Importance of Teacher Interaction with Learners

Importance of Teacher Interaction with Learners In order to facilitate learning activity in the classroom a teacher must have a clear knowledge of who learners are. In general, a learner is an individual who engage him/herself in the process of acquiring new knowledges and developing varieties of new skills. A learner can be found wherever a learning process takes place between two persons or among a group of people. In the context of schooling a learner is a child who can be a student of primary, middle or secondary school and their utmost and primary duty is to learn. In whatever age or stage the learner is at, there are some learning theories which classifies the types of learning patterns and thereby the learners. It is believed that learning has no age restrictions and it begins ever since the child starts to talk and recognize. However, the theories involve the social, psychological and creative contexts. What we consider as progressive education was first conceptualized by John Dewey in the late nineteenth century. According to him, the learning process proceeds mostly in a socio-cultural manner and provides a meaning and proper direction in developing instincts in the individual (Dewey, 1987). Albert Bandura also believes that learning occurs from socio-cultural observations (learning through observation which is also identified as observational learning) whereas scholars like Jean Lave and Etienne Wenger that learning and acquiring the knowledge from it happens at the same time when these are being practiced in communities (Lave and Wanger, 1979), and through inquiry (Garrison and Kanuka, 2004). Randy Garrison and Heather Kanuka, also had similar vision in actualization of knowledge. Paulo Freire considered learning not only occurring from the socio-cultural context but also individuals contribution towards it. A group of psychologists in the early twentieth century proposed a behavioral approach to describe the learning process (Stewart, 2013). Famous philosophers such as Ivan Pavlov and psychologist B.F. Skinner identified how habitual response or instincts are being learned by the animals using rewards or acts with certain behavior (Pavlov, 1971). Behavioral theory is connected to an outcome based approach when these are being applied in the classroom. This kind of learning in most of the cases are implemented in Preschools. In such environment, the classes are oriented in such a way to establish certain task and the curriculum is also designed to achieve the goal through behavioral instincts of the children. According to Jean Piaget learning starts from knowledge which is gathered by different kind of experiences from the surroundings. These set of experiences can only be managed by the skills present in leaners stage in development. These theories mostly focus a series of constructivism which is defined as cognitive constructivism. This theory consider that knowledge is actuated internally on a person rather than imposed and after that it is organized into schemata, or the set of structures of individuals understanding through which an individual develops his/her sense of the universe. As soon as the schemata internally forms, understanding occurs. David Kolb had discussed on figuring out the place of various kind of learning in his proposed empirical study of learning cycle (Kolb, 2014). He believes that learning initiates via experimental or feeling stage. This is a stage in which information is obtained from experience and then it is analyzed or decoded to extract further information. The information is then spread in the public or other discussed on interpersonal domain in case of its occurrence in social environment. During the watching stage, leaners step back from the experience and start to pull out meaning from it. For accessing embedded information, the effective domain plays a vital role. It also brings out the subconscious understanding of the information, or the thinking stage. At this stage, relevant information from though out from instincts or other sources can be entered the cognitive domain to justify the validity of the information. Afterwards, the information can be actuated into practical domain, which can be considered as the doing stage. Learners acquire different skills and strategies to obtain result from the valuable information.ÂÂ   This information processing system can be characterized by several cognitive approaches. It also pinches the way individual reacts to different type of ideas, information or experiences obtained from others. A cognitive style recognizes the way a person is focusing on certain parts (an analyst) or the entirety of the event (a holist) or if he is engaging others using words (a verbalist) or visual effects (a visualist) (Stewart, 2013). Each type of learning types also lends themselves towards various kinds of processing mediums. A verbalist, for example, tend to use his oral and written skills of communication to resolve a problem as an accommodator (Kolb, 2014). This also stimulates him to be an activist by the social environment (Honey and Mumford), through collecting and actuating socio-cultural knowledge as it is obtained via oral channel and social interactions as described b y the Kold Biglan model. There are also classifications in the learning style, for example, learning personalities (Dilts, 1995) which reflects the way the learners will to learn, and different sorts of intelligences (Gardner, 1995) which explain the way the learners will improvise and flourish. Such intelligence can be logical, kinesthetic, musical, spatial, verbal, intrapersonal, naturalist and interpersonal.ÂÂ   A learner does not always fall into a cognitive learning style, but reflect a combination of learning preferences to different degrees. References: Bandura, A., Walters, R. H. (1977). Social learning theory. Catania, A. C., Laties, V. G. (1999). PAVLOV AND SKINNER: TWO LIVES IN SCIENCE (AN INTRODUCTION TO BF SKINNERS SOME RESPONSES TO THE STIMULUS PAVLOV'). Journal of the Experimental Analysis of Behavior, 72(3), 455-461. Dewey, J. (2007). Experience and education. Simon and Schuster. Dilts, R., Epstein, T. (1995). Dynamic learning (Vol. 426). Cupertino, CA: Meta Publications. Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200. Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Piaget, J. (2000). Piagets theory of cognitive development. Childhood cognitive development: The essential readings, 33-47. Sharp, D., Cole, M., Lave, C., Ginsburg, H. P., Brown, A. L., French, L. A. (1979). Education and cognitive development: The evidence from experimental research. Monographs of the society for research in child development, 1-112. Stewart, K. L., Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

Treachery and Betrayal in Othello

Treachery and betrayal, they belong hand in hand, like a married couple, for they both ultimately lead to misery and sorrow. In William Shakespeare’s play, Othello, acts of treachery and betrayal have great dramatic significance. They greatly contribute to the theme that appearance does not always portray reality, and reality is not what one sees but more often what one does not see. The acts of treachery and betrayal in Othello help to develop this theme through character development. Such acts include: how Iago deceives Othello by being his friend and enemy at the same time. Othello betraying his wife’s love and trust. Emilia (Iago’s wife) betraying her very own husband for justice. Finally Iago’s betrayal of Roderigo, using him and his money for his evil plans, and then killing him. Through ought all of these acts of treachery and violence and betrayal a common theme seems to be developed, mostly through the development of characters. Iago’s character is a prime example of how acts of treachery and betrayal can alter people. Iago starts of by wanting to ruin Othello’s reputation as a great and wise general, as Iago says in (I, i,44) â€Å"I follow him to serve my turn upon him†. Iago tells this to Roderigo, showing that he intends to betray Othello, by pretending to be his friend and then corrupting and betraying him. As the play progresses, Iago’s intentions are less driven by reason, and more driven by revenge, and blind lustful impulses, â€Å"[Othello] shall fall between us†¦Ã¢â‚¬  (IV,iii,246). Iago says this to Roderigo, when he says it is evident that at this point Iago’s character has undergone deep change. For not only does he want to ruin Othello’s reputation, but now he wants to obliterate, destroy, and crush Othello’s reputation, but he also wants to obliterate, destroy, and crush Othello’s entire life. This change in character is mainly due to the fact that the treacherous and betrayal acts that Iago has committed have altered his ways of thinking and have poisoned his very mind. The more of these acts that he commits, the more his character changes. The more his character changes the more deceitful and concealed Iago’s actions become. The appearance of his actions are not what they seem. His actions are twofaced, deceptive and cunning. This set of changes in his character and behaviour contribute to a common theme, the theme that appearance does not always portray reality. This theme is helped to be developed by Iago’s change in character, the more acts of treachery he commits, the more deceitful he is, it is a as if he grows a second face, giving him two faces. One face for deception where he pretends to be loyal and a good friend, and another where his true evil intentions are shown. All this just to get revenge on one man, Othello. By the time Othello realizes what is going on, it is too late and his appearance of things shatter revealing the reality of the situation. Othello has already fallen into the trap, unjustly killing his wife, thanks to Iago’s twofaced deception. Upon coming to this realization Othello finally knows that appearances do not always portray reality, all thanks to Iago’s cunning character. Othello loves his wife Desdemona very much at the start of the play he would do anything for her, believe her every word. However this eventually changes because Othello’s character changes. His character changes because of his acts of betrayal towards his wife. When Othello becomes suspicious that his wife is having an affair with Cassio, he does not ask his wife about it, but instead he goes behind her back and betrays her trust by asking Iago for proof â€Å"†¦Iago I’ll see before I doubt; when I doubt prove† (III, iii, 203-204). By asking Iago for proof, and not his wife Othello is betraying his wife’s trust and love. Through each act of betrayal Othello’s character changes, he sees less reality and more fake appearances. He thinks less logically and more impulsively, with jealousy. His change in character causes him to lose sight of reality and this causes him to go into further betrayal, by ultimately killing his wife, and completely betraying her trust and love and kindness. The more that Othello’s character changes the less reality he sees, and the more fiction he sees, which makes him betray someone he loves, because appearances are not always true. Othello and Desdemona are not the only couple that suffer acts of betrayal from within their very own relationship. Emilia and Iago are another couple that, whose characters’ change causing them to lose touch with reality. Emilia is always suspicious of Iago but she still trusts him, for example when she gives Desdemona’s handkerchief to Iago reluctantly â€Å"If [the handkerchief]be not for some purpose of import,/Give't me again: poor lady, she'll run mad/ When she shall lack it† (III,iii,156-159). Emilia does not want to give the handkerchief to Iago because she thinks he might to something to hurt Desdemona and Othello with it. Therefore she asks him indirectly to give it back to Desdemona. In doing so Emilia is betraying her husbands trust by doubting his intentions. This small event is enough to change her view of her husband, and plant doubt in her mind as to the reality of his actions versus their appearance. Ultimately this small action has great consequences to her life. Near the end of the play, once Othello kills his wife, Emilia finds out and she confronts Othello, and she reveals that it was her husband that betrayed him. In doing so, she has betrayed all trust that she and her husband had. Making Othello see the reality of the situation, and shoving aside the illusion that Iago had woven around him. Iago in turn kills her, rewarding her for her betrayal, as he has done before to others. Iago has betrayed many people among them a very good friend of his, Roderigo. Roderigo is a naive man who is in love with Desdemona, and he is paying Iago to set them up. Through ought the play he keeps paying Iago and he believes that Iago is doing this to help him. However all is not as it appears, for in truth Iago is using Roderigo’s money and using Roderigo to do his bidding all the while pretending to be his friend and helping him to get to Desdemona. I have rubb'd this young quat almost to the sense,/And he grows angry. Now, whether he kill Cassio,/Or Cassio him, or each do kill the other,/ Every way makes my gain† (IV, ii, 256-236). When Iago says this it shows how much he did not care for his friend, he was only using him for his own gain and vengeful purposes. Consequently Iago ends up killing Roderigo so that he may look like an innocent savior and a noble man. For Roderig o was instructed by Iago to kill Cassio. Through this act Iago has put on an act a mask, for he has disguised the reality of his actions through the betrayal of one of his close friends. In doing so Iago’s character has become cold and cunning, able to make reality his puppet by putting on illusions for others to see and not reality. All of the above examples: from Iago betraying Othello by being his friend and enemy at the same time, Othello’s betrayal of his wife’s trust and love, Emilia betraying her husband and making his evil deeds known to others and Iago’s use and murder of one of his close friends. All of these acts of treachery caused the characters’ of the people committing them, to change for the worst. As the characters changed they saw less of reality and more fake appearances of things and events. This flaw in how characters see things leads to a common theme being developed that theme is: appearance does not always portray reality, and reality is not what one sees but more often what one does not see. Having eyes does not mean a person is able to see the truth, but merely means that they can observe all the illusions created by others, for to truly see the truth, one must look with their minds eye.

Cbt Brief And Time Limited - 1602 Words

CBT is known to be brief and time limited. Unlike psychoanalysis, CBT doesn’t dig in too deep and focuses more in the present rather than the past. This type of therapy is also known to be very structured and the relationship with the therapist is not a focus of treatment (Sacks, 2007). CBT has a high work commitment and work doesn’t end when the session ends. When working with CBT the client has to be willing to work outside of therapy on their own as well. This is a collaborative modality which the therapist and client work together to set goals (Sacks, 2007). CBT Pros Some don’t like this type of therapy because homework is expected from them and reminds them of their schooldays, but others like this type of therapy because it is brief and goal focused (Sacks, 2007). It is also more affordable than other types of therapy (shorter in length), including psychoanalysis. Clients also find CBT appealing because they feel empowering due to the techniques they acquire and the knowledge they gain from homework. Skills learned in CBT can be applied by clients in their everyday life. Another reason why clients like CBT is because they work hand in hand with their therapists (teamwork) (Sacks, 2007). CBT Cons There are some who don’t like CBT because it seems a little superficial to them because only current issues are focused on and ignores issues from the past, especially childhood ones which are the ones clients usually struggle with. Not a lot of clients are willing to putShow MoreRelatedShort Term Psychodynamic Psychotherapy ( Stpp )828 Words   |  4 Pages, transference). Awareness of emotional trigger to these defensive unconscious reactions can help begin the process of changing the recurring patterns. 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Annotated Bibliography On The Security Essay - 1123 Words

security, although these schemes are still not semantically secure. So far, deterministic PEKS schemes can guarantee semantic security only if the keyword space has a high min-entropy. Otherwise, an adversary can extract the encrypted keyword by a simple encrypt-and-test attack. Hence, deterministic PEKS schemes are applicable to applications where the keyword space is of a high min-entropy. III. PROBLEM DEFINITION One of the prominent works to accelerate the search over encrypted keywords in the public-key setting is deterministic encryption introduced by Bellare et al. An encryption scheme is deterministic if the encryption algorithm is deterministic. Bellare et al. focus on enabling search over encrypted keywords to be as efficient as the search for unencrypted keywords, such that a ciphertext containing a given keyword can be retrieved in time complexity logarithmic in the total number of all ciphertexts. This is reasonable because the encrypted keywords can form a tree-like structure when stored according to their binary values. Search on encrypted data has been extensively investigated in recent years. From a cryptographic perspective, the existing works fall into two categories, i.e., symmetric searchable encryption and public-key searchable encryption. The disadvantages of the system is, Existing semantically secure PEKS schemes take search time linear with the total number of all cipher texts. This makes retrieval from large-scale databases prohibitive. Therefore,Show MoreRelatedAnnotated Bibliography On The Security1950 Words   |  8 Pagesstored back on the database. The very moment that data is moved and stored on a local machine for it to be manipulated is also the moment that the data is most vulnerable. Despite the concerted efforts to ensure data confidentiality the overall security depends efforts put forth by the weakest link. 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