Special Education Needs Essay Example for Free

Special Education Needs Essay Ronald Gulliford and Graham Upton say that special educational needs (SEN) came in use as a result of dissatisfaction: The term special educational needs began to come into use in the late 1960s as a result of increasing dissatisfaction with the terminology used in the Handicapped Pupils and School Health Service Regulations (1945), which classified handicapped children into ten categories according to their main handicap. (Gulliford and Upton, 1992). The definition of SEN in the Education Act 1996 is: ‘a child has special educational needs. if he has a learning difficulty which a medical condition does not necessarily imply a ‘difficulty in learning’ or a ‘disability’ and therefore may not constitute a learning difficulty requiring special educational provision’. Tomko (1996) defined inclusion in education as ‘ the act of attending regular education classes, with the supports and services needed to successfully achieve the individual’s IEP goals, while actively participating in activities as a member of the class who belongs’. The writer believes inclusion is a desired state to be achieved, that may or may not occur by simple placement alone. It is an ongoing process. I believe that unless a child has sense of identity with the class, and unless he or she has the supports and services needed and is reaching his or her IEP goals then inclusion has not been achieved. 2. 0 AREA CHOSEN The writer is currently working at School X, a school in Malaysia and she finds that an element of provision that possesses a barrier to the learning and participation of some students in the school is teaching assistant. The barrier that is faced by School X in connection with teaching assistant to support SEN students is teaching assistant in School X do not clearly understand their roles and responsibilities. Thus, will they to be able to play their roles and responsibilities towards SEN students? Besides that, teaching assistant in school X do not have the necessary knowledge and skills in identifying and handling with Special Educational Needs students. Thus, will the teaching assistant(TA) be able to handle emergency cases involving SEN students or will the TA cause a worse situation which may lead to the SEN student being injured or harmed. The writer chose teaching assistant as an element of provision that possesses a barrier to support SEN and Inclusive education in her school because she personally feels that teaching assistant plays a vital role in dealing with students with SEND. Groom, B. and R. Rose supports the researcher’s statement that a teacher assistant (TA) plays an important role in supporting pupils with SEN: The role of the TA has undergone something of a transformation from the time when classroom assistants were seen as ‘an extra pair of hands’ in the classroom to the present day where they are perceived to have a more professional role. (Groom, B. and R. Rose, 2005) 3. 0 RESEARCH The writer carried out a few informal interviews with the school staff and among the barriers listed to support SEN students in school X, she finds the barrier of a teacher assistant an interesting aspect to research on. The writer was a teacher assistant in school X for a year and she is keen to know how as a teacher assistant she could have assisted SEN students. Based on the writer’s observation and interview with the school staff, the writer found out that in school X there is no full-time teacher assistant in all reception and primary grades. A school with SEN students requires at least one assistant teacher in all the reception and primary classrooms. The writer personally feels that it is essential for all the reception and primary level classrooms to have a full – time teacher assistant because it may affect a SEN student if there is a frequent change in the teacher assistant of a classroom. A SEN student may need to adapt to a new TA each time there is a change in the TA of the classroom and this may affect a SEN Child’s learning behaviour and attitude in classroom. Thus, the writer strongly believes that in order to support SEN students, a full time teacher assistant is important. The teachingexpertise (no date) claims that teacher assistant ‘are often required to work with learners who have special educational needs, either individually or in small groups, and are used to help interpret the class material and ensure students stay focused during teaching sessions’ (teachingexpertise, no date). Thus, if there are no full-time TA in school X, then how is it possible for SEN students to have one to one assistants. Besides that, based on a few informal interviews with teacher assistant in school X, the researcher identified that teacher assistant in school X does not clearly understand their roles and responsibilities towards SEN students. Thus, how are the TA in school X able to support SEN students when they are not briefed and explained on their duties and responsibilities? TA in school X also does not know how to identify and assess students with SEN, including gifted, talented and slow learners. The writer questioned a few TA whether if there were able to exactly proof and identify a SEN student with no assumptions and the writer received a negative response for her question. TA’s in school X do not have the necessary knowledge and skills in handling with Special Educational Needs and Disability student. The TA’s in the school are neither receiving any special educational needs training so that they can augment the classroom teacher in inclusive education. In addition, TA’s are not provided with institutional support to become more effective in practising inclusive education. According to Adults Supporting Pupils with SEN, teacher assistant will have some typical duties: †¢ Maintaining an up to date file on individual pupil(s) †¢ In high schools, ensuring that individual education plans (IEP’s) are circulated/brought to the attention of subject/form tutors †¢ Contributing to group/individual education plans from knowledge of the child’s/young person’s progress †¢ Helping to gain the child’s/young person’s view of the IEP †¢ Collating relevant information from any other assistants who work with that pupil †¢ Contributing to the Annual Review process. †¢ Attending the Annual Review meeting †¢ Involvement in target setting for the pupil in line with the aims of the IEP. (Adults Supporting Pupils with SEN, 2004) TA’s in school X are not provided with any policy on their duties and responsibilities in supporting SEN students. Thus after much research, the writer feels that school X should have a policy on TA’s role in Supporting SEN and Disability. 4. 0 CONCLUSION School X provides the teacher trainees with continuous professional developments (CPD’s) training once a week. The topic discussed during CPD’s are usually on how to make a more effective IB environment classroom, teaching strategies and approaches and International Baccalaureate (IB) related topics. According to teaching expertise, ‘CPD is strategically focused and integrated with performance management and school improvement, to raise standards of teaching and learning’. Thus, it would be better if SEN and Inclusion is discussed during CPD’s, so that teacher assistant can become more effective in practising inclusive education. Besides that, TA’s should be equipped with the knowledge and skills in handling with Special Educational Needs and Disability students. A TA should be provided with sufficient guidance on how to identify students with SEND, including gifted, talented and slow learners. School X should take full responsibility of providing TA’s employed with sufficient knowledge on SEN and Inclusion before placing them in a classroom. School X should also employ full time teacher assistant not only for the creche and reception but also for the primary grades in order to support SEN students. The writer believes that if School X was to look into the aspect of teacher assistant and provides the entire teacher assistant with the training on SEN and Inclusion, TA would not be a barrier to the learning and participant of SEN students in the school. PART 2 TITLE Part 2 – Critical Reflection A critical reflection on the barrier(s) to learning and provision identified in Part 1. This should explore the strengths and weaknesses of a particular aspect of provision and an analysis of its implications for practice both at institutional and individual levels. This will be informed by literature (research, legislation, policy documentation) and your own evidence. 1. 0 INTRODUCTION The Special Educational Needs Code of Practice (2001) published by the Department for Education states that ‘children have special educational needs if they have a learning difficulty which calls for special educational needs provision to be made for them’. The writer strongly supports the statement as she personally feels a child should not be labeled as a Special Educational Need (SEN) student if he or she does not have a learning difficulty which a SEN term needs to be named for them. Teacher assistants (TA) are supporters of a class teacher or homeroom teacher who ‘works under a teacher’s supervision to give students additional attention and instruction’ (BLS, 2012). A TA plays several roles in an institution: †¢ Provide extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities. †¢ Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. †¢ Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. †¢ Enforce administration policies and rules governing students. †¢ Discuss assigned duties with classroom teachers to coordinate instructional efforts. †¢ Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. †¢ Observe students performance, and record relevant data to assess progress. †¢ Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods. †¢ Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. †¢ Organize and supervise games and other recreational activities to promote physical, mental, and social development (BLS, 2012) The writer agrees to the tasks of a teacher assistant as stated in (BLS, 2012), teacher assistant should be able to provide support and help to a student who is categorized as SEN. Thus, a school with SEN students will need teacher assistant in order to support the classroom teacher and the student. The writer is currently teaching Visual Arts for Grade 1 students and on her free periods she assists and observes Reception students at School X, a school in Malaysia. Based on the writer’s observation throughout her experience working in School X, she finds teaching assistant as an element of provision that possesses a barrier to the learning and participation of some students Teaching assistant is a barrier in school X because there are lack of teaching assistant to support SEN students. Teaching assistant who are present in school does not clearly understand the roles and responsibilities that they play for the school, teachers and students. Thus, teaching assistant in school X is unable to play their roles towards SEN students. In addition, teaching assistant in school X does not have the necessary skills and knowledge in identifying and handling SEN students. Thus, how are they going to be able to identify or classify a student as SEN student, gifted or talented student? A wrong assumption on a student can lead to a great impact on his education. The writer chose teaching assistant as the barrier lacking in school X to support SEN students because she is very much keen to know how she as a teaching assistant can support and assist SEN students. 2. 0 STRENGTHS OF HAVING TEACHER ASSISTANT IN SUPPORTING SEN LEARNERS The writer was a TA in school X for more than a year and based on her observation her beliefs that there are several strengths in having a teaching assistant to support SEN learners. First of all, a TA would be a great aid in one to one guidance for SEN learners. A homeroom teacher will not be able to handle a classroom with SEN students all alone without support from additional staff. A TA plays the role to help the homeroom teacher in handling a group of students in the classroom while the homeroom teacher will handle the rest of the students. SEN learners seek for a person whom they are comfortable with or could rely on to request or say a thing. A teacher will not remain in classroom for the whole schooling hours. An average of three to five teachers would enter a classroom per day. Thus, A TA will be the person that a SEN student would look forward for any help or assistance as a TA usually will spend more schooling hours with students compared to any teachers. Besides that, a teacher needs to have a detail observation of the steps or moves taken by a SEN student as every of their movement is meaningful. It is impossible for a teacher to observe and record all the SEN learners’ progress by themselves. Thus, A TA will be needed to support the teacher and also observe students. A TA observation will provide a teacher with additional feedback on a SEN student progress. It would seem to follow from reports of teachers that assigning support staff to particular pupils, usually those with problems of learning, behaviour or attention, would give the pupils more individual attention and help them develop confidence and motivation in their work, good working habits and the willingness to finish off tasks (Blatchford et al., 2009a). It is a sensible solution to have a teacher assistant in supporting SEN learners as the teacher can then attend to the rest of the class without interruption. This is a productive arrangement for teachers and seems also to be having a positive effect in terms of pupil engagement, classroom control, and measures of confidence, motivation, independence, and good relationships with other pupils (Blatchford et al. , 2009a). 3. 0 WEAKNESSES OF HAVING TEACHER ASSISTANT IN SUPPORTING SEN LEARNERS The writer belief’s that having a TA in the classroom does have its weaknesses too. The writer’s belief is supported by TeachingTimes (No Date) where it states that a new report from the Institute of Education proofed those students from primary and secondary level whom receives supports from teaching assistant, show less progress than a student of the similar ability. Finn, Gerber, Farber, and Achilles (2000), on the basis of data from the often –cited Tennessee STAR project, found that there was no compensatory effect of having extra staff in larger (‘regular’) classes, a result similar to that of Reynolds and Muijs (2003). Klassen (2001) found that students with SEN who were assigned additional support for literacy made less progress than their unsupported peers. Giangreco et al. , in a series of publications, have argued that overreliance on one-to-one paraprofessional supports leads to a wide range of detrimental effects on pupils (e. g. , Giangreco et al. , 2005) Schlapp et al. (2003) identify the benefits of classroom assistants more in terms of the range of learning experiences provided and effects on pupil motivation, confidence and self esteem, and found less effect on pupil progress. On the other hand there is a well established concern that TAs can encourage dependency, e. g. , because they prioritise outcomes of activities rather than encouraging pupils to think for themselves (Moyles and Sushitsky, 1997). There are also concerns that support staff can have negative effects on pupils’ learning identity, e. g. , in terms of interference with ownership and responsibility, separation from classmates (Giangreco et al. , 1997).  ofsted (2004) suggest that TAs may be less likely to stress understanding and skills and ‘This was common reason why a significant number of pupils with SEN made too little progress, despite good teaching to the majority of the class (2004, p16). 4. 0 IMPLICATION OF HAVING TEACHING ASSISTANT AT INSTITUTIONAL LEVEL A TA does not only guide and assist SEN students in classroom or a teacher in reducing her workload, a TA also needs to play his or her roles and responsibilities towards the school. There are many tasks that a TA can play in an institute in order to aid the school staffs and support the development of the school. On the other hand, the school should also clearly understand the roles and responsibilities that a TA can play in the school and not overload them with additional task where it results in a TA being unable to accomplish his or her task as a teaching assistant in the classroom. One of the tasks that a TA can do at institutional level is to help the school staffs in decorating and creating an environment in connection to an upcoming event or festival. The writer as a TA has supported the school by decorating the school for festival such as Chinese New Year and Deepavali. The writer has also decorated the school for an environment of Celebration of Learning (COL). COL in school X means a celebration where its students oriented as parents are invited to view and observe students work and progress. The writer has decorated the school for exhibition purposes too where parents and invited guest are welcomed to the school. Besides that, the writer as a TA has helped the school in making events a successful one. The writer has come to school after working hours for special occasions in order to ensure the task allocated to her is completed. Duties which she has done as a school staff in school X are gate duty and ushering parents to specified allocations on Parent’s Day. 5. 0 IMPLICATION OF HAVING TEACHING ASSISTANT AT INDIVIDUAL LEVEL The impact of having a teacher assistant at individual level is countless. There are good and bad of having a teacher assistant to support SEN learners. The good impact of having a teacher assistant at individual level is a SEN learner will be able to receive one to one attention and guidance from teaching assistant. Thus, an individual will be able to progress at a faster rate and catch up to the pace of rest of the students in the classroom in a shorter period. The writer was assisting for a year in Grade 1 and based on her personal observation and some research, she and her homeroom teacher identified a SEN learner in the classroom. They did not label the child or exclude the child from participating in several activities conducted in the classroom as they did not want to classify the child into any terms. The writer and the homeroom teacher believed that if they were to provide the child with additional guidance and support, they child would surely show progress and improvement. Additional guidance and support was provided by the writer as the homeroom teacher handled the rest of the students. The writer assisted the student by breaking down task given by the teachers into smaller instruction and instructing the child using a simple terms including more of body language for the student to understand the instruction. The writer and the homeroom teacher succeeded in their hard work of making the student to progress as towards the end of the term, the child showed improvement in communication skills and writing skills. On the other hand, a teaching assistant can be harmful to a SEN learner if there are not filled with the essential knowledge and skills in identifying, assisting and guiding a SEN learner. Thus, to place a teaching assistant with insufficient knowledge on SEN would affect the academic progress and development of a SEN learner. 6. 0 CONCLUSION. In a nutshell, teaching assistant has many roles and responsibilities to be played not only at individual level but also at institutional level. A teaching assistant should clearly understand their roles and responsibilities before playing their roles as a misunderstanding in their task would create a great impact to the school and also students. The writer feels that in supporting and assisting SEN learners, a teaching assistant’s main aim is to assist the SEN learner with the objective and aim of showing and proving a progressive development of a SEN learner and not focusing on the completion of task. The writer as an individual who has experienced being a teaching assistant personally and strongly beliefs that a TA should not be misused and given additional task which results in TA being unable to fully do his or her roles and responsibilities towards the students. A TA’s main focus should be towards assisting students and not school work. The writer beliefs that if a TA is provided with all the necessary knowledge and skills n identifying SEN learners, a TA would be a great help in supporting, assisting and guiding SEN students towards the right path. BIBILIOGRAPHY A ND REFERENCING. Adults Supporting Pupils with SEN, (2004) The role of the Assistant, Available at: http://www. wakefield. gov. uk/NR/rdonlyres/D391ED9E-2BE4-4CC5-829F-953C07157DFB/0/Adults_Supporting, (accessed: 03/10/2012) Blatchford, P. , Bassett, P. , Brown, P. , et al. (2009a) The impact of support staff in schools, Deployment and Impact of Support Staff (DISS) Project. (Strand 2 Wave 2), DCSF Research Report 148 (London, Department for Children, Schools and Families), Available at: http://www. ioe. ac. uk/DISS_Strand_2_Wave_2_Report. pdf, (accessed: 29/10/12) Bureau of Labor Statistics, U. S. Department of Labor, (2012) Occupational Outlook Handbook, 2012-13 Edition, Teacher Assistants, Available at: http://www. bls. gov/ooh/education-training-and-library/teacher-assistants. htm, (accessed: 29/10/12) Department for Education and Skills, (2001) Special Educational Needs: Code of Practice, DfES0581, London: DfES Publications, Available at: https://www. education. gov. uk/publications/standard/publicationDetail/Page1/DfES%200581%202001#downloadableparts, (accessed 29/10/12) Education Act 1996, Chapter 56, (1996) London: HMSO, Available at: http://planipolis. iiep. unesco. org/upload/Malaysia/Malaysia_Education_Act_1996. pdf, (accessed: 03/10/2012) Finn,J. D. , Gerber, S. B. , Farber, S. L. Achilles, C. M. (2000) Teacher aides: an alternative to small classes? in: M. C. Wang J. D. Finn (Eds) How small classes help teachers do their best (Philadelphia, PA, Temple University Center for Research in Human Development), Available at:: http://psycnet. apa. org/journals/edu/97/3/454/, (accessed: 30/10/2012) Giangreco, M. F. , Edelman, S. , Luiselli, T. E. MacFarland, S. Z. C. (1997) Helping or hovering? Effects of instructional assistant proximity on students with disabilities, Exceptional Children, 64, pp. 7-18, Available at: maureenmcquiggan. com/files/Helping_or_Hovering. pdf, (accessed: 30/10/2012) Giangreco, M. F. , Yuan, S. , Mackenzie, B. , Cameron, B. Fialka, J. (2005) ‘Be careful want you wish for ’ Five reasons to be concerned about the assignment of individual paraprofessionals, Exceptional Children, 37(5), pp 28-34, Available at: http://www. uvm. edu/~cdci/parasupport/reviews/giangreco37-5. pdf, (accessed: 30/10/2012) Groom, B. and R. Rose, (2005), ‘Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants’, in Journal of Research in Special Educational Needs, 5, (1) pp. 20–30, Available at: http://onlinelibrary. wiley. com/doi/10. 1111/j. 1471-3802. 2005. 00035. x/full, (accessed: 03/10/2012) Gulliford, R. G. Upton, (ed. ) (1992) Special Educational Needs, London: Routledge, Available at: http://books. google. com. my/books? id=InjfpvVYbSECpg=PA218lpg=PP1ots=OrRgxw8lBddq=special+educational+needs, (accessed: 03/10/2012) Klassen, R. (2001). After the statement: Reading progress made by secondary students with specific literacy difficulty provision, Educational Psychology in Practice, 17(2), pp121 – 133, Available at: http://www. schoolsupportstaff. net/publications/otherpubs/aera_paper. pdf , (accessed: 30/10/2012) Moyles, J. Suschitzky, W. (1997) The employment and deployment of classroom support staff: head teachers’ perspectives, Research in Education, 58, pp21-34, Available at: http://www. uwl. ac. uk/files/instil/SoTL%20Abstracts%202010. pdf, (accessed: 30/10/2012) Office for Standards in Education (2004) Remodelling the school workforce: Phase 1 (London, Office for Standards in Education), Available at: www. ofsted. gov. uk/resources/remodelling-school-workforce-phase-, (accessed: 30/10/2012) Reynolds, D. Muijs, D. (2003) The Effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school, Educational Research, 45(3), pp219-230, Available at:: http://www. fisme. science. uu. nl/staff/christianb/downloads/p1-11759185. pdf, (accessed: 30/10/2012) Schlapp, U. , Davidson, J. Wilson, V. (2003) An ‘extra pair of hands’?! managing classroom assistants in Scottish primary schools, Educational Management and Administration, 31(2), pp189-205, Available at: www. edupa. uva. es/schemesofwork/research/themes/teaching_assistants/WedFeb181416312004/wordfile. doc, (accessed: 30/10/2012) Teachingexpertise, (no date) An introduction to CPD, Available at: http://www. teachingexpertise. com/articles/cpd-teaching-profession_252, (accessed: 03/10/2012) Teachingexpertise, (no date) Meeting the needs of SEN students, Available at: http://www. teachingexpertise. com/articles/meeting-the-needs-of-sen-students-1907, (accessed: 03/10/2012) TeachingTimes, (no date) Pupils Using Teaching Assistants Make Less Progress, Available at: http://www. teachingtimes. com/articles/teaching-assistants-less-progress. htm,

Comparing Mans Downfall in Second Coming and The world is too much wit

Man's Downfall in Second Coming and The world is too much with us  Ã‚     Ã‚   Although W.B. Yeats wrote roughly a century after the Era of Romanticism, his Romantic precursors influenced his writing greatly. One of his most famous poems, "The Second Coming," echoes both Blake's The Book of Urizen and Shelley's most ambitious poem Prometheus Unbound (Bloom 530). Despite less criticism on the relationship between Yeats's poems and the writing of another one of his Romantic predecessors, William Wordsworth, Wordsworth's reproach of greed and materialism in a waxing industrial society influences Yeats' poetic interpretation of the apocalypse. Both Wordsworth and Yeats depict man's downfall; "The world is too much with us" foreshadows and describes the reasons for the predicted apocalypse of The Second Coming. A cultural concentration on redundant commercialism, loss of focus on nature, and lack of conviction fuel both poems, yet only Yeats envisions the graphic result in an eventual takeover of man. In the first four lines of "The world is too much with us," the speaker laments man's shift of focus from nature to materialism: The world is too much with us; late and soon, Getting and spending, we lay waste our powers: Little we see in Nature that is ours; We have given our hearts away, a sordid boon (Wordsworth 1394)! Wordsworth, normally writing in a much softer tone indicative of the Romantic style which he helped to define, begins the sonnet with a strong, scolding voice associated so specifically with Milton (Levinson 644). He emphatically condemns the "vulgar materialism" of the age exhibiting the human race's frivolousness and frets that instead of looking to Nature (their own and the surrounding), human... ... Cantor, Jay. "History in the Revolutionary Movement: Men Made Out of Words." The Space Between: Literature and Politics. Johns Hopkins University Press, 1981. Rpt. in Twentieth-Century Literary Criticism. Ed. Dennis Poupard. Vol. 11. Detroit: Gale, 1983. 540-541. Levinson, Marjorie. "Back to the Future: Wordsworth's New Historicism." South Atlantic Quarterly 88 (1989): 633-659. Profitt, Edward. "Yeats's 'The Second Coming.'" Explicator 49 (1991): 104-105. Wordsworth, William. "The world is too much with us." The Norton Anthology of English Literature. 6th ed., the major authors. Ed. M. H. Abrams. New York: W.W. Norton and Company, Inc., 1996. 1394. Yeats, William Butler. "The Second Coming." The Norton Anthology of English Literature. 6th ed., the major authors. Ed. M. H. Abrams. New York: W.W. Norton and Company, Inc., 1996. 2280      

Culture Intervention in the School Essay

In (PLEASE PUT THE NAME OF YOUR SCHOOL HERE), students coming from different races and ethnicities are accepted. Thus, this creates a student body which is culturally diverse and different in terms of the beliefs, values, languages, and other aspects related to culture. People coming from different cultures are not expected to have a harmonious relationship right away especially with regard to their young age. However, there may be some forms of intervention that can reduce the friction, tension, and conflict due to cultural differences. Before delving into the details of intervention for culture, it is necessary to define culture to be able to target the right elements. Culture is defined â€Å"in anthropology, the patterns of behavior and thinking that people living in social groups learn, create, and share† (Bodley, 2005). This is comprised of the â€Å"beliefs, rules of behavior, language, rituals, art, technology, style of dress, ways of producing and cooking food, religion, and political and economic systems† (Bodley, 2005). Thus, the term culture encompasses a wide range of factors that paves the way for more differences among the students. There are several intervention measures that can be put into application in the school. First, it is important that there is an atmosphere in existent in the school that clearly sets a zero tolerance for bullying and by-standing within the premises of the school. Bullying and by-standing are common consequences of variations in culture. More often than not, the students belonging to the majority culture teases the students who are members of the cultural minority groups. This could lead to bullying and constant fear and inferiority for those who become the victims of the bullies and by-standers. With the foregoing statement, the school administration, in cooperation with the parents, should be able to make a concerted effort to make and agree on policies that will lead to harmonious relationships between the culturally-varied students. Corresponding sanctions should be placed upon the violations and their degrees should be identified. Moreover, rewards for those students who help in creating a stable environment and who makes a way to accept cultural differences in the school should be given a rewards in terms of academic and recognition factors. This is a long and tedious process and there are a lot of factors and minute details to be considered in making the policies. Also, through the cooperation of the parents, there will be reinforcement measures even when the children go back to their homes. It will not simply be a school responsibility for them but hopefully, will become a way of life and a part of their values. Second, there is a need for adult mentors to become visible to the students. However, they should not see these adult mentors as someone who would always pinpoint their mistakes and become an authoritative figure that will constrict their movements. Rather, these adult mentors should be perceived as persons who will be a help within their reach for any problem they have. Adult mentors will be based on a schedule formulated for each break period to patrol on places where the children mostly are and in places that become a favorable place for bullying. The procedures for this should be discusses together with the first culture intervention. Lastly, the students should also be involved in the efforts to have an environment which accepts cultural differences. This can be done by having one class period devoted to an open discussion regarding the different cultures of students and to highlight the exciting and new information about each culture. This way, the students will become aware that it is not only their culture that is in existent but there are a lot of colorful things to look forward to in the treasure box of another student’s culture. Also, the homeroom adviser or teacher could serve as a facilitator for discussion that will dwell on the different problems of culture they have in the school right now. The children are expected to understand this with a proper explanation from the facilitator. The facilitators of the group discussions will have to undergo training for this subject. References Bodley, J. H. 2005. â€Å"Culture. † Microsoft ® Encarta ® 2006 [CD]. Redmond, WA: Microsoft Corporation.

Poetry and War - 1681 Words

How does Owen explore the themes of war through the power of his poetry? Written by: vdg How does Owen explore the themes of war through the power of his poetry? Answer Q Owen expresses the themes of war through the unique power of poetry. Both the mental and physical brutality of war is emphasised in the poems, â€Å"The Send off,† â€Å"Anthem for doomed youth† and â€Å"Spring Offensive,† furthering the responder’s understanding of a soldier’s life on the western front. Owen employs various poetic devices such as imagery, symbolism and sound techniques, and powerful language features, together helping to convey the different aspects of war, such as the themes of ___ (maybe 4 main themes). 100 words on extract, linking to q Wilfred Owen’s, â€Å"The†¦show more content†¦Another example of alliteration, â€Å"sad shires†¦,† conveys the after effects of war and its devastating consequences. Owen also tries to convey the horrifying nature of war through his vivid use of symbolism. Religious and church symbols such as â€Å"bells† and â€Å"choirs,† denote religion as a sanctuary from the horrors and evils of war. Imagery, â€Å"What candles maybe held†¦shall shine in the holy glimmers of good-byes†¦Ã¢â‚¬ , transforms the mourner’s candlelight into tears and the â€Å"pallor† of mourners faces are compared to a â€Å"pall†, contrasting the different funeral images in war and peace. Also, the connotation of â€Å"each slow dusk†¦Ã¢â‚¬ , reinforces the cycle of life and death. It is evident that through the composer’s power of poetry, various themes been conveyed about war, thus heightening the responder’s understanding of the war experience. SUM UP THEMES In the final two lines of the poem, the composer makes successful use of imagery together with alliteration to convey the horrors of war, â€Å"Each slow dusk a drawing-down of blinds,† revealing the end for many soldiers’ lives. LINK TO Q Through the poem, â€Å"Spring offensive†, the composer conveys the various themes about war, through contrast, imagery and simile. The positive connotation, â€Å"Spring,† reinforces the idea of rebirth and renewal, which is juxtaposed with the destructive connotations associated with â€Å"offensive†. Owen awakens the audience through the harshness of the sound â€Å"f† inShow MoreRelatedWar Poetry952 Words   |  4 PagesPoetry Assignment War Poetry A popular theme for poets in the last century was war. Many famous poems were written about the two world wars, as well as the Korean and Vietnam wars. For my report I have chosen six poems, three by Wilfred Owen and three by Australian poets. ‘Anthem for Doomed Youth , ‘The Send Off and ‘Insensibility (1) were written by Owen during the first world war to express his anti-war attitude. ‘Beach Burial by Kenneth Slessor, ‘Homecoming by Bruce Dawe and ‘LetterRead MoreWar Poems : War Poetry1443 Words   |  6 Pagesleaves a nation with a vein of guilt deep within the core of the country. War poetry immortalizes the death of these soldiers in an attempt to forget about the brutality of conflict and to remove the grief that comes from sending your nation’s sons and daughters into combat. War poetry immortalizes soldiers in an attempt to keep the nation moving forward, to gain closure, and to paint a heroic image of their fallen warriors. War poems immortalization of heroes helps the nation move forward by givingRead MoreEssay on War Poetry1503 Words   |  7 PagesWar Poetry War Poetry is written to express a writers feelings towards war in general. Some writers express total glorification of the war, while others convey the inanity of confrontation. One of the poems that I have studied The Charge of the Light Brigade by Alfred Tennyson is a poem that tells of a 19th century battle between the British and the Russians during the Crimean War in Russia. During this war, Great Britain, France, and Turkey were fighting Read MoreWar Poetry Essay988 Words   |  4 Pagesdoes the poetry of war dispel the myths associated with the war propaganda of World War I? Throughout the early 1900’s the war propaganda that was published to entice young men to enlist and join the war gave them false ideas about the front line. Young men and boys were told that war was one big adventure and encouraged to go to the great war and become a hero. Young men were fooled into believing that dying for your country was sweet and honourable however three men who fought in the war and experiencedRead MoreWar poetry analysis1992 Words   |  8 Pagesï » ¿Stage 2 English Communications – War Poetry War has an everlasting effect on the entire world, but the one group of people that have the worst experience are those that are on the frontline – the soldiers. They are often glorified and portrayed to be patriots for their country, which is frequently conveyed through poetry. I disagree with this view, and the following three poems written by past soldiers support my view on war. Siegfried Sassoon is a renowned World War 1 poet who was in service fromRead MoreWilfred Owens War Poetry1219 Words   |  5 Pages700,000 lives had been lost during the First World War. However, this reality was long kept from the knowledge of the civilians at home, who continued to write about the noble pursuit of heroic ideals in old patriotic slogans (Anthology 2012: 2017). Those poets who were involved on the front soon realized the full horror of war, which is reflected in their poetic techniques, diction, and imaginations. Campbell (1999: 204) refers to their poetry as trench lyric, which not only calls attention to theRead More Civil War Poetry Essay1571 Words   |  7 PagesCivil War Poetry The American Civil War and the Spanish Civil War were primarily wars of principle. The conflicts represented a critical point for each respective nation, a time of either death or continuation for the countries. Both Whitman and Neruda exibit a key shared element in the poets works of the concept of a cosmic rebirth illustrated in their poetry through a celebration of the perpetual cycle of life and death fostering optimism. This mutual philosophy is manifested in NerudaRead MoreThe Tradition Of War Poetry Essay2221 Words   |  9 PagesTradition Of War Poetry By comparing and contrasting a selection of war poems consider the ways in which attitudes to war have been explored and expressed. When considering poetry written post 1900 concentrate on a selection of poems written by Wilfred Owen. Humans have turned to poetry in many different instances as a way of expressing them selves, using the best combination of words, in the best order to express exactly how they are feeling at that moment. Poetry is oneRead MoreWar During The Twentieth Century War Poetry Essay2187 Words   |  9 PagesThroughout the twentieth century, many poets have written about war. They have protested against it, created propaganda in support, celebrated conflict, and questioned it. War in general tends to evoke emotion in everyone, whether it is pride in a country, grief of losing a loved one, fear of the unknown, or even happiness because of a victory. On page one of Philippa Lyon’s â€Å"Twentieth Century War Poetry†, she writes,â€Å"†¦much poetry has been written by individuals (both male and female) who were notRead MoreWomen Poetry of world war one1575 Words   |  7 Pagesï » ¿Women Poets of the First World War During the First World War, many women began writing about their experiences and their opinions of the war. However their works have been given less importance as compared to the Literature written by Men of the time. ‘Even while poetry is arguably the most central of women’s war time genre, readers have often found it disappointingly backward-looking in both style and subject matter’ (Blucks, 89) While looking at the works of Women poets we find a variation