesbian citizens. This act should not have been passed because there really isn’t a reason to justify that act. Mosser states â€Å"The deontologist argues that we have a duty, or an obligation, to treat other people with respect; human beings have dignity, and we must take that dignity into consideration when dealing with them. (We also expect others to respect our dignity when they deal with us. ) As the most famous deontologist, Immanuel Kant (1724—1804), put the point, we should never treat another person only as a means to our ends, or goals, but should regard them as ends in themselves. In other words, I can’t simply use a person to get what I want nor can someone use me to get what he or she wants. We have to consider that other person’s needs and desires, respect them, and try to avoid violating them† (Mosser, 2010). The deontologist in this aspect would resolve gay marriage as stating that all human beings should be treated equally. They are human beings so they should be treated the same way that others are being treated. If a woman and a man is able to marry then a man and a man or a woman and a woman should have that same option. A deontologist would also argue that a person shouldn’t be treated differently just because of their sexual preferences. Deontology is like living your life by a set of rules. Now the rules can be used to push yourself into doing the â€Å"right† thing, even if you’d rather not. Now this would help by saying gay marriage is right and it is the right thing to do for same-sex couples, however there will always be exceptions, and this is where the theory falls flat on its face. You will always have someone who will debate this theory. Relativism is the idea that one’s beliefs and values are understood in terms of one’s society, culture, or even one’s own individual values. (Mosser, 2010). Now relativism on the other hand would say for gay marriage that what’s wrong for gay marriage is not necessarily wrong for someone else. Therefore, you have no right to tell two men or two women that they cannot marry, just because you feel personally that it is wrong. What you believe and hold as true is not necessary what someone else believes and holds as true. Relativism would argue that same-sex couples ould argue that marriage is right because this is what they believe in it is part of their values and beliefs. Relativism says that no matter how you argue a point even if every point is completely proven you cannot change someone’s beliefs. This will not work because it is their belief based on how they were raised, religion or even their social influences. I feel that at people whether heterosexual or homosexual should be afforded the same rights under the law of our Constitution. I just wish people would put their differences to the side when it comes to this topic about gay marriage. What really makes me upset is Christian people that I know in my family and at the church they are so quick to judge someone else and say it isn’t right but I am quick to remind them that we are all sinners. Even though you may not like the lifestyle someone chose to leave you can’t make that person change who they are. If they chose to be with another man or another woman that is their prerogative. Then they are so quick to get upset with the government when it comes to these issues. Everyone wants to bring church into politics. I really thing that is a sticky situation and it is so tough given the country that we live in because of the diversity that our country has experienced. I just feel that if someone choses and wants to marry someone from the opposite sex let them. I would say the theory that closely match my belief given the two that I discussed is relativism. I don’t see how gay marriage would bring harm to children that are being raised by gay parents. I don’t think same-sex couples should be deprived of certain benefits or rights because of their sexual orientation. In the article in USA today for gay marriage it states â€Å"But preventing gay parents from marrying hurts their kids, as does denying them equal rights to insurance and Social Security benefits, says Aimee Gelnaw, executive director of the Family Pride Coalition† (Elias, 2004). Why should we deny them these rights that they should be entitled to? If two people want to get married, neither society nor the government should be involved. Religion should stop having such a big influence of political policies and the deeper the donation the more they lean towards pleasing that particular religion. As stated earlier our Country’s constitution allows for the pursuit of life, liberty and the pursuit of happiness. Nothing gives one person the right to decide what is wrong and what is right when it comes to same-sex couples. What would it be like if the Constitution only allowed certain types of people to be married like only people who tall and has blond hair or black hair. What if they put some stipulation that only whites can marry or only blacks. I am sure that would cause an outrage and scram discrimination. See this is what happens when our government puts limitations on its citizens. This papers has identified some of the ethical problems with gay marriage we have examined what gay marriage is like using the deontology and theory and contrasted it with the relativism theory. I am not gay but I think that a person should be able to choose who they want to be with. I don’t think they should be discriminated against, and at the end of the day it is their choice who they decide they want a relationship with, whether it be a person of the same or opposite sex. Society is so caught up in being in everyone business and who is doing what we want to tell people this is the right way to live or you should do things this way because it is right. Who is to say what that something might be better or right for someone else? Lets’ stop forcing our values and beliefs on others and allow people to be who there are. If they are Christian and they are gay or whatever religion they may be I say leave that between them and their god we should not be the ones judging or condemning them because of something that they believe in or desire. We are no better than the next person.

How Writing Is Not Always Been My Strong Point - 887 Words

Writing has not always been my strong point. Many times I have needed extra help with writing and developing essays for school. I have always struggled with being creative. My mother is a person that has been a mentor for me when I am faced with the task of writing. I know that I can always come to her for help. She is always extremely sharp at pinpointing my mistakes and helping the structure of my papers. Whether it is essays for scholarships, or for a high school English class, she will always push me to do my best when writing. While giving me new ideas, there were a few specific times in my high school career that she helped mentor me that would make an impact on my writing for the future. When it came around the time to start writing scholarship essays for college, I knew I had to do my best when it came to listing my accomplishments and goals. I had a few essays to write for various scholarships, some were letters others were papers. 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A Comparison of Love in The Knights Tale, Wife of Baths...

Love in The Knights Tale, Wife of Baths Tale, and Franklins Tale The Canterbury Tales, written by Geoffrey Chaucer around 1386, is a collection of tales told by pilgrims on a religious pilgrimage. Three of these tales; The Knights Tale, The Wife of Baths Tale, and The Franklins Tale, involve different kinds of love and different love relationships. Some of the loves are based on nobility, some are forced and some are based on mutual respect for each partner. My idea of love is one that combines aspects from each of the tales told in The Canterbury Tales. In The Knights Tale, the love between the two knights and Emily is intensely powerful. The love that Palomon and†¦show more content†¦When Palomon and Arcite are in jail Palomon says, The Beauty of the lady whom I see wandering yonder in the garden is the cause of all my cries and woes. This is not something That I would want to base my ideal love on. These two knights are willing to risk their lives for the love of this woman, whom they have never even met. For all they know she could be the most annoying person on earth. In that case they would be risking their lives, only to spend the rest of it with a beautiful and extremely annoying woman. In The Wife of Baths Tale A knight is forced to marry a wretched old woman to avoid death. The knight and the old woman do not get along well, and when the old woman suggests that she can make things better, the knight responds saying, Corrected? . . . It will never be corrected! You are so loathsome and old. A love relationship such as this could never last because their is no attraction, physical or mental. A major factor in love is physical attraction between the two partners, here their is no attraction. Two people cannot love each other if they cant stand to be around each other. The knight can hardly bare to look at his wife, let alone sleep with her. Despite the fact that the knight despises her, the old woman persists on getting the knight to love her, whichShow MoreRelatedFigurative Language and the Canterbury Tales13472 Words   |  54 Pagessnouts toward the rim of the hills, the planes raked the underbrush with gunfire. †¢ ..and that government of the people, by the people, for the people, shall not perish from the earth. -Abraham Lincoln 11. aubade: a poem about dawn; a morning love-song; or a poem about the parting of lovers at dawn 12. ballad: a song, transmitted orally, which tells a story. Usually narrator begins with a climactic or traumatic episode, tells the story tersely by means of action and dialogue and tells it without