Belonging Essay Essay Example for Free

Belonging Essay Essay As human individuals, we search for a niche to which we belong. It is ingrained within human nature to want for acceptance, for inclusion. This primal instinct drives our actions, often altering the perceptions we form of both others and ourselves. Barriers to belonging can negatively affect us psychologically and personally. Our individuality may be questioned due to social, cultural or historical influences. However, the effects of external pressures will be minimal if an individual is already confident in themselves. A study of the collection of poems, ‘Immigrant Chronicles’ by Peter Skrzynecki and the book ‘The Island’ by composer Amir Greer explore the multiple facets involved in the dynamic process of belonging or not belonging. If we are able to have a place in which we belong, our sense of self can be sustained. The heritage and experiences which an individual has within a culture cannot be forgotten; instead they may even become stronger. When placed in a new and confronting environment we can draw on past routine to provide comfort and security. The poem, ‘Felicks Skrzynecki’ written by composer, Peter Skrzynecki, uses poetic devices to explore how an individual can maintain a sense of belonging due to a strong cultural identity. Multiple descriptions throughout the poem display how Felicks is not affected by his lack of belonging to Australia, ‘Did your father ever try to learn English?’ instead he remains confident in his sense of self and is able to develop a distinct identity as shown through the metaphor â€Å"kept pace only with the Joneses/of his own mind’s making†. The commitment which he has for his garden, ‘walked it’s paths ten times around the world’, highlight how he has been successful in creating an environment to which he belongs and is happy and content. Felicks remains unaffected by the way he is judged by a society, for example his ability to draw upon past memories and experiences with his polish friends. Belonging to a place and culture remains ingrained within us, even when in a foreign environment. By establishing a strong connection to place an individual can maintain a sense of self; a strong bond will continue to enrich an individual’s lifestyle. Lacking a place to belong to has adverse effects on a sense of individuality. The poem ‘Felicks Skrzynecki’ explores difficulty of integrating into a contemporary Australian society. The persona within the poem is unable to form a connection to his past heritage displayed with the repetitive use of the exclusive pronoun ‘his’; ‘his garden’, ‘his polish friends’ and ‘his house’. The disconnection between father and son is highlighted through emotive simile, ‘loved his garden like an only child’. The strong juxtaposition between the two emphasises their differences and the struggle which the main person has. He is caught between two cultures, his Polish Heritage and the Australian society, and is unsure of which he belongs to; ‘words he taught me, remnants of a language I inherited unknowingly’. The main persona in the poem, ‘Felicks Skrzynecki’ suffers psychologically because he is unable to discover who he is or find a place to which he belongs. The sense of dislocation in Australia stems from conflict of a polish heritage he cannot remember. Lacking a sense of belonging to place inhibits the ability to form a sense of self; furthermore these negative experiences can accumulate and be detrimental to individuality. The choice of whether to belong, or not, is complex. Instinct drives us to crave for the acceptance of others; and to integrate into a society. The traits which make us unique and interesting individuals can be alienating and preventing belonging. Composer, Peter Skrzyneckis poem ‘St Patricks College’ is a personal recount of his experiences as a migrant undergoing education in Australia. The persona in the poem experiences a disconnection to the place and culture, which negatively affects his wellbeing. The mothers desire for her son to be seen as equal to others, through a common ‘uniform’, compels her to enrol him in an upper class school. Symbolism throughout the poem establishes the mothers need for her son belong as she is, ‘impressed by the uniforms of her employers sons’ The persona is clearly uncomfortable in his school, due to differences between he and the other students. Repetition of his mothers words, ‘What was best’ j uxtaposes with the personas opinion, ‘the darkness that surrounded me wasn’t â€Å"for the best† ’. As demonstrated in ‘St Patricks College’ not belonging will have adverse effects on an individual’s sense of self. Similarly in Amir Greders Picture Book, ‘The Island’ the alienation of an individual due to physical differences is  explored. The first impression which we form of others is based on how we see them and these physical differences can create barriers to belonging. Greder has incorporated a range of visual techniques to explore this flaw in humanity. The islanders are portrayed through illustrations as brutish, with stout legs, broad foreheads, blunted noses and large hands. The distortion of their features contrasts strongly to the newcomer who is naked, thin and small. Highlighting his vulnerability; in comparison to the fully clothed and pitchfork wielding islanders, ‘he wasn’t like them’. The islanders fear of the newcomer, who ‘haunted their days and often their dreams’, is enhanced by emotive exagge ration of their facial expressions. Gossip about his dissimilarity is made into a story to scare children, for example the school teacher who gives lectures ‘about savages and their strange ways’. The text aims to be didactic whilst displaying flaws in human nature. It forces the audience to question the moral values of those ‘monstrous’ figures. The islanders isolate him completely from their community ‘locking him in the stables’. Distrust of those who look or sound different causes groups of people to act in a harsh and inhumane manner. Individuals who are unable to conform whether it is due to physical differences or choice may be isolated or discriminated against by the society. When trying to belong it is integral that we first are able to define ourselves. This occurs through connections and experiences with places, people and cultures. Both Peter Skrzynecki and Amir Greder have explored the multiple aspects which are involved in the formation of an individual’s identity and various barriers to belonging, which prevent inclusion and acceptance. All three texts explore the issue involved in the migrant experience, issues of dislocation and lacking identity. The human experience is constantly being challenged by external pressures. Nevertheless when an individual is able to establish who they are, without relying on others, they become an independent individual. These individuals do not require a place or group to feel as if they belong, and instead belong to themselves.

Claudius Is Me :: essays research papers

O wretched state! O bosom black as death! O limed soul, that, struggling to be free, Art more engaged! Help, angles! Make assay. Claudius, What have you done? I regretted all of this. It is a big mistake, and I wish I could go back in time. I was so mad for power, wealth, love and money, that I killed my own brother, King Hamlet by pouring a small bottle of poison into his ear. I don ¡Ã‚ ¦t know how did his son, my nephew, Hamlet knows about my sin. I did it so superstitious, and carefully at night when no one was around. Hamlet sent a play for us to see. It was a trap, which he called a "mouse traps". He knew it all along. The play was just a test, to see how I will react. But I can ¡Ã‚ ¦t let anyone knows about me killing the King. I have to do something. Sending Hamlet to England doesn ¡Ã‚ ¦t work, instead I got a letter from him that he is held by the pirates, it is time for plan 2. Laertes will found out that Hamlet had killed Polonius, and will go for revenge. H amlet will lose for sure, because Claudius is an expert in swords fight. I can ¡Ã‚ ¦t stop now or I will be killed instead. O Gertrude, it is my entire fault that you got involved. I always loved you. You will always be protected by me, no matter what happened. Ophelia has gone mad, Hamlet seeing things, Polonius ¡Ã‚ ¦s death, Rosencrantz ¡Ã‚ ¦s and Guildenstern ¡Ã‚ ¦s deaths. One problem linking to another, and it is all started since I killed King Hamlet. When Hamlet get back to Denmark, the first thing that I am going to do is to set Laertes and Hamlet up to fight together. Laertes will avenge for his father ¡Ã‚ ¦s death, Polonius and his sister ¡Ã‚ ¦s madness, ophelia. I will put a poison pearl into the drink that Hamlet will drink after me. That way, he will be killed. Laertes ¡Ã‚ ¦s sword will be dipped with deadly poisons that will kill anybody instantly. It is

Reflective Journal Assignment

Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. BY PhDKaur Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. it) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? † Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards forQualified Teacher Status. You should link this paper to reading on teacher professionalism and opportunities for professional development. Professional Tutor: word count: 2000 Part 1 Introduction The challenge of achieving progression for a group of students, each representing individual learning backgrounds and different levels of ability, has been an area of considerable professional develop ment. If students are expected to make different rates of progress, then their experiences in the classroom must be tailored to their individual learning n pupil learning. Thus, differentiation arguably nas the greatest impact onMy teaching groups represent a diverse range of abilities and needs including English as an additional language (EAL), disabilities, or academic talent. Differentiation is synonymous with the umbrella term ‘personalised strategies for learning' and encompasses Assessment for Learning (AFL) and inclusion. Convery and Coyle (1993) demonstrate the significance of differentiation as the entitlement of every learner to have his/her individual needs and abilities catered for, and the teacher's responsibility to find effective ways of managing those needs matching them to appropriate teaching and learning styles.However within the current education system, individualised learning for all in a class of 30 pupils is compounded by inadequate behaviour for learni ng and constrained resources. Professional development My initial perception of the purposes and strategies of differentiation consisted of an expectation that all learners were expected to achieve the highest levelled learning objective, through a system of differentiated instruction. I struggled to understand what differentiation meant in practice and where it aligned with my personal perspectives of education and classroom values.The lack of clarity around regarding my expectations of differentiation meant that although I planned for progression in lessons, I failed to appreciate its value in learning for the individuals in the class. In practice, differentiating by outcome involved whole-class activities, with prior assessment data determining pupils' individual targets. Pupils expected to achieve the ‘most' learning outcomes did not, as I focused on supporting pupils of lower ability, thus different groups of pupils did not make sufficient progress.The dynamic model of le arning processes (O'Brien and Guiney, 2001) greatly nfluenced my philosophical and professional perspectives of differentiation. This 3D model encompasses a holistic view of the learning process, where pedagogical, emotional and cognitive factors must be synthesised in order to enable the learner to develop autonomy and self-awareness. The model states that differentiation should not be construed for pupils with SEN, nor should it be a purely reactive response, with teachers intervening when learners experience difficulty.I adopted the model as a framework for my planning, a key strength being the goal in achieving autonomy for the learner, as differentiation targets the development of elf-awareness. In practice this meant providing challenge and choice-making opportunities, through problem-solving activities, questioning knowledge as objective truth and reflecting upon the answers that students can or cannot give when confronted by uncertainty.The model suggests that questioning th eir own beliefs is most likely to be achieved through interaction with others, a beneficial approach as the pupils at Highbridge Academy needed to develop social skills such as team work. Shitting my tocus trom a ‘pupil-labour premium' mindset to gauge the success ot learning activities i. e. he pupils were able to achieve the task set, towards an attitude whereby I consciously planned the development of pupils' self-awareness was a crucial step in my professional development.An example of where this belief was put into practice was a lesson developing the concept of density with a Year 7 group. Students were given a list of possible activities they could complete to learn about density. The activities included: using a water table to explore properties of various objects, measuring the volume and mass of objects and calculating their density, reading about density in the textbook and watching a video showing density xperiments. The activities were based on visual, auditory, k inaesthetic, and tactile learning styles.Students had to choose and complete a minimum of two activities, from two different learning styles. These ‘choice boards' were organized so that students chose options focusing on several different skills. Reflecting upon the lesson it was clear that the ‘buzz' created in the classroom was not entirely due to the novelty of the lesson format but due to the structured activities encouraging independence and self-realisation of their own skills. Some pupils, whose prior data indicated they would not achieve the higher level learning bjectives, were able to achieve higher levels than expected.The following lesson, I used a similar format, grouping pupils together and observed that many pupils naturally gravitated towards certain roles (e. g. recording, observing, organising). In order to develop team-work skills and awareness of how teams work it was important that I made pupils aware of these roles, especially those that did not co me naturally to them. The creation of an environment involving mutual support of each other's learning was a turning point in shaping my classroom culture. Upon reflection it is obvious that this insight required me to move onto less didactic ethods of teaching.Schon (1983) values the capacity of teachers to ‘step away and undertake ‘reflection-on-practice', enabling teachers to gain confidence and intuitively respond to needs by reflecting. Following a series of ‘choice board' lessons in the 7K Forces unit I consciously planned activities which encompassed the wider skills, knowledge and understanding of science and pupils' learning experience. Thus my view of differentiation developed to encompass a long-term goal of enabling pupils to become confident, self-aware learners. Conclusion Many views of differentiation are teacher-centric, viewing the process as created by he teacher.My study of Wgotskys zone of proximal development (the gap between the actual develop ment level as determined by independent problem solving under adult guidance or in collaboration with peers) reinforced the need to plan the teacher-student dialogue in order to focus on emerging skills and abilities and to give students control in shaping their learning experiences. (Ugotsky, 1962). The teacher- student relationship and the pedagogical environment created, shape the quality ot learning experiences for the learner, now and in their future.My experience shows hat responding to learner's needs intuitively is a key component of AFL and differentiation. Differentiation should not be considered a concession to lesson planning, but underpin an entire teaching approach. It is equally the responsibility of the pupil and the teacher, as pupils must be prepared to identify when they need support in their learning to become independent learners. However, in order to contribute to the end of having learners become self-determining members of their community at the levels they a re most capable of achieving, then they require opportunities to exercise choice in their learning choices. art 2 The GTCE's 8 codes of professional practice highlight a series of aims that distinguish the teaching profession' (GTCE professional standards, 2009). Initially, I associated being a professional with a pre-determined product and brand image than with pedagogy. My superficial interpretation of teacher professionalism comprised of adopting behaviours in accordance with a ‘paradigm' of teaching that I assumed was expected from me from my peers and mentors. The QTS standards were a reference guide but provided a purely mechanistic outline of accomplishments validating my aptitude to teach.Current research regarding effective CPD Researching other viewpoints of professionalism and my experiences over the training year has shaped my professional ideologies and perspectives. Fundamentally, teaching centres on the concept of the ‘reflective practitioner'. Schon (1983 ) called it the knowledge acquired through ‘reflection in action', and my experiences have highlighted four essential characteristics: competence, craft, collaboration, and continual reflection.These are reflected within my goals, abilities, standards and the development of the these qualities will directly impact the effectiveness of my teaching, Pratte and Rury (1991, p. 2) defined teaching as ‘a craft profession, built on a conscience of craft, rather than a conventional ideal of professionalism'. They argued that teachers need embodied knowledge to perform their Jobs, ‘something that they learn by doing and that is experientially learned, rather than acquired in a systematic, highly formal fashion'.However, research has shown there should be a personal entitlement to professional development throughout a teacher's career, one that is not link 2005). ed solely to school targets but personalised and structured (Cordingley The use of the term ‘reflective pra ctitioner' logically entails that CPD must also be ooted in extended reflection. However, Schools often rely on ‘one-off workshops to achieve these aims, a shortcoming highlighted in an Ofsted 2009 CPD report. These approaches to CPD appear insufficient to foster learning which fundamentally alters what teachers teach or how they teach (Boyle, Lamprianou and Boyle, 2005).To support effective CPD and to ensure that acquired knowledge and skills are consolidated, implemented and shared with other teachers, research advocates collaborative CPD programmes. Sharing the expertise, knowledge and skills of teachers in the same school, in other schools and using consultants to provide in- chool programmes of support can tackle specific needs (Ofsted, 2009). Levin and Rock (2003) claim that teachers involved in collaborative CPD can become more reflective, critical and analytical when they think about their teaching style in the classroom.Little (1993) lists four categories of professio nal interaction that builds a culture of learning in practice where teachers: Engage in focused discussions about teaching and learning Observe and evaluate the teaching of their colleagues Engage in collaborative planning and design of lessons Actively teach each other and take leadership roles offering workshops This distinguishes a professional culture, where it is the responsibility of the community administrators to assure quality of the teaching staff, from that of a bureaucratic culture where administers are responsible.One of my professional goals is to strive for innovation in my practice. Collaborative CPD has been shown to foster an environment of active risk-taking where teachers try new ways of working, moving beyond the safe and familiar' (Humes 2001). This can often be stressful when confidence is undermined by a lack of experience. Cordingley et al. (2005) suggested collaboration provided ‘moral support to teachers s they work through making difficult changes'. In order to adapt and learn from experience, essential for developing the capacity to bring about purposeful change, higher order thinking is required.Resnick (1987; cited in Land and Jonassen 2008) stresses the importance of the social setting to cultivate the disposition to engage in metacognitive strategies, closely aligned to Wenger's (2007) concept of a ‘community of practice' a notion of teachers' adapting and learning from experiences gained through the actual practice of teaching and their mutual involvement in ‘study groups'. Such study groups would encourage risk- taking and provide an effective locus for learning about and inquiring into the teaching of thinking and related topics (what Shulman and Sherin (2004) refer to as a ‘big idea'). Cordingley et al. ) recommend the use ot research literature as a springboard for experimentation within CPD groups carrying out exploratory lesson planning. This promotes understanding and use of the relationship betw een abstract theoretical knowledge and experiential knowledge gained through direct classroom experience. Crucially, this ‘big idea' connects to the broader professional concerns and rofessional lives of teachers. It provides a platform where teachers can become more knowledgeable about the theory and practice of learning and teaching, motivation, and contemporary issues in education beyond their academic obligations of the PGCE.Additionally, teachers maintain an awareness of educational matters beyond the immediate scope of teaching. In light of this research and my experiences I have identified the following key areas for professional development next year. Firstly, I will develop self-evaluation, observation and peer review skills, professional dialogue and feedback. Secondly I ill dedicate an hour a week to reading professional Journals and texts. This can have very beneficial results, especially if what is read is reflected on in peer discussion.Thirdly I will focus on de veloping resources with colleagues, which should guard against isolation and repetition of ideas and work. I believe researching existing effective practice will help me as an NQT, to keep an eye on the wider world of education. In conclusion, effective CPD requires structured, peer-centric reflection. This does not depend solely on the school's provision but my own efforts in reviewing my progress and targets throughout the formative NQT year.

The Power of Uncle Toms Cabin by Harriet Beecher Stowe

Do you have dreams? Do you think that dreams that manifest into actions can change the status quo? Do you think one person can change the world? Robin Williams once said: No matter what people tell you, words and ideas can change the world. â€Å"This quote in many ways illustrates what Harriet Beecher Stowe wanted to accomplish with her novel Uncle Toms Cabin. The anti-slavery novel was published in 1852 and according to Will Kaufman â€Å"helped lay the groundwork for the civil war.Stowe was an active abolitionist but her true profession was a being a teacher in Connecticut, where she was born and raised. The novels main character is Tom, a slave who has gone through much suffering during his life and whose story the other characters revolve†¦show more content†¦These things aided the North along with Stowes novel in the wins and ultimate defeat of the south in the civil war. Without the aid of Stowes novel the North would have had fewer volunteers for the union army bec ause the North was mainly unaffected by the Souths succession. Stowes novel had a great impact on the political world. The novel empathize the horror in slavery and racism. It helped illustrate and bring to life the need to stop slavery to people who didnt necessarily know how slavery worked in the real world instead of theory. Abraham Lincoln upon meeting Stowe said So youre the little woman who wrote the book that started this Great War. Stowes book demonstrated the cruelty of plantation owners illustrating them as mean, nasty men such as Simon Legree. Legree a northerner by birth moved to the south. Is arguably the main antagonist of the Uncle Tom’s Cabin. His main goal throughout the novel was to break Tom’s strong Christian faith through harsh treatment and savage beatings. He later in the books orders to have Tom whipped to death because he refuses to tell him where Cassie and Emmeline have ran off to. This forced the public to become aware of the harsh treatment of slaves and the brutality of the fugitive slave law. With th e help of the novel many northerners aided slaves in escaping north to CanadaShow MoreRelatedSummary Of Harriet Beecher Stowe s Uncle Tom s Cabin 1124 Words   |  5 Pages FINAL PAPER: Harriet Beecher Stowe Bertha Hernandez History 1301: United States History Dr. Jahue Anderson July 2, 2017 Slavery will always be one of the most inhuman acts of today’s history. African American men and women had no way of life, being taken from their social and cultural lives. Food was scarce for slaves and they were lucky to grab a bite to eat. On the route to the America’s from the west coast of Africa, many of them died from starvation, disease, lack of space andRead MoreFiction in Uncle Toms Cabin by Harriet Beecher Stowe1477 Words   |  6 Pagesentertain. It has the power to change history. It can even inspire even the meek and timid into acts of courage. But it also has the power to advance agendas filled with hate. One of the greater uses of fiction’s power is Uncle Tom’s Cabin. Uncle Tom’s Cabin in the era leading up to the American Civil War, which made a lasting impact for years to come, and hit many different characteristics of nineteenth century American beliefs. Harriet Beecher Stowe released her novel Uncle Tom’s Cabin in 1852 and itRead MoreHarriet Beecher Stowes Uncle Toms Cabin Essay1314 Words   |  6 Pagesentertain. It has the power to change history. It can even inspire even the meek and timid into acts of courage. But it also has the power to advance agendas filled with hate. One of the greater uses of fiction’s power is Uncle Tom’s Cabin. Uncle Tom’s Cabin in the era leading up to the American Civil War, which made a lasting impact for years to come, and hit many different characteristics of nineteenth century American beliefs. Harriet Beecher Stowe released her novel Uncle Tom’s Cabin in 1852 and itRead MoreAnalysis Of The Novel Uncle Tom s Cabin 1345 Words   |  6 Pagesnovel was taken seriously as a woman’s novel. Uncle Tom’s Cabin was very influential in that time period, and still is today. The novel is commonly noted as a big influence that began the Civil War, and people still refer to it today. Uncle Tom’s Cabin is used very commonly today as a reference to slavery and the time period, and in many literature courses throughout high school and college. It is also stated in this critique that, â€Å"As a woman, Stowe had no hope of making a statue† (Annette Gordon-Reed)Read MoreAnalysis of Uncle Toms Cabin, by Harriet Beecher Stowe Essays791 Words   |  4 PagesAnalysis of Uncle Toms Cabin by Harriet Beecher Stowe Uncle Tom’s Cabin, by Harriet Beecher Stowe, is arguably the most influential novel in American History. Stowe’s sentimental writing style seized the imagination of her readers and Uncle Tom’s Cabin became the standard of the abolition movement. Uncle Tom, one of the protagonists, spreads Christianity and dies for his faith, like Christ. By equating Uncle Tom with Jesus Christ, Harriet Beecher Stowe deliberately provokes her audience to socialRead MoreUncle Toms Cabin Analysis1255 Words   |  6 Pagesâ€Å"Uncle Tom’s Cabin†, was written by Harriet Beecher Stowe and published in 1852. Stowe’s purpose for writing â€Å"Uncle Tom’s Cabin†, was to depict the lives of African Americans that are enslaved to whites in hopes to bring about change and encourage abolition protest. Uncle Tom was portrayed as a Godly man with a good heart it was meant show that slaves are just as human as whites, and that slavery should be saw as inhuma ne and unjust. There are several important concepts that are alluded to, but slaveryRead MoreEssay about Uncle Toms Cabin and the Grief of Harriet Beecher Stowe3451 Words   |  14 PagesAuthor and abolitionist Harriet Beecher Stowe grieved over death as both mother and child. When she was only five years old, her mother Roxana Foote Beecher, died of tuberculosis. Later at age 38, she lost her infant son Charley to an outbreak of cholera. Together these two traumatic events amplified her condemnation of slavery and ultimately influenced the writing of one of Americas most controversial novels, Uncle Toms Cabin. On June 14, 1811 Harriet Beecher Stowe became the seventh childRead MoreNo Good Slavery Harriet Stowe’s Novel, Uncle Toms Cabin 1946 Words   |  8 Pagesproblems and difficulties that society had), and the way that the creator of the art felt towards those problems and difficulties. Harriet Beecher Stowe was an American abolitionist who wrote the famous fictional novel, â€Å"Uncle Tom’s Cabin.† Her views as an abolitionist, and the state of the South during her time were substantial factors in her creation of art. Uncle Tom’s Cabin was influenced by the current state of the South along with the abolitionist movement, and it exposed the horrors of slavery toRead More Harriet Beecher Stowe’s Uncle Tom’s Cabin Essay3155 Words   |  13 PagesHarriet Beecher Stowe’s Uncle Tom’s Cabin Harriet Beecher Stowe’s Uncle Tom’s Cabin may never be seen as a great literary work, because of its didactic nature, but it will always be known as great literature because of the reflection of the past and the impact on the present. Harriet Beecher Stowe seemed destined to write great protest novels like Uncle Tom’s Cabin: her father was Lyman Beecher, a prominent evangelical preacher, and her siblings were preachers and social reformers. Born inRead MoreUncle Tom s Cabin By Harriet Beecher Stowe901 Words   |  4 PagesHarriet Beecher Stowe’s Uncle Tom’s Cabin was a story that described the real life plight of an American Slave. Kentucky farmer George Shelby amassed enormous debts and faces the possibility of losing everything he owns. To settle his debts he makes the decision to sell two of his slaves, Uncle Tom and Eliza’s son Harry. Eliza is a young, beautiful quadroon girl who George Shelby’s wife took on as a daughter. Eliza overhears a conversation between George Shelby and his wife concerning the impending