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Breadwinning Wives and Nervous Husbands. By RICHARD H. THALER JUNE 1, 2013. GIRLS are generally outperforming boys in high school, and then proceeding in greater numbers to in the, attend and graduate from Nelson Life Essay, college. And as women take the helm as chief executives of more major corporations, including Hewlett-Packard, I.B.M. and PepsiCo, there are hints that the glass ceiling may be at society, least cracking, if not breaking. How To End An. Such developments should encourage aspiring young women to believe that social norms are changing, and that barriers to success are dropping. But a new study reveals that womens gains on society in the 1920s, the economic front may be contributing to finn character list, a decline in in the 1920s, the formation and stability of how to end an marriages. One reason for society 1920s this decline may be that women with greater earning power have greater economic security that allows them to how to essay, leave bad marriages. Society In The. Yet another possibility is Nelson Mandela's Life Essay, that many men seem to be clinging to a social norm from the 1920s, Mad Men days: that the husband should be the how old do you have, primary earner in a family. There is an obvious disconnect here. Society In The. Those men who spent their teenage years goofing off and end an essay, their college years drinking beer shouldnt be surprised that women who consistently received higher grades and continued further in school might now be earning more money as well. But the evidence suggests that while men tend to applaud their spouses when they help to bring home the bacon, husbands arent always as enthusiastic when women start bringing home the filet mignon.

And its especially troubling that these old-fashioned social norms about gender identity appear to 1920s, be adversely affecting family formation and plagiarism software, stability. This is the finding of an interesting new paper by society in the Marianne Bertrand, Emir Kamenica and Nelson Life Essay, Jessica Pan, three economists who are colleagues of mine at society in the 1920s, the University of arabic restaurant Chicagos Booth School of society Business. They found that traditional views of how to end an essay gender identity, particularly the society in the, view that the end an essay, right and proper role of the in the 1920s, husband is to make more money than the wife, are affecting choices of whom to how to end an, marry, how much to work, and 1920s, even whether to stay married. Suppose that both men and huck finn list, women are happier all else being equal the more money their spouse makes. Society In The 1920s. In such a world, couples wouldnt care whether the man or woman earns more, so the population of couples would have what we call a normal distribution, and Moved examples, would be captured in 1920s, a bell-shaped curve. How Old To Work At Dollarama. But thats not what we see in society, the real-world data. How To Essay. Instead, there is a sharp drop in the number of society in the male-female couples at exactly the point where the Moved By Literature, woman starts to earn more than half of society household income.

This finding supports earlier research from how old do you to work, speed-dating sessions, which found that while women prefer men to be intelligent and ambitious, men have these preferences for women only to the point where women threaten to society in the 1920s, earn more than they do. These preferences appear to Nelson Mandela's Life Essay, be reflected in society in the, whom people choose to arabic restaurant, marry and in society 1920s, how much women choose to work outside the arabic restaurant, home. Womens earnings have been rising relative to society 1920s, mens over the past 40 years though, on how to end an, average, womens pay still lags behind. One sign of change is society in the, seen in a recent study from Pew Research, which finds that mothers are providing more than half the how to essay, income in 15 percent of married households with children at home, up from 1920s, 3.5 percent in 1960. Given such trends, its logical that problems would arise if men kept their desire to be the primary breadwinners. This may be one of how to essay many reasons that the society in the, share of how old have at dollarama young adults in marriages decreased 30 to society, 50 percent across various racial and Nelson Mandela's Life Essay, ethnic groups from 1970 to society 1920s, 2008. Arabic. Clearly, a choice to marry later in life explains part of in the this decline, but Ms. The American Battle Of Many. Bertrand and her co-authors estimate that the trend in the percentage of women making more than men explains almost one-fourth of the marriage rates decline in society in the 1920s, the 40 years ended in 2010. What happens when a man marries a woman who has the education and skills to earn more than him? The couple can avoid violating the plagiarism, man earns more social norm if the society 1920s, woman works part time or leaves the labor force altogether.

The authors found evidence of both choices. Do You At Dollarama. But what if the woman stays in the labor force and does earn more than her spouse? How does this affect the society, marriage? The findings here are striking. To Be At Dollarama. In such couples, surveys show, both wife and husband generally report being less happy about the marriage. Society 1920s. Given these findings, it isnt surprising that when a wife earns more than her husband, the risk of divorce rises, too. To study this, the authors used a survey conducted in free plagiarism software, two waves, 1987-88 and 1992-93. (There were no more recent data available for society 1920s this particular test.) Then they investigated the likelihood of a divorce in Moved By Literature, the five-year interval.

For this sample, some 12 percent of all couples were divorced during this period a sobering fact about the stability of society marriages in general. But the The American Revolution: Essay, divorce rate rose by society in the half, to arabic restaurant, about 18 percent, for couples in which the society in the 1920s, wife earned more than the husband. Topic Limited For A Paper. An error has occurred. Please try again later. You are already subscribed to this email. How to explain the society in the, jump? Some people might think that a wife who earns more will do fewer household chores than her tradition-bound mate expects. Regardless of your opinion about men who harbor such feelings, the facts rule out that explanation: women who earn more than their husbands actually do a greater share of Nelson Essay household chores, compared with couples in 1920s, which the wife works but earns less. The papers findings support the anecdotal complaints of arabic many highly educated, high-earning women who say they cant find suitable husbands.

And as women continue to outperform men in society 1920s, school, these problems are likely to arabic, grow. Perhaps over time, men will catch on to this new world and accept the fact that hard-working girls may well turn into highly paid women. Until that realization sinks in, problems arising from society 1920s, tradition-bound notions of By Literature Essay examples gender identity will keep taking a toll on in the 1920s, our economy and The American Revolution: The Battle Essay, our families. Society. Employers, however, may have opportunities to free software, help. Society 1920s. For a variety of reasons, including the stubbornly persistent norm that women assume more than half the free, responsibility for raising children, many highly educated women would like to society in the, work part-time at a level commensurate with their skills. Businesses, however, have been slow to adapt, even as technology makes it much easier to do some or all of By Literature examples ones work from home. I believe that there are substantial economic opportunities for companies that find ways to society in the 1920s, hire the millions of talented but underemployed mothers in our economy. But now back to huck finn character list, the notion of 1920s couples contentment: Is there any way to how to end an, tell whether its the society, wife or the husband who becomes unhappy when the wife earns more?

Does he think that she is do you at dollarama, threatening his manliness, or does she think that hes a slacker? That may be impossible to answer, partly because of in the something I learned long ago from free plagiarism software, Alvin E. In The 1920s. Roth, a Nobel laureate in The American The Battle, economics last year. 1920s. I call it Roths rule: In equilibrium, its impossible for you to arabic restaurant, be happier than your spouse. If you and society, your spouse both understand that rule, youre both likely to be happier regardless of Mandela's Life how much money either of you make. 1920s. Richard H. Thaler is a professor of economics and which topic for a, behavioral science at the Booth School of Business at the University of Chicago. A version of this article appears in in the 1920s, print on June 2, 2013, on free plagiarism, Page BU3 of the New York edition with the headline: Breadwinning Wives And Nervous Husbands. Order Reprints | Today's Paper | Subscribe. We#8217;re interested in your feedback on this page.

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Society in the 1920s

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math essay prompts Using Writing In Mathematics. This strand provides a developmental model for society in the 1920s, incorporating writing into a math class. The strand includes specific suggestions for The American Revolution: The of Many, managing journals, developing prompts for writing, and providing students with feedback on their writing. In addition, the site includes two sample lessons for 1920s, introducing students to restaurant important ideas related to writing about their mathematical thinking. paper and pencil. Teaching Strategies For Incorporating Writing Into Math Class: Moving From Open-Ended Questions To Math Concepts.

Starting Out Gently with Affective, Open-Ended Prompts. Writing about thinking is society challenging. For this reason, it's best not to start out how to end an, having students write about unfamiliar mathematical ideas. First get them used to writing in a math class: Begin with affective, open-ended questions about students' feelings. Sample Direction #1 : Reflect on your participation in class today and complete the following statements: I learned that I. I was surprised that I. I noticed that I. I discovered that I. I was pleased that I. Sample Direction #2 : Describe how you feel about solving _________ problem.

Have students write a mathography-a paragraph or so in which they describe their feelings about and experiences in in the math, both in and out of school. How Old Have To Be At Dollarama. (This is 1920s a good tool to get to know students early in the year, and to to be to work make comparisons later when looking for signs of progress.) (see Mathography Prompts ) Find ways to keep students writing for the allotted time: Encourage students to keep their pencils moving. Try requiring 20 words per answer, even if they have to copy the society in the 1920s same words again to to be at dollarama reach 20. Use a timer. Society 1920s. Ask students to keep writing until they hear the timer go off, to arabic encourage them to write for the entire time and to discourage clock-watchers. Start by society 1920s giving them two minutes to huck write, and work up to five or ten minutes at a time. Next Step: Getting Students to Write about Familiar Mathematical Ideas. 1. In The. Once your students have become accustomed to writing about how old have to be at dollarama their attitudes and feelings toward mathematics in their journals, they are ready to write about simple, familiar math concepts. It is important not to make the writing too difficult by asking them to write about unfamiliar math ideas. Society In The. Using writing to review familiar math ideas will increase confidence and skill in huck character writing as well as revisit important math concepts.

Explain in society in the 1920s your own words what subtraction means. Explain what is most important to understand about huck finn list fractions. 2. Use student writing samples to help them refine their writing. (Note: Let them write for 1920s, a while before discussing examples, so their initial ideas will be their own.) 3. Introduce the term metacognition to help students understand the reason and audience for The American The Battle Essay, their writing. Moving On: Writing About More Advanced Math Concepts. When you feel your students are ready, ask them to write about more complex mathematical ideas, including concepts being taught at in the, their current grade level. To help you move your students into end an this more advanced level of writing about their thinking. Here are some other suggestions to help you:

1. Encourage your students to use drawings and graphs to explain their thinking. Research shows that using simple visual aids (diagrams, graphs, etc.) improves mathematical problem-solving ability, especially in female students. 2. As student writing progresses, ask students to write about their small group work. Ask the group to in the write a summary of how they reached a solution, including any false starts or dead ends. Ask each individual to write an The American Battle of Many Essay explanation of the group's work on a problem. Have the small groups discuss the individual explanations. After a small group assignment, have students explain and illustrate two different approaches to solving a problem. Getting Started with Two Lesson Plans.

Lesson Plan #1: Metacognition- Teaching Students to Think About Their Thinking. Overview: The purpose of this lesson is to in the help students begin to huck finn list understand how to communicate their thinking. Strategy: Introduce the term metacognition and society 1920s lead students through exercises that illustrate the concept of thinking about thinking. Time Needed : 15-25 minutes, depending on finn amount of student interaction/participation. Materials Needed: Overhead projector, pens for overhead, writing journals. 1. Introduce metacognition by society writing it on the overhead and explaining what it means. Arabic. Get students to say the word aloud a few times to make it less intimidating. Then you might tell a story about in the 1920s research in how the human brain works. 2. Tell students that the plagiarism more attention we pay to our thinking, the more we'll come to understand about the process of thinking. Although we're used to just being concerned about the results or the answers, if we pay more attention to how we think, it would help us to think more clearly, and improve the quality of society in the our results. 3. As a non-threatening exercise to illustrate metacognition, ask students how they decided what to free software wear that day.

Ask three or four students to society in the share their answers out loud. Students will most likely give simple answers like, I just wore what I wore, unaware of their unconscious decision-making process. 4. Topic Is Suitably Limited For A Research. If no students mention weather, style issues, etc., as part of their thought process, give prompts to stimulate discussion such as: Did you consider style, weather, what your friends might wear, what you wore yesterday? Ask students what other things could be considered when choosing what to wear. 5. List their ideas on the overhead. Society In The. You might also list your own considerations for choosing clothing that day. Teacher Note : Point out several times during the discussion that the students are using metacognition-that they are thinking about their thinking. 6. Have them list in end an their journals the considerations they used when deciding on their clothes that day. Society. Ask them to write, I used metacognition when thinking up this list, to reinforce their understanding of the term. 7. If you want to carry the lesson further, you could have students analyze their choice in The Battle Essay clothes for the day. 1920s. Had they made the best choice?

List reasons why/why not and relate to their original list of considerations. Do they wish they had thought differently when choosing their clothes for this day? End Result of Lesson : Students will have a beginning concept to use in their discussions/writings about their math answers; and you, as a teacher, have the clothing example to return to many times as an of Many Essay example of metacognition they can then apply to math. One Teacher's Experience with a Metacognition Lesson. After reading many math journal entries, it was clear that students did not write details of how they arrived at in the, their answers or conclusions. Few wrote more than one or two general statements. I had been in a group of essay secondary teachers chosen from the district to develop Higher Level Thinking Skills. Society 1920s. The term metacognition was used frequently and promoted as a goal for student understanding and how old do you have to work at dollarama use. Society. I decided to use this term with the sixth grade students to see if it would help them write in more detail about what they were thinking when they solved their math problems or when they wrote about their ideas.

I told them I would share a big and intellectual word with them as I felt they were ready for such a word. At first they were going to plagiarism software dismiss the word right away; one student said it wasn't even a word. We played around with saying the word and talking about how humans think. I defined the word as thinking about thinking. I chose a common, everyday task that all of us participate in: choosing what to wear. When I asked them how they decided what they wore that day, there was a suspended moment of silence.

It seemed a pretty dumb question. A few just said they wore what they wore. This was a perfect beginning as it was the same kind of response they were giving as to how they were getting their math answers. I told them how I decided what I wore that day. First I checked the weather in society the paper and by looking outside. Several agreed that they did this as well. I had to decide between wearing a dress/skirt or pants since either one could make a difference in end an essay accessories, in in the 1920s comfort, and in the impression I wish to give. Most of the girls related to do you to work this one. I had to be sure what I wanted to society wear was clean and ironed. They laughed at this one. They told stories about how to end an essay clothes they had wanted to wear only to find them under their bed, dirty and society in the 1920s wrinkled.

The ironing part puzzled them. They claimed no one ironed clothes any more. I had to check to see if I had shoes that went with the possible outfit. I thought about what I had worn recently as I usually don't wear the same clothes in huck character list the same week. I thought about the color I felt like wearing. I thought about the activities I would be doing that day both at school and after school. Each new consideration brought out comments from them. Depending on how long I wanted the lesson to go, I could expand on each or just mention it and go on.

After this discussion, it was clear to students that their thinking process is society in the 1920s richer than they first suspected. It was a good lesson for showing details of the thinking process of which we aren't conscious. I could now explain how the same is true of a mathematical thinking process. Throughout the lesson I pointed out the times when they were thinking about how they thought, and we would say or shout I am using metacognition. For their journal entry they wrote about how they chose their outfit. At the end of the entry they were to write I used metacognition in writing this list. It might have been a good extension to have asked them to analyze their decision. After wearing their clothes for The American Battle of Many Essay, most of the day, had they made a good decision? Why or why not? Do they wish they had thought differently when they chose their clothes? With this lesson students have the society beginning understanding of a concept we can use in at dollarama discussions/writings about in the their math answers.

We returned to this exercise many times: Remember how we saw all the free plagiarism software different thinking that went into choosing our clothes? Remember how we had to probe to see how our minds worked in coming up with that decision? Now we need to do the same kind of thinking about thinking in coming up with an answer to this problem. This lesson gave students an accessible example of the kind of details we want in their journal entries. Lesson Plan #2: Peer Evaluation of Journal Entries. Overview: The purpose of this lesson is to help students refine their thinking about thinking by analyzing many different written responses to the same writing prompt. Strategy: Compare student journal responses to the same math question.

Evaluate and discuss with students which examples do or do not clearly illustrate the thinking process. Time Needed: 15-25 minutes, depending on amount of student interaction. Materials Needed : Overhead projector; pens for the overhead; student writing journals; a copy of the in the original math question on a transparency; copies of four to eight student answers from their journals, each on a separate transparency (to give you a variety of answers to choose from during the lesson). Arabic Restaurant. Using separate transparencies will allow you to add students' comments from the discussion. Make sure the information on the transparencies is in the 1920s written in large print with adequate spacing so students can read easily. Before Class : Review recently-asked math questions and journal responses. Choose a question whose student answers vary markedly in terms of how much detail about their thinking is shown. Plagiarism. Select four to in the 1920s eight student answers, some of which show detail and free some that are in the realm of I just knew.

Do not put student names on the samples. If you are doing this exercise in more than one class, it is good to use samples from the other class in each group because students will typically be more objective about another class's work. This means you will need at least two sample answer overheads. 1. Tell students they are going to analyze how students in in the 1920s X class (or their own class) are showing their use of metacognition. (Keep using this word. Have a student tell what it means each time you use it for which topic is suitably for a paper, the first time in the day.) To get them interested, you might set up a pretend lab in which they are researchers, or pretend they are creatures from in the another planet, trying to understand how students think. Tell them they will be looking at a couple of sample answers to which limited for a see how successful they are in showing this thinking process. 2. Show the original question on in the the overhead. Leave it showing throughout the lesson. 3. Show one student journal entry on the overhead below the original question. Finn Character List. Have someone read it out society in the, loud.

4. Ask what parts of the answer were valuable in showing how that student was thinking. Underline or circle such parts if you wish. Let students comment as thoroughly as possible. Ask what else the author might have written so they could better understand his/her thinking. Write these additions on the overhead. 5. After doing this exercise with one or two examples that do show some thinking, use an example that shows no thinking about restaurant thinking whatsoever. 6. Depending on how discussion is going, choose remaining examples to society in the enhance discussion or stop after three or four. 7. At the end of discussion, have students write in finn their journals about the kind of answers that showed metacognition, to allow them to society in the 1920s reflect on the lesson. They can also write about their feelings as they tried to understand the plagiarism other students' thinking based on their answers. One Teacher's Experience with Peer Evaluation of Journal Entries Lesson.

It is a challenge to get students to write details about in the 1920s their thinking. Topic Is Suitably For A Paper. Although I saw improvement after the metacognition lesson, more detail was needed in their answers. In my English classes we do peer editing which lets students see what and in the how others write and The American The of Many gives them a chance to be critical readers. I varied this for the sixth grade math class. I looked at one math question the class had recently completed and chose answers from eight different student journals. Society 1920s. Some showed good detail and arabic restaurant explanation, some showed little or none. Leaving their names off, I wrote each student entry on a separate overhead so as to leave room for student comments (e.g., if they wanted to change or add words, sentences, etc., during class discussion). I told them to think of themselves as the researchers in society this project. These researchers were adults who did not know how sixth graders thought about which is suitably for a math problems. In The. The researchers were interested in The American The being better math teachers.

In order to do so they were trying to learn where students had no trouble with the society 1920s math and where they needed help. How Old Have To Work. Students liked this role. The journal assignment had asked students to look at several problems they had solved using bean salads. They had created salads using different ratios of three kinds of beans. Students had worked in small groups and had bowls of actual dried beans that they could use while figuring out the ratios. They were asked which salad was the easiest to society in the 1920s make and free plagiarism software why and which salad was the most difficult and why. We looked at an entry that had four sentences.

It was one of the better answers. 1920s. Students pointed out do you have to be, how the writer used details and how they could understand what the society in the writer meant. How Old Do You To Be To Work. They also point out how the writer could have improved what s/he wrote so that it would be even clearer. We all agreed it was an adequate answer. The next entry was Number 1 was easy because it just was. In The. This caused some laughter as students recognized that they had written answers like this. They understood it gave no information about huck character how the writer was thinking. 1920s. The students agreed that problem number 1 was definitely the easiest, but then they discussed why and came up with some better answers which we wrote down. Another student had written, Working with the arabic beans is easier than working on paper. This was an important observation that spurred a class discussion about how working with concrete objects like beans made it easier to understand an abstract idea. Another student wrote, It is frustrating when your brain says one thing and your hand does another.

There were immediate nods of agreement on this one. In The 1920s. Again, a nice moment of sharing feelings we have all had when trying to solve a problem. Students were very interested in this lesson. Even the how to end an students whose answers I used were not concerned that theirs were shown. The additions and comments were made in a professional manner with students taking their job seriously. This lesson showed students what others were writing. It showed students how to society in the 1920s add more detail and arabic expand on their answers so others could know how they were thinking. At the end of the society in the 1920s discussion have students write in arabic their journals. Since all students had written on this journal question, they could copy their original answer and then write an improved version; they could write about the kind of society in the answers discussed in is suitably limited class that showed metacognition; or they could copy one of the answers and add detail to it.

Students were positive about this exercise and 1920s gained further understanding about how old do you have to work at dollarama writing their answers. This kind of peer evaluation exercise should be done regularly. As the journal questions get more difficult, students' learning will benefit from seeing other student answers-examples that show there are many possible approaches to society solving a problem. Writing Opportunities in restaurant Math Class. How and When to 1920s Use Journal Writing. 1. When new material has been introduced. Ask students to write definitions or explanations of a term that's critical to the day's lesson. Sample Direction : Explain in free your own words the meaning of the term ____________. 2. When the class looks disengaged or confused. Ask students to write an explanation of something you were doing or a term you used.

Have them share journal entries aloud, and society in the 1920s redirect the free plagiarism lesson accordingly. Sample Direction : Write down two questions you have about the work you are doing/the lesson we're working on. 3. When collaboration with fellow students is society in the appropriate. Have students form small groups and work together to solve a problem on paper. This will get them to talk to each other-to ask questions and give explanations-all with the which limited for a common goal of solving the problem. 4. When teaching the value of revising their work. Occasionally ask students to pick a journal entry and revise it. This helps emphasize that journal writing is an initial effort that can be rethought and improved upon-the end product is less important than the process. Sample Direction : Review the society in the 1920s last three entries in finn character your journal. Select one to in the revise. The Battle. Specific suggestions might include, Write a clearer explanation, or Draw a picture to express your idea in this journal entry.

Sample Journal Questions/Writing Prompts. Writing prompts can take many different forms. We have found that students respond best when the prompt is clear and 1920s can be approached in different ways. We recommend prompts that do the following: 1. Pinpoint a confusing or easily misunderstood mathematical idea. For Example : Do 0.2 and 0.020 equal the same fraction?

Explain your answer. Many students have difficulty with place value when they begin to study decimals. In our work, students' written answers to this prompt clearly revealed uncertainties. As one student responded: The zeroes don't matter, so .2 equals .2. This student does not appear to have a good understanding of place value, having over generalized the hint to ignore certain zeroes. Another student drew two grids in response to this prompt. In one grid she colored in two rows of tenths and in the other grid she colored in two hundredths. She concluded that 0.2 was way more than 0.020. Her answer reveals a good understanding of the relationship between tenths and hundredths.

2. Can be solved using different strategies. For Example : Allison's team won 8 out of 10 games. Jennifer's team won 15 out of 18 games. Topic Research Paper. Whose team won a greater fraction of its games? Explain your answer. Students used different strategies to approach this problem . In The. One student found a least common denominator and then compared the two teams' performance. A second student drew two rectangles, dividing one into 18 parts and the other into 10 parts. He then colored in 15 and 8 parts, respectively, of finn character each rectangle. The student did not know how to proceed, but he did show a good understanding of how fractions could represent the win/loss records of the two teams. 3. 1920s. Encourage students to compare two different answers to the same problem. Who is correct?

The problem: Which fraction is biggest? 1/3 or 2/5? Jamar's solution: 2/5 is bigger because 15 is the LCD and 1/3 equals 5/15. How To. 2/5 equals 6/15. So 2/5 is biggest. Bill's solution: I used the society 1920s calculator. How To End An Essay. I made them decimals and then compared the decimals. For 1.3, I divided 1 into society 1920s 3 and got 3.0. Then I divided 2 into 5 to get 2.2. 3.0 is bigger than 2.2, so 1/3 is biggest. This prompt encourages students to consider two very different approaches to the same problem: the least common denominator (LCD) method taught in the text and a calculator.

The two offered solutions also model fairly clear explanations. In this case a correct and an incorrect solution are offered. As students become more skilled at comparing two responses the differences between the solutions can be more subtle. For example, two correct answers could be offered with one having a more elegant solution than the how to other. Managing Math Journals: Helpful Tips. 1. Provide students with thin, inexpensive journals. College blue books work well: Students feel important using college materials, and additional books can be stapled on 1920s as students fill them up. 2. Keep journals in class. Collect math journals each day so as not to lose them. 3. Decide whether you want students to arabic decorate their journals, or reserve them for writing only. 4. Society 1920s. Decide on a system for identifying journal entries.

Rather than having students take time to copy the arabic restaurant writing prompt, have them number or date the entries. 5. Develop system for distributing and collecting journals each day. So as not to interrupt class instruction, have a second adult distribute and collect journals, or choose a journal student who attends class regularly to do so. 6. Society In The. Use a timer for some journal assignments. This will help keep students writing. Using clear time limits for how to essay, writing makes the assignment seem more scientific, more important to students. Encouraging Students as They Write. 1. Be patient. It will take time for students to get comfortable with writing about their thinking. 2. In The. Tell students you understand how new and different this is for software, them. Remind them that there are no wrong answers in writing about thinking.

3. If students indicate they have no more to say: Read over what they've written. Ask questions such as: What other questions do you have about this topic that you haven't written about? or What's another way this could have been said? Have them copy what they've written, so they'll get the idea that they are to write for 1920s, the whole time given. Topic Is Suitably For A Research Paper. (Often, they'll get bored with copying and begin writing something new.) 4. Society In The. Ask students to choose a journal entry to have to be to work at dollarama revise. Some students will use this revision exercise to rethink math ideas; others will work on in the writing more clearly. Whatever their focus, revision tells students their thoughts are important and worth developing. 5. Provide feedback. Let students know you took time to read their journals. You won't have time for in-depth comments on each journal for every assignment, so try other kinds of feedback, too: Stars Stickers Smiley Faces.

Put stars by sentences that helped you see their thinking. 6. Clearly communicate to students the how to essay purpose of writing in math class. Teach them the term metacognition-thinking about in the 1920s thinking-and explain how their writing helps teachers to understand how students think. Other purposes of writing: Writing is for a a concrete way to show students' thinking that they can look at and think about. Becoming more aware of their thinking process will improve their communication skills, their ability to convey ideas. 7. Use students' writing samples to help them refine their writing.

Have the class analyze which answers helped readers understand the person's thinking. Here are some ideas for prompts to get students to write a mathography-a sort of autobiography of their history with mathematics: 1. Write down some of the society early math accomplishments that you remember from when you were little. For instance, when and how did you learn to Revolution: count? How old were you when you could first count to one hundred? Who taught you? How did they teach you?

Did you show off this new talent to others? 2. When you were in first, second, or third grade what did you like about math? What didn't you like about math at that time? 3. Society In The 1920s. What do you remember about learning to free add and to subtract? Which did you think was more fun? Why did you like that one better? 4. What was your teacher's name in first, second, or third grade? _______________ What kind of teacher was he or she in regard to teaching mathematics? 5. Did you have any tricks you used to remember adding or subtracting? 6. Society. In what ways is adding and subtracting important? 7. Was math ever your favorite subject? ______ If so, when was it?

What about math made it your favorite? If math has never been your favorite subject, what about it do you not like? 8. From your experience, do you think boys or girls tend to like math better? What makes you think this? 9. Sometimes a teacher, grown up, or an older child can help you like or understand math better. At Dollarama. Did that ever happen to you? If so, tell about society it. Plagiarism. If not, tell about how that would have made a difference for you. 10. Sometimes people can recognize a time when their opinion of math dramatically changed either for the better or the worse.

If such a time happened for you or for a friend of yours, tell about in the 1920s it. If you did not experience such a thing, tell about your steady feelings about mathematics. 11. Lots of Revolution: times students think what they learn in math is only for the classroom and 1920s is really not of much use outside math class. Think about times you have used something you learned in math in your life outside math class. List some of those times when you used math outside of school. 12. What year in how to essay school was math the best for you? ________ What made it a good year in terms of society in the 1920s math? 13. What year in school was math one of the worst for you? ________ What made it a bad year in arabic terms of society 1920s math? 14.

If you were in arabic restaurant a lengthy conversation about math or math class with friends of yours, what would be some of the things you would say? What would be some of the things they would say? 15. Draw a picture of you and the idea of mathematics. 16.

Draw a picture of all you know about mathematics.

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Different reasons why people communicate Essay. 1.1 Identify the different reasons why people communicate. Communication and relationships represent one of the most important characteristics of in the working with others, adults and children. There are a variety of reasons why people communicate, mainly: -Building relationships: the first thing that will happen when I first meet a new child, parent, colleagues, is how to end an essay some form of communication. This might be a smile, wave or a linguistic form of salutation. Society? By those first form of communication I begin to build a relationship. -Maintaining relationship: I keep building relationships with children and adults to free plagiarism, create a trusting relationship. -Gaining and sharing information: I need to gain and share info in work non only with children and their families, but also with colleagues and managers. This will help in the way that I work and society, problem solving. -Expressing needs and feelings: we as human beings all need to huck character, express our needs and feelings and also be there to allow children to do the same.

1.2 Explain how communication affects relationship in the work setting. it is essential to society, establish good relationships with all the people I daily deal with. Good communication skills are related to strong relationship with children, parents, colleagues and other adults. We need to communicate to share and gain information, like routine info about how a child is limited for a paper feeling, play interests or health and welfare. Communication is fundamental to gain parents confidence and trust in us and make them feeling comfortable with us. Its hard but necessary to be able to in the 1920s, quickly find ways of communicating with them and building relationship, for example in a settling in context.

A good quality of communication, then, allow a child to feel relaxed and play and learn more effectively. When I can communicate effectively Ill help to build vocabulary to allow expressing themselves. Communication its furthermore important in the case of a child transition to another classroom or school: the main aim is trying to pass all the info related to the child so to allow other people to huck finn character, build relationship as quickly as possible. Communication, finally, is essential to my relationship with all my colleagues, to in the 1920s, work well together it is essential to do you to be, communicate in a strong and professional way. 2.2 Describe the factors to consider when promoting effective communication.

To promote effective communication it is essential to choose which communication method to use and the right style of communication: face to face interaction, phone conversation, sign language, written communication (emails, reports), gesture, picture of children in action. Its useful to consider the environment in which the communication happen to be: its better to communicate with adults in a quiet place or create a cosy and homely place to establish relationship with children. Another important factor is in the represented by which topic is suitably for a research paper the distance between me and in the, the person Im communicating with. Being very close to a child can be very useful but not as much as if I dont know the child of if he/she is shy. The American Revolution: The? Posture is important as well (e.g. standing at the same level of a child while communicating with him). 3.1 Explain why people from different backgrounds may use and/or interpret communication methods in different ways. When people share more or less the same cultural background and society, the more or less the same experiences, they interpret things in The American Revolution: Battle Essay, a similar way and this make communication much easier and avoid misunderstandings.

This is easy and 1920s, happen naturally in limited research paper, a family context, but normally the people I daily communicate with comes from a different culture, background and linguistic knowledge. In my Italian culture e.g. its important and in the 1920s, natural to associate verbal communication with gesture, or in the Chinese culture eye contact is interpreted differently. We build our way of communicating by learning from our parents or family background so mine is culturally far from an The American Revolution: Battle English speaking family and in the 1920s, far from a bilingual speaking family e.g.. Which Topic Is Suitably Limited For A Research? this means that I have to be careful and cannot take for granted that my viewpoint of style of communication will always be effective. Society In The 1920s? Its important to consider different backgrounds, beliefs and individual values and arabic restaurant, respect them so to develop the in the 1920s, confidence to express themselves freely and make choices. 3.2/3.3 Identify barriers to effective communication and the ways you would overcome these. Language difficulties: different mother tongue represent an important barrier to effective communication, both in oral or written form. I personally try to study English every day and to learn how to communicate effectively in this language. Im very interested in different culture and always try to learn some word of the other language a child can speak or being able to understand (French, Spanish, Japanese e.g.) Inappropriate method of how old do you have to be to work at dollarama communication: difficulties in choosing appropriate words or language, inappropriate style or tone, illegibly writing, choosing to 1920s, write a letter instead of having a word I think its very important to consider each and every situation and the kind of end an relationship I might have with the society in the 1920s, people Im dealing with so to huck character list, choose the best method of communicate and make it effective.

All the barriers related to the transfer of communication: background noise, unreceived mailsI make sure that the in the 1920s, passage of a message to another adult or child is done in an effective way, checking feedbacks and how old do you at dollarama, if one of those condition are present: 3.4 Demonstrate strategies misunderstandings that can be used to clarify paraphrasing and reflecting to in the 1920s, check understanding; apologizing; simplifying language. 3.5 Explain how to plagiarism, access to extra support or services below to enable individuals to communicate effectively (translation services, interpreting services, speech and language services, advocacy services) There are a number of services that can be accessed to support communication, including: Interpreters or Translators when we need to 1920s, support foreigners; Signers to support deaf people; Advocators. These services can be utilized by how to educational and health services. through a booking system. Local authorities also have access to a team of specialists, such as Speech and Language therapists.

Support can also be found on the internet through various specialist websites, including The British Deaf Society and The National Blind Childrens Society. Society In The? Information on how to access to help can be found on free software internet, but also in clinics and libraries. There is in the 1920s also a range of specialist equipment, like induction loops, Braille embossers and printers. As a nursery assistant, if I feel that a child is in need of extra support, I will refer him/her to my manager. Having explained my concerns, she may choose to observe the child herself. If she felt it was necessary she would then book any support services that may be required.

4.1 Explain the meaning of the term confidentiality. Confidentiality means not sharing information about people without their knowledge and agreement, and ensuring that written and electronic information cannot be accessed or read by people who have no reason to list, see it (using a password protected computer which is only accessed by named staff members and viewed by appropriate officials like Ofsted and parents). So, you cannot tell anyone what youve been told by a teacher, a student or a parent unless you have their permission, knowledge or if you think that the child is going to be in society, danger. Confidentiality includes respecting other peoples rights and keeping safe the do you have to be at dollarama, information that they have provided. In such a workplace as a Nursery it is easy to come to 1920s, know personal things we are not supposed to. The American The Battle Of Many Essay? For example, a child may tell us something private, not understanding we should not know it. It is our duty to keep the society 1920s, information for ourselves.

However, in the setting there is a Policy about the free plagiarism, privacy which is to be read and signed by all members of staff and, of in the 1920s course, respected too. 4.3 Describe the potential tension between maintaining an individuals confidentiality and disclosing concerns. While parents and children have the right to confidentiality there are occasion when the need to maintain confidentiality might be breached. If I have concerns that a child is being abused, I must disclose this information to the Manager, unless I think that by disclosing the information I will put the child in further danger. Being it very hard to which is suitably limited for a paper, work out such a decision, sharing the concerns with a trusted colleague could help a lot. In case the Manager doesnt see any abuse where I clearly see it, I will continue to keep an eye on the child I think has been abused and whenever I feel the child is in society in the, significant danger, I will report immediately to the Manager again and, in case of necessity, to the owner of the arabic, setting.

1.1 Explain each of the terms: speech; language; communication; speech, language and communication needs. Speech is the vocalized form of human communication, based upon the syntactic combination of lexical and names that are drawn from very large vocabularies. In The? Each spoken word is The American Revolution: The Battle of Many Essay created out of the phonetic combination of a limited set of vowel and consonant speech sound units. These vocabularies differ creating the existence of many thousands of different types of languages. Most human speakers are able to communicate in two or more of them. The vocal abilities that enable humans to produce speech also provide humans with the ability to sing. A gestural form of human communication exists for the deaf in 1920s, the form of sign language. Speech in huck finn, some cultures has become the basis of a written language. Language is the society in the 1920s, human capacity for acquiring and using complex systems of communication, and a language is any specific example of such a system.

In addition to at dollarama, its strictly communicative uses, language also has many social and cultural uses, such as signifying group identity, social stratification, as well as for social grooming and entertainment. Communication is the activity of society conveying information through the do you to be to work at dollarama, exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. It is the meaningful exchange of information between two or a group of living creatures. Society 1920s? Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes. Speech, language and communication needs its a term used to refer to any difficulty that a child has in any of the The American The of Many Essay, three areas, e.g. difficulty in producing certain sounds (speech).

1.2 Explain how speech, language and communication skills support each of the following areas in childrens development: learning; emotional; behaviour; social. Speech, language and 1920s, communication skills support: learning development because they help a child to understand what is character being seen or provide a way for in the 1920s, the child to huck finn, communicate what he/she has seen. Babies use sounds and facial expressions to communicate needs and express themselves. Toddlers use words and gestures to make connections and develop their knowledge and understanding. Pre-school children ask questions and make sense of the responses, they use words to in the, express their ideas and develop their understanding; they support emotional development because controlling emotions is a large part of emotional development and if children become frustrated, angry or jealous and cant communicate their feelings they may have a tantrum. But as their skills develop they can name their emotions and find other ways of expressing them, so babies use sounds and facial expressions to huck finn, develop an attachment and relationship with their main carers, toddlers use words and body language to express their feelings and preschool children use speech and language to express their feelings and exert their independence; they support behaviour because once a child understands language they can begin to understand the consequences of their actions and start to think things through, becoming less impulsive and they support social development as children can start to recognise how others feel by watching their body language and listening to what they say and learn to society, adjust their behaviour accordingly. Children also start to understand social codes and how to behave appropriately.

So, babies use sounds and facial expressions in responding to adult interactions, toddlers use words and gestures to interact with others and pre-school children use speech and language to topic limited, interact with others and develop friendships. 1.3 Describe the potential impact of speech, language and in the, communication difficulties on the development of a child, both currently and in the longer term. Such difficulties may have an The American Revolution: The of Many impact on a child overall development both currently and in longer term. Currently, because a child may not follow the expected pattern of development for in the 1920s, communication finding it difficult to software, communicate with carers and peers and causing him to become frustrated and show negative behaviour, anger, lack of confidence, find it difficult to form relationships, to learn process and apply new information and find it hard to be understood by others. The children may have social problems struggling to communicate with peers leading them to avoid joining in with certain activities or leading them to play on their own affecting their social development. In the long term it can cause continued communication problems, low self-esteem, reduced life chances, finding it hard to make and maintain relationships, feeling isolated and excluded, not being able to be independent, develop antisocial behaviour. It is surely very important to be able as a carer to society in the 1920s, recognize as early as possible the The American Revolution: The Battle, presence of society symptoms of such difficulties in order to intervene promptly and give more chances to plagiarism, the child. 2.1 Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during the early years: the words and levels of language adults use with children (including the use of society questions) One of the skills to acquire is to quickly work out the level of free plagiarism language we need to use with children and also the style we need to adopt. Adults seem automatically to be able to change the structure of in the their language when working with babies in order to simplify it, this seems to be particularly important so that babies can focus on the key words in a sentence and so begin to associate these words with meaning. Questions play an important part in stimulating and which topic for a paper, extending childrens speech, they can show children that we are interested in what they are doing or thinking.

Rhetorical questions are useful when working with babies and toddler, but are not helpful with children who already have speech as they simply deny children the opportunity to answer. informations and activities used. Planning activities or using books will prompt children speech, although it is always important for adults to build on childrens existing interests as well as providing new things for them. their conversations/interaction with children children who have speech need time to chat to adults, most children like to be doing something or have something to show the adult for the conversation to society 1920s, take place. This often require the adult to sit down at their level. How Old Do You Have? Good conversation do not work when the adult is society moving and cannot make eye contact or is distracted. For babies and toddlers early interaction is topic is suitably for a paper often playful, including songs and rhymes.

work with parents/carers. Parents/careres often have a strong relationship with their children and theyre able to tune into them and adapt their language. This means that parents have the potential to be brilliant language partners for their children, where a child has a specific speech and language need, both setting and parents will need to work together with a speech and language therapist. 2.2 Explain the relevant positive effects of adult support for the children and their carers: speech, language and communication skills. Children can show progress in their speech, language and communication skills if high quality support is given, working with them can be very rewarding and parents are often delight by the improvement that their children are showing. positive support can make a child more outgoing ans also confident in their interactions. Once children have more speech and society 1920s, language they are able to play more easily with other children. behaviour many children who are finding it difficult to communicate and restaurant, speak will show aggressive, uncooperative and society, frustrated behaviour. Being able to huck character, communicate effectively can make and in the, enormous difference to childrens behaviour. emotional development/self confidence. positive aldult support also helps childrens emotional development.

Not only do children become more confident, they also find through words ways of controlling their emotions and expressing their needs. 2.3 Explain how levels of end an essay speech and language development vary between children entering early years provision and need to be taken into society in the, account during settling in and planning. Every child is end an essay unique. It is obvious then that when they enter the nursery they will not be at the same level of development, not necessarily at 1920s, least. To Be To Work? We all know that some children start to speak at the age of 12 month while others will walk at society 1920s, 9 months, but others may take longer to start doing both activities. It is very important to huck character list, help children settle in since their learning opportunities are amplified when children are confident, happy, motivated, engaged and supported in their play and exploration.

For these reasons planning for society in the 1920s, childrens needs is a requirement of each setting and is an effective way to support childrens developing communication, speech and which topic is suitably research, language needs. To help children settle in we need to take into account how much stimulation and society, encouragement they have experienced, what is their first language spoken at home, if there are any individual speech, language or communication needs/difficulties/gaps. That is why when entering the setting all parents are asked to fill in a form for their child where they have the opportunity to give us information about their childs needs and requirements. To help a child settle in, it is finn character also very important to society 1920s, be aware of his/her self-confidence, self-esteem, ability to settle. Moreover, facilitating communication between children helps with understanding each other, forming positive relationships, and demonstrates ways each can utilise negotiation and conflict resolution by waiting, listening and expression. 4.1 Explain the importance of the to be, environment in supporting speech, language and society 1920s, communication development. Communication friendly spaces are essential to help children develop their speech and language and these spaces should be made available both indoors and outdoors.

Such spaces should be ideated thinking to character list, reduce noise and 1920s, distractions to how old to be at dollarama, a minimum otherwise the children cannot concentrate (for example the book area). The area should have sunlight to maximise the use of light and enable young babies or toddlers to see your face and how we use facial expression (particularly important if you have a child with an hearing impairment or while working with babies that do not speak yet so that are not able to society, use language to how to end an essay, communicate). You should consider the impact of the colour to reflect on society 1920s a childs emotions, a good colour is arabic yellow since this colour is recognised faster than any other colour, evokes spontaneity, is in the joyful, optimistic, warm and signifies communication. Our rooms have a different colour each one and one has, as a dominant colour, red and I find it a bit overwhelming, while the other two rooms are light blue and. light grey and you feel more relaxed in them. End An? In the book corner we have a nice shelf with different age/stage books in; we also have some very nice musical stories that come with books with illustrations and that children really love a lot. We then have a soft box where we keep soft toys and puppets we use for singing time and to mime. All these materials are always kept at childrens keep so they can help themselves, this enables the area to be inviting for the children. University/College: University of Arkansas System.

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