Mathematics Of Creative Writing Exposing The Invisible Tool

Mathematical Proportions in Creative Writing: Exposing the Invisible Tool In the academic world, creative writing and mathematical proportions are often considered to be located at opposite ends of the spectrum, but they are not as different as they seem. Authors often need to carefully plan and divide their story to create an end result that is a balance between exposition and dialogue, romance and action, or tragedy and comedy. That is where mathematical proportions come in—ratio and fractions in particular. Every author uses ratio and fractions, whether they know it or not, and the proper use of them determines the quality of their writing. Who would read a book that’s 70% exposition or 100% dialogue? Therefore, in this essay I will†¦show more content†¦Fractions can also be used to represent ratios or even division equations and all rational numbers. While fractions come in many different forms such as mixed numbers, improper, vulgar and proper fractions, the function of a fraction is generally the same—to represent parts of a whole. To simplify the matter further—if you can solve a division problem, then you are able to use fractions. In fact, you use fractions all the time without a hint of doubt. For instance, when we tell the time, use or recipe or figure out the price of an object after a sale—it is all fractions. We use them every day, but why? What is the inclination to measure ingredients in halves, quarters and two-thirds? Why do we reflexively say â€Å"Half past 3† when telling the time? It is all because parts of a whole are far more common than complete collectives of any one thing. So let us take a step back and analyze a fraction: 2/5. 2 is considered the numerator, and 5 is the denominator. 5 would be the whole—for instance, there are 5 stuffed bears in total. But then 2 is the amount we have from the whole—as in, we only have 2 of the 5 stuffed bears. A slightly more challenging problem would be saying that a $50 shirt is  ½ price. To solve this, we would simply convert 50 into an improper fraction (a fraction in which the numerator is larger than the denominator), 50/1 and multiply it by  ½. This would result in the improper fraction, 50/2. You would then simplify

My Teacher And Later Mentor s Classroom Layout - 1301 Words

The image I created is what I imagine as a future educator my classroom will look like. It is similar to my Kindergarten teacher and later mentor’s classroom layout. Although it is similar with the physical elements I added aspects that supported brain base learning for my future students. Ideally this was created for a classroom of first grade students. The first aspect I created was the rectangular rug in the center of the classroom. This piece has multiple purposes. It could be used for instruction time like reading to the class or watching videos. This aspect supports brain based learning by being an area for movement and learning. Chapter four of â€Å"Teaching with the Brain in Mind† discusses the importance between learning and movement. This area would be used of stretching time, movement when outdoor recess is not ideal, and a space for students to sit in a different form during structured free time. A replacement activity that could occur if recess was canceled would be doing children’s yoga which would be beneficial time to relax and unwind for the students. With the brain in mind and after much research, it has been proven that processing movement and processing learning are done in the same area of the brain which explains the connection and importance of the two together (Jensen, Pg. 61). The body also re leases dopamine and norepinephrine during movement which leads to enhancing long term memory when activities are done before or after learning (Jensen, Pg. 79).Show MoreRelated65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words   |  190 PagesBUSINESS SCHOOL HARVARD SUCCESSFUL 65 APPLICATION SECOND EDITION E S S AY S APPLICATION BUSINESS SCHOOL HARVARD SUCCESSFUL 65 ECSNS A IYI O N S SE O D ED T With Analysis by the Staff of The Harbus, the Harvard Business School Newspaper ST. 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Major Trends in 21st Century in ESL Free Essays

Teaching students to be literate is a high educational priority throughout the world. Though this area is one of our greatest priorities, it is also one of our greatest challenges. The classroom environment has changed from many years ago. We will write a custom essay sample on Major Trends in 21st Century in ESL or any similar topic only for you Order Now Teachers face the challenges of a large population who do not speak English and have high transient rates. For this large population, becoming proficient in a new language is a very difficult transition. This process can be frustrating and sometimes painful. Students learning a new language need as much language support as possible. Those who have taught students learning English as their second language know that any language support is helpful for their language acquisition. English language learner (ELL) students need a variety of language experiences. They need to hear language, write language, speak language and read language. Nowadays it is believe that computers and some other gadgets can play an integral part in providing ESL students with valuable language experiences as they learn a new language. Interactive whiteboards and iPad Interactive whiteboards are the most valuable digital resource in the classroom. hiteboards can be a vehicle to access online instructional and professional development resources and though tablet-style eReader devices such as Apple’s iPad haven’t been around for long, they’re already considered the second most useful mobile classroom technology behind laptops, according to some researches. Educators are incorporating more internet-dependent a technology in to their instruction, the reason of this is because digital media is a core learning support, nowadays it’s a core part of a teacher’s job. Smartphone. Another important technology used in classrooms is the Smartphone. Smartphone owners use them on the move to access information and entertainment such as music, audio books, reading, and for viewing photos and video clips. One-third of Facebook traffic is now via these devices used simultaneously for instant messaging, email and Twitter. The mobile phone application, or app, brings all the above to life in one self-contained mini-program. The growth in apps for communication, gaming and simple utility (finding the quickest route on public transport) is phenomenal. Apps are often seen as synonymous with the iPhone, which has been the leader in this area, but many commentators expect the Android operating system, which works on smartphones from other manufacturers, to overtake Apple. Apps have enormous potential for language learning because they allow for multisensory learning on the move: for learners to use chunks of time in a wait in line or on public transport. And because smartphones can store so much data or retrieve it via the internet, apps can serve as rich media dictionaries and reference tools. Technology used to improve: Verbal interaction Children need to be able to interact with each other so that learning through communication can occur. Computers can facilitate this type of environment. The computer can act as a tool to increase verbal exchange. An example in how useful can computers be for this interaction are computer books, these are interactive stories that appear on the computer screen as an actual book with text and illustrations. There are also a variety of interactive choices students can use to read the story, including: real voices that read aloud, music, and sound effects. The story is also highlighted so readers can follow along with the text. Verbal interaction and the use of a variety of language functions by English language learners can be facilitated by the use of the computer. The group’s computer book reading environment fostered language development by providing an opportunity for verbal interaction. The use of the computer can be a useful supplement to the traditional curriculum of the ELL classroom by promoting verbal communication and the acquisition of English. Vocabulary development One way to use computers for English Language Learners is to teach vocabulary. Students need to learn vocabulary in context and with visual clues to help them understand. Computers can provide this rich, contextual environment. The computer also allows students to become active learners in a one-on-one environment. Computers can incorporate various learning strategies as well as accommodate a variety of learning styles. Reading There are several ways in which technology can be used to improve reading ability.. Most simple reading texts are also very primary in content. Older children may consider themselves too old to be reading such primary content books. Computers, however can increase the interest level for older students while keeping the text simple and easy to read. Another benefit of using computers for reading instruction is that the computer offers immediate feedback on performance. They also can provide added practice when necessary. Computer software and games provide many fun opportunities for students to practice literacy skills. There are numerous software packages for improving spelling, phonics skills, grammar and sight word vocabulary. When English Language Learners are learning their second language, any and all language experiences are valuable to assist in reading ability. Writing As demonstrated, computers and software can help English language learners develop vocabulary skills and knowledge. Computers can also help ELL students develop their writing skills. Writing paragraphs in a language that is still somewhat unfamiliar to students can be difficult. When using a computer, however, the use of graphics can make this much more enjoyable. Using clip art can also help students to convey their thoughts more clearly. To highlight, students have a lot of choices, such as underlining, italicizing, or changing the font size, color or type. Using a computer as a medium for studying grammar is much more motivating for a student as opposed to writing with a pencil. Computer-assisted instruction has been shown in a range of studies to facilitate learning in a variety of ways. Computers can be used to aide in teaching English Language Learners in core academic subjects, such as reading and writing. Computers can aide in vocabulary development as well as verbal language development. Ultimately, however, it is important to recognize that computers are not a substitute for effective teaching. Computers are a tool–they are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills. How to cite Major Trends in 21st Century in ESL, Papers

Explain What Constitutes the Physical and Psychological Needs free essay sample

Explain what constitutes the physical and psychological needs of a three year old child. Explain how these needs can ideally be met in a childcare setting. Explain what constitutes the physical and psychological needs of a three year old child. Explain how these needs can ideally be met in a childcare setting. A three year old child starts to become more independent, often wanting to do things without intervention from adults. It is the age that most children are toilet trained and children of this age can,generally make themselves understood verbally. In order to create an environment which allows children to grow, develop and flourish it is vital that close attention is paid. http://www. edpsycinteractive. org/topics/conation/maslow. html If we take Maslows Hierarchy of Needs as our framework in looking at the actual needs which need to be met on the road to self-development, and we think of them in relation to a 3 year old we can see that there are certain pre-requisites that need to be met in order to give the child the mental freedom to develop. This translates in a childcare setting to meeting the physiological needs such as sleep, warmth, air, exercise, food and nutrition. If there is a deficit in any of these areas the child will become either lethargic, overly-tired,anxious, irritable, or malnourished and in such circumstances the child would be unable to develop fully. A childcare provider needs to provide opportunities for all three year olds to have a short nap, if required, to exercise and play outdoors and to eat a nutritious, balanced diet which provides the vitamin and nutrients required for physical development. Additionally the facility needs to be warm enough with good ventilation. In terms of physical needs, children need to have the opportunity to develop gross motor skills, which are strongly linked to broader cognitive development, through running, skipping, jumping, hopping, playing with a ball. There should also be provision for development of fine motor skills through activities such as drawing, threading, clay modelling, puzzles and eating together as a group with an adult to develop motor skills in eating with cutlery whilst observing social mores. Once these primary biological/ physiological requirements are met, Maslow talks about the need for Safety, Order, Protection, Limits. Within a childcare environment for a three-year old, this will include consistent application of relevant Health and Safety Practices, as well as children having a clear understanding about what they can and cant do regarding safety and health ( sharp objects, washing hands, covering mouth when coughing, not hitting others, not standing in front of a swing etc). This should give them not only an appreciation about what constitutes safety for themselves but also an appreciation and respect for the safety of others. Safety also includes suitable clothing for different weather conditions and children should begin to develop an understanding of what is suitable for hot sunny weather and why we protect ourselves from the sun as well as wearing warm clothes in winter. At this age, children should begin to be involved in their own personal hygiene, including washing hands after the toilet and before eating,toothbrushing and not sharing toothbrushes for example. The Early Years Foundation Stage Statutory Framework (2012), pays particular attention to Safety Issues such as written Health and Safety policies and procedures, staff training, staff to child ratios, recruitment of suitable people,access to first aid, non use of or threat of corporal punishment and the safety of the premises for children. This includes indoor and outdoor space and also having a hygienic area for the preparation and/ or safe storage of food. Around three years of age, children begin to explore their world and their limits and this state of curiosity can be encouraged only if their physical, safety needs are met and also if there is a level of order, structure and predictability in their lives. Within a nursery childcare setting, a key worker, can give the child the emotional security of a person that they are familiar with, someone who they know and who knows them. Additionally, consistency and predictability may be met by routines ( e. g. mealtimes and snack times at set hours, returning toys after playing with them, toothbrushing, nap time, a tidy-up song) which add to the childs sense of security, predictability and their sense of belonging and connectedness. Children often experience childcare for the first time from the age of three and whilst many adapt with little difficulty, it can be a heart-wrenching experience for others. It is essential that the child is made to feel that he/ she belongs, is wanted, and is appreciated in their new environment and children need to be supported and encouraged to develop social bonds and positive relationships with peers and with adults. The transition between home and childcare should be done in stages and in partnership with the childs family. A key-worker should be assigned to each child. This engenders belongingness and also allows the childcare professional to understand and know the child through close observation. This helps to foster a spirit of partnership between home and care settings where the parents feel involved in their childs daily life and development and the parents and child carers can liaise and work in partnership to jointly support the childs development. Language development and expression are vitally important for three-year olds allowing them to understand and then verbalise emotions. This can be done through story-time, news time, puppets, real play all of which create rich, challenging and enjoyable exchanges and opportunities to discuss emotions and feelings. For children whose native language is not English, special consideration should given. The UK Early Years Foundation Stage Statutory Framework recommends that providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning ( Department for Education, p 6). Children will generally look towards adults to help resolve conflicts. Conflicts should be handled in a respectful and sensitive way with the parties concerned each having an opportunity to discuss their feelings and each party having the opportunity to learn and grow from the experience. Maslow talked about the importance of belonging and social and physiological needs as pre-requisites to development and learning. In childcare practice, this may manifest itself as groups, responsibility and tasks given (e. g. in a garden, feeding an animal, tidying) all of which place the child within a social, inter dependent context of connectedness. On a wider level, opportunities for sharing and celebrating achievement should be welcomed to foster an appreciative, respectful environment. This should encourage children to have a positive self-perception and a respect for others. Before settling a child into a childcare environment, time should be spent in preparation with the child and their main carer. This helps the child to link the home setting with the childcare setting and helps to avoid any feeling of rejection and/ or separation anxiety. There is less anxiety if the child is left with familiar people and it is reduced if siblings or favourite toys are present. , ( Macleod-Brudenell, I. Kay, J, p 105) This also allows the child to know where things are and to meet other children so that the first full day or session is something that the child can envisage and anticipate in a positive way. The key worker should seek to understand from the parent or main care giver, any routines which have already been established with regards to toilet training and sleeping well as understanding any specific dietary needs, behaviour, favourite toys, the family setting, siblings. Some practical examples of how to make a three year old comfortable and at ease and ready to actively participate in a child care setting, could include having their own coat rack, being part of a group, being paired with another child, being allowed to choose the story, being given a esponsibility that they will be comfortably be able to do (perhaps with someone else ( e. g. set the table)) and celebrating their achievement with their peers. Activities such as sharing photos of themselves as babies allows children to talk about themselves in a positive way with their peers and it creates a bridge between home and the childcare environment. Within a Montessori setting, child -sized equipment can help children t o have a greater sense of belonging. Its their environment rather than an adult environment that they have to adapt to. In general, carers for 3 year-olds should support and encourage independence and avoid the natural tendency to do things for the child. Play should, where possible, be child-led. As Margaret McMillan observed, the failures in education were mainly the result not of bad teaching but of insufficient preparation for learning in the early years, (Montessori Centre International, Module 4, p 19) therefore it is essential that the environment is conducive to providing children with the optimum condition to develop curiosity and become actively interested in learning. These optimum conditions must do more than provide basic requirements of feeding, sleeping and safety and should also encompass the childs social , emotional and psychological well-being and connectedness. Bibliography Department for Education, Statutory Framework for the Early Years Foundation Stage 2012, (cited 12/4/13) from https://www. education. gov. uk/publications/standard/AllPublications/Page1/DFE-00023-2012 Huitt, W. (2007). Maslows hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Cited [15/4/13] from, http://www. dpsycinteractive. org/topics/regsys/maslow. html Macleod-Brudenell, I. Kay, J. (2008, 2nd Ed. ) Advanced Early Years, Harlow: Heinemann Montessori Centre International (undated) Module 4 Contemporary Issues,London: MCI Montessori Centre International (undated) Module 5 Childcare and Health, London : MCI Montessori, M. (1966), The Secret of Childhood New York: Random House Montessori,M. (2007) The Absorbent Mind Amste rdam: Montessori-Pierson Publishing Company Montessori,M. (2007) The Discovery of the Child, Amsterdam: Montessori- Pierson Publishing Company