Precision Teaching: Theories, Implementation and Research

Accuracy Teaching: Theories, Implementation and Research Tiffany Elmore Prologue to Precision Teaching Accuracy Teaching (PT) has been applied in numerous settings and has been enormously fruitful in expanding learning execution in students with a wide-scope of capacities (White, 1986). It is a methodology that estimates whether an instructional technique is fruitful in accomplishing learning objectives. It centers around straightforwardly discernible conduct, screens the recurrence of the conduct acted in time and examines the conduct on a uniform visual showcase called a Standard Celeration Chart (SCC). Exactness Teaching doesn't figure out what educational plans ought to be instructed however offers an orderly methodology with regards to the instructional strategies to apply (White, 1986). It puts together the educational program with respect to the child’s execution, at the end of the day, the student knows best (Lindsley, 1971). The learner’s progress determines if the program is fitting for the student or if changes should be made to the program. So as to check a learner’s progress, the objective conduct should straightforwardly noticeable. For instance, perusing a book so anyone might hear can be straightforwardly seen to decide the reader’s expertise level of the words and perception. Notwithstanding, there has been some ongoing help for utilizing Precision Teaching on internal practices. Despite the fact that, it has been demonstrated to be successful in decreasing sentiments of sadness (Kubina et al., 2006), it is generally utilized on noticeable conduct. In Precision Teaching, a learner’s execution depends on conduct recurrence which is the normal number of reactions during every moment of the evaluation time frame (White, 1986). Social familiarity is that blend of precision in addition to speed of reacting that empowers students to work proficiently and successfully in their indigenous habitats (Binder, 1996). Precision alone isn't the best measure of learning movement as it might show slanted improvement in execution. Basically, by just surveying the exactness of a learner’s reaction, an improvement in the learner’s execution isn't really reflected on the grounds that the reactions might be right however the absence of speed in giving those reactions additionally exhibits an absence of authority. Recurrence is estimated by checks every moment. The speed of a learner’s execution of reacting and the exactness of the reactions shows the student has either aced the material, at the end of the day, accomplished familiarity, or the advancement has slowed down and the instructional program must be adjusted. Familiarity applies three learning results related with familiar conduct: Retention, perseverance and application (Binder, 1993, 1996 as refered to by Kubina, Morrison Lee, 2002). Maintenance is the capacity to play out the conduct after the mediation is ended. Without maintenance, the student loses the capacity to play out the conduct. Perseverance is the capacity to play out a conduct at a predefined level over a term of time (Binder, unpublished doctoral paper; Binder, 1996, Binder, Haughton Van Eyk, 1990 as refered to by Kubina, Morrison Lee, 2002). For students who need perseverance may think that its hard to perform practices inside a 30-second or 1-minute stretches and may eventually quit playing out the ideal practices. Application is applying some component of a conduct to the whole conduct. For instance, on the off chance that the student experiences issues in essential composing strategies, at that point the utilization of expanding familiarity with composing spelling words rapidly can't be accomplished. The advancement of a student is recorded on a visual showcase called a Standard Celeration Chart (SCC). The outline is known as a standard celeration graph since it generally delineates pace of progress or progress in a standard way, paying little heed to the underlying recurrence of the conduct (White, 1986). The SCC uses a proportion scale which implies that all adjustments in execution will be estimated in equivalent proportions paying little mind to where they are set apart on the diagram. The adjustment in recurrence from 1 to 2 is a similar proportion as 50 to 100 on the SCC. The graphs shows whether there is a speeding up, deceleration or no adjustment in conduct. At the point when a conduct recurrence duplicates, or moves from 1 to 2, it is viewed as a â€Å"times 2† speeding up. In like manner, when a conduct is divided, or moves from 2 to 1, it is viewed as a â€Å"divided by 2† deceleration (Lindsley, 1990a). Usage of Precision Teaching Five stages are associated with the usage of Precision Teaching: (1) select an assignment, (2) set a point (3) tally and educate, (4) build up a learning picture and (5) choose what to do (McGreevy, 1983). The initial step of execution is choosing an undertaking for the student to learn. An assignment has five sections: (1) a development that can be tallied regularly every day, (2) an including period, (3) a right/mistaken pair, (4) a learning channel set, and (5) a development that is â€Å"hard to do† (p. II-1). A development is a noticeable, physical development, something that the student is doing. To ensure the development happens frequently, the student ought to have 8-10 learning openings for every day (p. II-5). On the off chance that the development is excessively hard, at that point the development can be changed to a cut back, a stage back or an apparatus development and, then again if a development is too simple it can switched to a jump up development (p. II-11). A cut back is a littler development of the first development. A stage back is a simpler development than the first development. A device development is the essential body development required to play out the first development. A jump up development is a development that is more diligently to perform than the first development. An including period is measure of time went through every day tallying the development (p. II-12). The period ought to be sufficiently long so the development can happen at any rate 8-10 times. The checking time frame ought not be long to such an extent that it demonstrates hard to tally the development. Be that as it may, modifications can be made if the checking time frame is excessively long or too short to even think about counting the development. Additionally, Kubina and Yurich (2012) joined these two sections into their investigation PT. They proposed that the initial step of PT is pinpointing. Pinpointing applies centering noticeable conduct and estimating conduct dependent on recurrence. Consider the Dean Man decide that states in the event that a dead man can do it, at that point it isn't conduct. The thought is that any legitimately noticeable conduct ought to include some physical development. For instance, rather than watching a youngster sitting still in a seat, the ins tructor can watch the occasions the kid gets out the seat. A right/wrong pair includes tallying the right developments and off base developments (McGreevy, 1983, p. II-15). Rather than concentrating on disposing of a development without including a substitution development. For instance, as opposed to diminishing shouting, it best for the student to build talking in gentler voice. A learning channel set blueprints the information channel (got) and yield channel (sent). The info can shift from hearing, contacting, seeing, smelling, and so forth and yield can incorporate saying, composing, doing, pointing, and so forth. The learning channel sets â€Å"tells [others] how we are showing a task† and â€Å"reminds us that are numerous ways for a [learner] to become familiar with a similar development (McGreevy, 1983, p. II-18). In conclusion, the development must be difficult to for the student to perform (p. II-20). The goal is to gain proficiency with another assignment as opposed to dealing with recently learned errands. By choosing undertakings that are difficult to do, the student, gave plentiful learning openings, will ideally accomplish more rectifies and less revises after some time and at last reach or approach the point. The following stage in executing accuracy instructing is to set a point (p. III-2). The point is last picked target of the presentation likely accomplished by a high recurrence of right reactions and low to zero recurrence of inaccurate reactions. It is important that students figure out how to perform right developments in a brief, smooth and conclusive way. In the event that the student is experiencing issues arriving at point, it might be important to change the manner in which the development is instructed, change the learning channel or change the development as demonstrated above as a stage back, smooth back or device development. The third step in actualizing accuracy instructing is to tally and educate (p. IV-1). This means requires tallying the right and wrong reactions and showing the undertaking to the understudy (p. IV-1). A development is found out when the student comprehends what the right and inaccurate reactions are. Each errand will be tallied and trained every day until the student arrives at point or the learning picture mirrors a requirement for change. The fourth step in actualizing accuracy instructing is to build up a learning picture. Using the Standard Celeration Chart, the diagrams shows the right and erroneous reactions gave day by day by the student (p. V-1). The patterns of the diagram build up the learning picture. The learning picture shows how rapidly the reactions are expanding or diminishing and predicts whether the student will accomplish point. The last advance in actualizing accuracy instructing is to choose what to do (p. VI-1). When a learning picture has been uncovered, a choice can be made with regards to whether to proceed with the present program or roll out an improvement. On the off chance that the student isn't learning or not adapting rapidly enough, it might be important to make changes to the development (for example a cut back), the tallying time frame (for example increment 10 seconds to 20 seconds), the learning channel set (for example see-write to see-say), the point (i.e can be brought down), or how the undertaking is educated (for example exercises, untimed practice). Exactness Teaching in Research Exactness Teaching has been applied in an assortment of settings and conditions. It has demonstrated helpful in improving familiarity with students all things considered and all learning capacities. Exactness Teaching has been executed in proficient conditions just as study hall settings. In 2002, Binder broke down the familiarity execution in a client call focus. Subsequent to going to a FluencyBuilding works

Your Guide to Creating a Personal Brand That Will Make You Stand Out

Your Guide to Creating a Personal Brand That Will Make You Stand Out When you’re hands on chase, you have one fabulous thing working for you. Not your fortunate meeting shoes. Not by any means your resume (however an extraordinary one is a fundamental piece of any pursuit of employment). It’s you. Your own image is an apparatus in your armory that can truly assist you with standing apart from a horde of comparative continues, and get to the subsequent stages. In the event that you’re not certain what your image is or what it ought to be, let’s stroll through having a brand, and how to fabricate it. For what reason Do You Need a Brand?Think about what marking is, and does. It recounts to a tale about an item, normally about its quality and unwavering quality. Each business, each advertisement, each site they’re all attempting to recount to a story. You need this vehicle on the grounds that it’s dependable and vitality productive. You need this soft drink since it implies you’ll make cheerful recollection s with loved ones while tasting cold beverages. You have to get your news at this site since it is quick and precise. Whatever that organization needs you to consider their item, they attempt to pass on by means of branding.You can apply that equivalent speculation to your own life and vocation. What do you need individuals to consider when they consider you? It ought to be an unmistakable, to-the-point message. Claire is an imaginative issue solver. Manny is an outcomes centered director who drives his group to surpass deals objectives. Terry organizes effective help and first class client experience. Having that sort of lift pitch about yourself all set not just gives you a punchy line to use with scouts and questioners, yet in addition gives you a middle point around which you can manufacture your resume, introductory letter, talk with prep, and so forth. It eases the heat off of the employing administrator to make sense of exactly what your identity is, and lets them focus on ho w you would fit in, and what experience and aptitudes you bring to the table.How to Identify Your BrandIt’s alright in the event that you don’t know yet what you need your image/account to be. On the off chance that you haven’t truly pondered it previously, it’s not likely you’ll in a flash hit a â€Å"a-ha† second that summarizes your expert quintessence into an appealing joke. Start by asking yourself some key questions:What is the best quality you offer, or administration you give, with regards to your vocation? Do you have a heavenly client support record? Do you have a hawk eye for detail? It is safe to say that you are extraordinary at carrying various types of individuals together to complete a venture or undertaking? Would you be able to offer anything to pretty much anybody? Consider your most â€Å"sellable† quality as an expert and as a potential employee.What do you esteem most in an occupation/organization? Individual qua lities are significant (you wouldn’t need to take a vocation that damages your own convictions), however here we ought to concentrate on what you esteem in your profession. For instance, in the event that helping other people is essential to you, at that point that’s a guiding principle, and you might need to concentrate on collaboration or client support in your own marking. Different instances of guiding principle may be development, innovativeness, solid notoriety, worldwide center, ecological obligation, or work-life balance.What would you say you are energetic about? What drives you? For what reason did you pick this field in any case? For what reason would you like to proceed and develop in it? Making sense of what inspires you and pushes you forward can help you truly focus in on what your own image can be.What are your gifts? What have you been perceived for, before? What do you believe are your characteristic qualities? What would you be able to show improveme nt over others? Once more, for this activity center around business related gifts, or general life abilities that could be applied to your activity. On the off chance that you’re a heavenly trombonist, that’s incredible, yet how does that apply to your vocation in retail deals? Assuming there is any chance of this happening, associate your abilities to explicit results or achievements at work.What are your objectives? This can assist you with beginning to center your image, adjusting your present story to where you need to be. Be as explicit as conceivable in naming your objectives ones like, â€Å"I need to make twofold my compensation in ten years† or â€Å"I need to be CEO† are not useful. An increasingly compelling methodology here would consider the following five years or thereabouts, and the achievements you’ll need to hit.Once you have all that data assembled (just notes, nothing excessively confused), you can begin distinguishing the most significant parts, and refining them down to only a sentence or two. I am an exceptionally sorted out social butterfly. I am an innovative mastermind with an energy for helping other people. I am a prodigy at finding better approaches for getting things done to make my activity increasingly proficient. I am acceptable at group building, and need to take my authority aptitudes to the following level.Finding your own image story isn’t the final product here, however now you need to place it into action.5 Steps to Build Your BrandHere comes the â€Å"hard work† part-or if nothing else the additional tedious part. These are the things you ought to do to support your image, and ensure you’re getting the message out there.1. Assemble your internet based life profile.If the entirety of your present online life accounts are close to home ones, where you post photos of your latest get-away, talk about what you’re viewing on TV, or posted stuff all through your, uh , more youthful and increasingly joyful days, it’s time for a redesign. Switch individual Facebook, Instagram, and Twitter records to private settings, to be appreciated distinctly by you and your close companions and family. Organizations and employing administrators don’t dither to do online quests nowadays, and the exact opposite thing you need them turning up at the highest point of the pursuit page is that tragic photograph of you from your old Cancun spring break. Certainly, it might have been years prior now, however a margarita pipe doesn’t precisely state â€Å"professionalism.† Shutting those away from open utilization unquestionably helps in anticipating simply the best (and least disputable) picture of yourself. Ensure you do essential scans for your name on a couple of various web indexes to perceive what comes up-and what sort of harm control you’ll need to do.If you’re beginning new records for your image, keep it straightforw ard utilize a minor departure from your name. Quest for individuals in your field, proficient affiliations, or web journals and destinations in your field, and include them with the goal that your new feeds are stuffed with valuable data. At the point when you post content, ensure you’re posting things that are drawing in, on theme, and centered. You don’t need to post each day only for posting, however attempt to start posting in any event a couple of days seven days. The fact of the matter is to connect with and raise your profile, not lurk.2. Make an individual website.Existing informal communities are extraordinary, on the grounds that they’re simple to utilize and have worked in pools of individuals and substance with the goal that you can get ready for action immediately. Be that as it may, you ought to likewise make the stride of building your very own site, which you can use as a sort of living resume/business card/depiction. You don’t should be a visual depiction master and if the late 90s/mid 00s showed us anything, it’s that individuals left to their own gadgets will wind up utilizing peculiar gifs and blinding shading blends. Fortunate for us now, there are bunches of incredible instruments that let you assemble a custom site from a progression of options.On your site, you have complete opportunity. You can have your resume (with significantly more prominent detail), compose a blog, present how-on recordings, post an arrangement of your work, connection to your online life profiles-anything you desire to incorporate. Ensure you accentuate the top focuses you thought of during your â€Å"what is my brand?† exploratory stage. In the event that you remember the connection to this webpage for your resume or in your introductory letter, it’s an opportunity to let the peruser become more acquainted with you better.And don’t neglect to keep things reliable: the informing from your web based life prof iles ought to be a similar high focuses you hit in your site. The more clear and increasingly firm your message is, the more vital it’ll be.3. Get a business card.Seems like a legacy, doesn’t it? In any case, once in a while there’s no trade for classic demonstration of giving somebody a card with the entirety of your contact information on it-particularly in circumstances where you don’t have the opportunity to illuminate your own URL. Furthermore, you’ll have additional items to place in those fishbowls at eateries and conceivably win a free lunch (bonus!).4. Manufacture your network.What great is a brand if nobody thinks about it? Begin making associations (or if nothing else a greater amount of them). Discover individuals in your field you find intriguing, and tail them. Take part in discussions online about your field. Post intriguing articles you find, or discussion about thoughts you have for your field. Look into old partners who are still in your field, and re-open that connection.5. Keep engaging.There’s no point where you’ll have the option to state, â€Å"There’s my image, it’s done. I’m just going to stay here and hang tight for chances to roll in.† Maintaining your image will be an essential piece of the procedure. For a certain something, you don’t need your image to begin looking obsolete. For another, it’s your own notoriety you’re holding here, so you need to at any rate watch out for your online networking profiles to ensure you’re not missing anything, or overlooking endeavors by others to draw in you.Finding and building your image is perhaps the best venture you can make in your profession. It causes you make sense of what your best characteristics are as a vocation candidate, and can assist you with settling on the best choices for your profession in general. In the event that you make these upkeep assignments part of your every day a nd week after week schedules, you’ll be experiencing your image without acknowledging it, and will be your own best bra

Are You Ready For Summer School

Are You Ready For Summer School Shannon, an experienced summer school teacher, shares her best tips for preparing for this teaching position. She also breaks down different types of summer schools, making it easier for you to know what to expect. Are you Ready for Summer School? The two words “summer school” can conjure up all kinds of images and emotions for both students and teachers. When I was a kid, I only heard of summer school as a threat of punishment, mostly on TV shows. “If you don’t get better grades, then you’ll have to go to summer school.” Today summer school comes in many different forms and addresses various student needs. If you are considering taking on some extra teaching duties this summer, do your homework before you commit. Find out what kind of program you will be implementing and the desired outcomes. Talk to colleagues who have taught summer school to see if it sounds like something you’d enjoy. Types of Summer School Programs Summer school programs generally feel much less structured than the regular school year. Summer sessions are shorter, lasting fewer days and usually fewer hours per day. Expect a much smaller student-to-teacher ratio. You won’t have as much time to get to know your students, but you will likely get more one-on-one time with each of them. Depending on the program, each student may be working on different assignments, also. Completion versus “Retake” Programs Many secondary summer programs are now designed for students to complete assignments for a class that they failed rather than retake the entire course. Often, the goal of their summer program is to finish the assignments that they didn’t turn in, or on which they received a failing grade. Regardless of the type of program, your daily encouragement and support are essential for your students. Remember that these students often have had negative experiences in school, may have low self-esteem, or may be dealing with health issues. Your positive attitude and consistent encouragement can go a long way with them. Show your students that you believe in them and celebrate as they accomplish each goal. Remedial Programs Some students may enroll in a summer program to practice or improve their skills in certain areas. I enrolled one of my children in such a program the summer after seventh grade. He needed a confidence boost in both language arts and math. At first, I was worried that he would see the summer program as punishment, but he actually enjoyed it. He was one of just a few students and received ample attention from the teacher. As a struggling student, he had often remained quiet in class, afraid to ask questions. With one-on-one attention, he could ask anything he wanted without fearing the reactions of classmates. After the first week, he told me how he liked the program and that it gave him “something to do” over the long summer break. Enrichment Programs Many summer school programs are geared toward students with specific interests or talents such as music, science, or technology. If you are teaching in one of these programs, avoid the mistake of being overconfident that your students all want to be there. Some may have a great desire to attend, but others may only be there as a result of a parental decision. You are still on the hook to keep the program engaging for your students. Learn Expectations A few years ago, I was hired to teach the second half of a summer school session. I missed the staff orientation because I was traveling with my family at the time. The principal kindly excused me and told me not to worry about it; they would get me up to speed when I arrived. Huge mistake! I was briefed on the basics the morning of my first day, but I had missed many important details regarding daily routines and procedures. I made at least one mistake per hour on that first day. A voice from the office kept interrupting me over the loudspeaker to tell me what I needed to do next time. Those errors caused me to lose credibility with many of my students. Learn the Curriculum Expectations The program you are teaching may be highly structured, or you may have tons of flexibility. The summer program that I taught was a beginning Spanish class for secondary students who had had little or no previous exposure to Spanish. I was handed a blank slate to teach anything I wanted. It was the perfect opportunity to bring in some music, art projects, and games to expose the students to basic Spanish vocabulary and introduce some culture. I also rewarded them with a sampling of foods and beverages. Learn About Your Students If you have access to academic records, take some time to learn a bit about your students. You can also start the first day with a survey to learn about your students’ interests and goals. Remember that you won’t have as many days to build relationships with your students. Expect the Unexpected Don’t expect summer school to feel like the regular school year. Your students have engaged in a full academic year of learning, and they are ready for a change. Your challenge is to keep them engaged. It needs to be different from a regular school day. For students of all ages, think about how you can use hands-on activities and games to teach the curriculum. If possible, take your students outside for physical activity or a break. Be sure to communicate your ideas with your supervisor since she/he may have specific expectations. Take Care of Yourself Hopefully, your entire summer isn't consumed with teaching and taking continuing education credits. Make sure that you are getting enough time to refresh and replenish yourself over the summer break.Have you taught summer school? Share with us on Instagram, Facebook, Twitter, and Pinterest. Shannon Krzyzewski is a veteran educator with over twenty-five years of experience teaching Spanish, English/Language Arts, and Social Studies at both the middle and high school levels in the Seattle area. She is now a freelance writer, editor, and educational consultant residing in Montana’s Flathead Valley.

Aurthur Millers The Crucible and McCarthyism Essay

The message in which Miller writes teaches teenagers about what life was like in the centuries before their time, and what some of the themes in those times were; which are also parallel to what happened during Miller’s lifetime, in the era of McCarthyism, as it does in today’s social and political problems. All three of these eras have intolerance, hysteria, reputation, and empowerment woven throughout them. This is one of the reasons they are connected to each other. Teenagers learn many different things from The Crucible’s message, including the Puritans’ intolerance to anybody who did not follow their religion to a tee, or anybody who they considered â€Å"different† from themselves. It is because of this intolerance that the Puritans†¦show more content†¦Salem empowered a group of children by listening to them accuse many members of their community, and those accusations sentencing many innocent people to their deaths. Today’ s teenagers learn about the history during the Salem witch trials, and what it means to judge a person unfairly without knowing, or accepting all of the facts given. The men and women who were charged with witchcraft in seventeenth century Salem deserved the right to live, but many of them were executed because criminals t the time did not have the right to live, as there was not equality under the law for them. Also, the more money a family had, and the better their reputations were, the less likely the charge of witchcraft. This was because they were considered â€Å"more equal† than the poorer citizens and their families, as it was with slavery in the nineteenth century. Slaves were considered personal property, and therefore were inferior to their masters and everybody else. In Miller’s lifetime, McCarthyism was happening. The Red Scare in the 1950s made everyone in the United States afraid of what communists in the United States might do to them. This intolera nce between communists and non-communists caused distrust, suspicions, and mass hysteria during the Cold War in the United States, as it did in seventeenth century Salem. A person’s reputation during McCarthyism, however, could hurt them more then

The Reason For Personal Faith And Religion - 935 Words

Religion and faith are often used hand in hand, but the two are very separate things. They can work together, or may be used separately, if at all, by a person. Religion can be defined as being â€Å"tied or bound by obligations to whatever powers are believed to govern one s destiny.† While personal faith is something that one believes in, without proof or reason, but they are not bound by obligations. The major differences here that I will be discussing is that of written word, obligation, and practice. The first difference is in the reason for personal faith and religion. Most all religions have a reason or a moment in time where it became apparent what they were to do in order to please the governing entity that they worship. This often comes in the form of written or oral word that is passed on through the generations and held very sacred. In the case of personal faith, many find this on their own, with no revelations from a prophet, or by the word of their lord. In my experience, personal faith comes from within, a feeling indescribable to one who has not felt it as well. This feeling is what people call faith, and it often goes along with a religion such as â€Å"The Christian Faith† which just means that one believes, full-heartedly, in the stories of the Christian religion, and their mission. They do not need to see evidence to believe, or have any real proof (or lack of evidence) to believe because the feeling and pull within them is more than enough. The reason this isShow MoreRelatedDifference Between Personal Knowledge And Knowledge1484 Words   |  6 Pagesmust be able to distinguish the difference between personal knowledge and shared knowledge. The interaction between these invites me to reflect on the meaning of a specific shared knowledge claim in relation to the individual. 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Assessment of Grandmother’s Character in ” a Good Man Is Hard to Find” Free Essays

An Assessment of the Grandmother from â€Å"A Good Man is Hard to Find† by Flannery O’Connor The grandmother who remains unnamed all throughout in the story is the protagonist and the central character of Flannery O’Connor’s â€Å"A Good Man is hard to Find, a tragic story of a family who decided to go on vacation but got killed randomly on the road by a criminal on the loose named â€Å"The Misfit†. She is endowed with a joyful spirit, a passion in life in spite of her age. She is a non-stereotypical woman whose old fashion clothing and beliefs contradict her strong, manipulative mind, an opposite trait of a passive and complacent woman in her time. We will write a custom essay sample on Assessment of Grandmother’s Character in † a Good Man Is Hard to Find† or any similar topic only for you Order Now The Grandmother is a smart woman who knows how to assert herself by trying to use all the available resources around her and manipulating them by appealing to their morality. From this information we say that the grandmother is a round and dynamic character as her character changes from being a manipulative mother to her son Bailey, to a quirky, playful grandmother who ignite her grandchildren’s imagination by her stories, and finally, to a humble human being who experiences â€Å"awakening† and acceptance of defeat in her moral battle and failed manipulation scheme with The Misfit. Right from the beginning of the story, we are introduced to a powerful trait of the grandmother—her strong and manipulative character. She did not want to go to Florida, as her son Bailey has planned for the family. Instead she wanted to go to Tennessee to visit her old friends and â€Å"she was seizing at every chance to change Bailey’s mind† (356). She would use everything around her to complete her scheme and set things her way. She picks up a newspaper and shows him the news about a criminal on the loose from the Federal Penitentiary who is headed towards Florida, and attacks his conscience and morals by saying, †I wouldn’t take my children in any direction with a criminal like that a loose in it. I couldn’t answer to my conscience if I did† (356). When her first attempt gets no response, she uses her grandchildren and hopes to convince Bailey’s mind this time by saying that the â€Å"children need to see the other parts of the world and be broad† (356). Finally, when she realizes defeat, the grandmother is the first one all set to go the next morning, an indication of the dynamism and flexibility of her character. This same manipulative character is so important in the development of the plot that it will set fire and conflict of the story. The grandmother persuades her son Bailey to make a detour and let the family see an old house off road. When Bailey says no, she again uses her grandchildren by telling them lies about the secret panel in the house where the old family that used to stay in that house hid their silver. The grandmother knows she ignites the children’s imagination and senses winning this time. This sends the children to a frantic tantrum and ultimately changes Bailey’s mind. The detour causes them an accident and their encounter with The Misfit. In her encounter with The Misfit, still high with power over her ability to changer her son’s mind, she does the same tactic to The Misfit, and hopes not to get killed by persuading The Misfit to change his ways. She evangelizes on his morality and flatters him by constantly telling him he is a good man and that he comes from a nice people (364). Her desperation is overwhelming as she desperately tries to reach out with The Misfit by calling him â€Å"one of her children† and touching him on his shoulders. This desperate action brings her to her death in the hands of The Misfit. Apparently, her manipulative scheme does not work with The Misfit, instead gets him more irritated and angry as he states, â€Å"She would have been a good woman†¦if it had been somebody there to shoot her every minute of her life† (368). Another indication of the grandmother’s unique personality is her clothing and style. The author presents her to us as being a prim and proper lady dressed in a navy blue suit with a matching navy blue sailor hat and white cotton gloves. What makes her clothing and style peculiar and interesting is its inappropriateness to the humid condition of her surroundings. The grandmother seems unmindful about it instead she focuses on her aristocratic and old-fashion views in life. She states, â€Å"In case of accident, anyone seeing her dead on the highway would know at once that she was a lady† (357). Instead of viewing the grandmother as hypocrite and superficial, we could look at her as a lost spirit in a lost time frame and space. Her old-fashioned clothing, ways and thinking indicate her imprisonment and nostalgia for the old days. This is shown through her constant recalling of the past, her yearning to reconnect with her old friends in Tennessee, and her nostalgia with the old house in the hill. These are important indications of a suppressed spirit trapped in the pain and joys of unresolved past. Tragically, this constant yearning of the past will take her and her family to doom and death. Compared to the other characters in the story, the grandmother’s character is the most dynamic and vibrant just like how her choice of clothing stands out. Her son, Bailey, is a cold-hearted and self-absorbed individual whose character is just as boring as his yellow parrot shirt. He consciously defies his mother’s control and hates her sunny disposition,† The children’s mother put a dime in the machine and played ‘The Tennessee Waltz’, and the grandmother said that tune always made her want to dance. She asked Bailey if he would like to dance but he only glared at her†. Bailey’s wife on the other hand, is a passive character whose only obsession is to hold her baby day and night. To illustrate it more graphically, â€Å"the grandmother is a giant red rose in the midst of weathered weeds in a field†. It becomes more vibrant in her encounter with the antagonist of the story, The Misfit. The grandmother’s and The Misfit’s characters are both strong and contrast with each other and it is reflected in their opposing choice of clothing and differing views on morality. Reading between them is like watching the Battle of Endor in Star Wars-Return of the Jedi where the â€Å"good†Ã¢â‚¬â€Luke Skywalker battles with the â€Å"evil†Ã¢â‚¬â€Darth Vader. The encounter brings us to a hopeful anticipation whether the good will prevail evil and hopes that the grandmother will persuade The Misfit to spare her life and change his ways. But to no avail. The grandmother will be shot three times on her chest. The death of the grandmother in the hands of The Misfit will evoke us differing reactions. At first instance, we may feel vindictive for the grandmother, and that she only got what she deserved as payback for her selfishness and manipulative character. At the same time, we are also saddened of the evil’s triumph over goodness, a brush of reality that at times or most of the time, â€Å"guns are still mightier than words or even religion†. The story concludes with a life lesson that a man’s character and morality are so embedded in the individual that it cannot be changed overnight nor by the mere mention of God or religion. It has to be noted though that when the grandmother dies, the author describes her as â€Å"half sat and half lay in a puddle of blood with her legs crossed under her like a child’s and her face smiling up at the cloudless sky (368), as if full of peace and divine grace. This demonstrates O’Connor’s conviction on salvation through religion that everyone has the chance to be saved no matter how deceitful the individual’s actions may have been in the past. All throughout the story, our relationship with the grandmother fluctuates from hatred to love, anger to sadness. We love her for her playfulness, her sunny disposition, and nostalgia for the past, yet we hate her for resembling with our own grandmothers or mothers who never shut up at our homes and who seem to know everything in the world constantly asserting their power and dominance over us. This ability to evoke an ambivalent feeling and familiarity with reality is what makes this story worth reading all over again. References: O’ Connor, F. (1955). A Good Man Is Hard to Find. In G. Giola, J. Kennedy (Ed. ), Backpack Literature (pp. 355-368). USA: Pearson How to cite Assessment of Grandmother’s Character in † a Good Man Is Hard to Find†, Essay examples

The Relationship Between the Social Work Profession and Indigenous People Essay Example

The Relationship Between the Social Work Profession and Indigenous People Essay The relationship between the social work profession and Indigenous people has been a problematic one. Discuss with reference to Stolen Generations. Social work is a complex and broad field and the relationship between social workers and Indigenous Australians can be equally intricate and difficult to navigate. The theme of this paper will be; ‘understanding the relationship between the social work profession and Indigenous Australians’.A priority will be placed on analysing the historical relationship in reference to social work practice and related Government policy. Firstly, the history of social work and Indigenous policy will be discussed in relation to present work in the welfare sector. Historic Indigenous policy will be used to illustrate the paternal nature in which the Australian Government has related to Indigenous Australians. The experiences of the ‘Stolen Generation’ will then be outlined and the consequences detailed.It will be argued that the process of forcefully removing children from Indigenous families has resulted in distrust towards human service practitioners and institutions. Contemporary approaches to managing Indigenous disadvantage will be examined in reference to the Northern Territory Emergency Response. It will be argued that these latest efforts by the Australian Government continue in the punitive and strong-handed nature of previous strategies. In conclusion a summary of the findings of the paper will be provided.It is important to analyse the philosophical and ideological foundations of the Social Work profession when examining the role social workers have played in the implementation of the Protection Acts, the Stolen Generation, and the Northern Territory Emergency Response. An acknowledgment must be made that the profession originates from a Judeo-Christian and European perspective, and rarely takes into consideration Indigenous customs and traditions (Chenoweth amp; McAuliffe 2008).The history of so cial work is also important because it may identify reoccurring social themes, and provide you with an understanding of how history has shaped contemporary human services (Chenoweth amp; McAuliffe 2008). Chenoweth amp; McAuliffe (2008, p. 27) state that ‘at a fundamental level, many social problems are not new although they have manifested in different forms throughout history’. Ife (2008, pp. 164-166) argues that ‘the study of history is important to social workers’, and outlines four reasons for this importance.Firstly, that a historic perceptive emphasises that things can and do change. The second reason is that ‘the study of history can be seen as the study of the struggle for human rights’ (p. 165). This is important in that without a historical understanding people can lack the commitment to exercise human rights for which previous generations fought, and sometimes died for. The third reason is that a study of history assists in deconstru cting the ‘western enlightenment tradition within which the human rights discourse was framed’ (p. 65), and finally that history extends human rights practice onto issues of intergenerational justice, in that the present generation is responsible for preventing future human rights abuses, and also addressing past abuses. In order to gain an understanding of the relationship between Indigenous Australians and social workers we must examine the forms of contact they have had since 1788. Before the development of the social work profession in the 1920’s Indigenous Australians had already been in contact with European colonisers for over 120 years (Gilbert 2005, Chenoweth amp; McAuliffe 2008).Australia started looking at its social policy around the time of Federation and Indigenous peoples has already suffered constant human rights abuses, had their children removed, been dispossessed of their lands, and moved to missions (Gilbert 2005). The protectionist approach a dopted by the Australian Government in the 19th and early 20th Century resulted in the establishment of missions, reserves and institutions in all states and territories, with the clear purpose of ‘controlling Aboriginal people and their movements’ (Gilbert 2005, p. 64, Commonwealth of Australia 2011).Policy then moved towards more assimilationist strategies in which attempts were made to convert Aboriginal Australians into ‘responsible citizens’ (Gilbert 2005, Haebich 2000). The protectionist and assimilationist policies share the core values that Aboriginal culture is inferior and on its way to an ‘evolutionary end’ (Gilbert 2005, p. 64). The predominately Anglo-Saxon values present in the welfare system have resulted in a lack of understanding of Indigenous disadvantage as well as cultural values and traditions (Chenoweth amp; McAuliffe 2008). Chenoweth and McAuliffe (2008, p. 8) state that Indigenous populations have handed down by word of mouth, rather than writing down, their own ways of addressing these notions of â€Å"helping†, and this has resulted in a lack of understanding or an reluctance by human services organisations to attempt to understand them. The historical relationship between indigenous Australians and social workers has a major effect on social work practice. History has the ability to feed life into contemporary social work through reflection on the past, through knowledge of where the profession came from, and through considering past mistakes (Chenoweth amp; McAuliffe 2008).An example of the importance of studying social work history can be shown through the ‘Forgotten Australians’ and ‘Stolen Generation’. These are survivors of the institutional care system in Australia up to the 1970’s, with many of them being Indigenous Australians. They experienced many forms of abuse such as; separation, abandonment, deception, neglect, sexual assault, brutality and m uch more, along with a lack of post-care support (Harrison 2008, Haebich 2000). The historic abuse of these rights is linked to present issues such as; mental health problems, substance abuse and family violence (Harrison 2008, HREOC 1997).There is also a direct correlation between the removal of Aboriginal children and a loss of connection to Indigenous culture. As Aboriginality has not been positively affirmed many children experienced contempt and denigration for their Aboriginality, and even developed a sense of self-contempt (HREOC 1997). Although many would consider that discriminatory laws are long gone, the act of removing Indigenous children from their family’s remains through the child welfare and juvenile justice system due to entrenched disadvantage (Pugh amp; Cheers 2010).The historic treatment of Indigenous groups was not to pursue values that might lead to self-determination or independence, but to assimilate them into mainstream society (Gross 2003, cited in P ugh amp; Cheers 2010, p. 60). Haebich (2000) states that ‘Aboriginal child removal emerges as constituent with the processes of dispossession, depopulation and destruction of Aboriginal societies and cultures’. The Alliance for Forgotten Australians (Harrison 2008, p. 13) states that ‘involving Forgotten Australians and their families in the design of programs aimed at assisting them will show respect, reassure and not re-victimise them’.It’s important that social workers acknowledge how prior events influence present issues and understand that members of the ‘Stolen Generation’ may be apprehensive about connecting with welfare services (Harrison 2002). There may be fear of being institutionalised once again. Even if a worker/services approach is ‘pleasant or friendly’ the memory of their powerlessness and abuse is likely to provoke resistance and fear (Harrison 2008, p. 14). Social workers must work with them and their fami lies to deal with their fears, remain attentive to their history and needs, and involve them in decision making processes (Harrison 2008).Contemporary policy regarding the management of Indigenous disadvantage exhibits a similar approach in which the Government attempts to control Indigenous Australians lives, and assimilate them into mainstream society. Following the Little Children are Sacred Report to the Northern Territory (NT) Government in 2007, the Australian Government implemented a policy in response to evidence of the abuse and neglect of children in Indigenous communities in the Northern Territory (Northern Territory Gov. 2007, FaHCSIA 2009).This was the Northern Territory Emergency Response (NTER) policy, often referred to as the NT Intervention. To intervene in these issues the Federal Government implemented a range of measures to, ‘protect children and make communities safe’, and ‘create a better future for Aboriginal people in the Northern Territory ’ (FaHCSIA 2009). These measures include but are not limited to changes to law and order such as more Police presence and the ban of alcohol and pornography in designated areas, as well as changes to Indigenous land rights. Increased support for families through additional services and welfare workers.Welfare reform including compulsory income management of half of peoples welfare payments, as well of measures to improve health and enhance education (FaHCSIA 2009). People from many backgrounds, including Indigenous representatives agreed that an emergency response was necessary in the NT (ANTaR 2010), however The NTER has been criticised in two main areas. Firstly, that there was a lack of engagement with Indigenous peoples in the development and implementation of the policy, and secondly that there are distinctly discriminatory aspects to the policy (Anaya 2010, ANTaR 2010).Government action to address the situation in NT communities may certainly be needed, but those critic al of the NTER argue that it was implemented without negotiations with the Aboriginal people it affected, and that the voice of Aboriginal people had not been heard (ANTaR 2010, Mazel 2009). It is argued that to ensure racial equality, the protection of human rights and any possibility of a sustainable community development strategy, the Government must prioritise the inclusion of Indigenous peoples in the development and control of these policy outcomes (ANTaR 2010, Mazel 2009, Phillips, Franklin amp; Viswanathan 2011).ANTaR claim that the NTER ‘has created additional barriers to self-determination for Aboriginal people and organisations’ (ANTaR 2010, p. 6). This separation of Indigenous people from the policy development and implementation processes links with a history of systemic exclusion dating back to the time that ‘white people’ settled in Australia (Anderson amp; Perrin 2006, Attwood 1992). There can be no doubt of the way in which our history has and continues to influence Australians identities of ‘self’ and ‘other’, as well as the relationships between the two (Coates 2004). Mazel (2009, p. ) describes ‘the way in which the dynamic of difference, or the understanding of difference as otherness which lies at the heart of colonialism, continues to prevail in Indigenous affairs and underlies the latest efforts of the Australian government in the Northern Territory’. United Nation reports found that the NTER legislation; ‘limits the capacity of indigenous individuals and communities to control or participate in decisions affecting their own lives, property and cultural development, and it does so in a way that in effect discriminates on the basis of race, thereby raising serious human rights concerns’ (Anaya 2010, p. ). The fact that the Racial Discrimination Act was suspended to allow this legislation to pass shows that discrimination was occurring (Anaya 2010, Phillips, Fra nklin amp; Viswanathan 2011). The Federal Governments own review in 2008 found that ‘experiences of racial discrimination and humiliation’ were common and should be of ‘great concern’ (Australian Government 2008). Whilst analysing the discourse and implementation process surrounding the NTER, it can be seen that the paternal and punitive nature of the policy can be understood as continuing the historically Anglo-Saxon ideals of the Australian system of welfare.It can be argued that forcing these ideals upon indigenous communities will perpetuate the existing relationship of apprehension, doubt and mistrust between Indigenous Australians and Social Workers, as well as Indigenous Communities and the Federal Government (Anaya 2010). Indigenous people have expressed their concern that the heavy-handed Government response in the NT may result in another generation of children being removed from their families and communities (Dodson 2007). Dodson (2007, p. 5) ar gues that these fears of a new ‘stolen generation’ are legitimate ‘especially for those people who live and survive as members of the stolen generation’. This paper has explored the relationship between the social work profession and Indigenous Australians. The philosophical and ideological foundations of the Social Work profession have been examined and it was found that the Judeo-Christian and European perspective of the profession have left little room for Indigenous customs and traditions.It has been argued that reflecting on the historical approaches of welfare services and Government policy increases the likelihood of making informed and ethical choices in a contemporary context. A brief summary of historic Indigenous policy has been used to illustrate the heavy-handed and paternal nature in which the Australian Government relates to Indigenous Australians. The experiences of the ‘Stolen Generation’ have been outlined and the consequences detailed.It was found that the ‘Stolen Generation’ were subject to a range of human rights abuses that have had negative consequences both for the victims, as well as on the relationship between Indigenous Australians, social workers, welfare services, and Government institutions. Due to the experiences of the ‘Stolen Generation’ Aboriginal people are likely to be resistant and fearful towards welfare services and Government institutions.The NTER has been used to demonstrate that contemporary policy shares similar values to historical Indigenous policy. In that, Aboriginal culture is inferior to mainstream society and it is the role of Government to intervene, and control in an attempt to make improvements based upon Government set benchmarks. It has been argued that the Governments approach in the NT perpetuates the distrust between Indigenous people and social work practitioners.In the hope of successful outcomes, and improved relationships social worker s must be considerate of Indigenous peoples’ history and needs, work with them and their families to deal with their fears, and involve them in decision making processes. References Anaya, J 2010, Observations on the Northern Territory Emergency Response in Australia, United Nations, viewed online 4 April 2012, lt;http://www. un. org. au/files/files/United%20Nations%20Special%20Rapporteur%20-%20Feb%202010. pdfgt;| Anderson, K amp; Perrin, C 2006,