Understanding Of The Diversity Of Family Sociology Essay

Understanding Of The Diversity Of Family Sociology Essay The key family types are Nuclear, Extended, Reconstituted and Lone parent. These are the family types that exist in contemporary Britain. The basic premise is that the family structure depends upon social and economical circumstances as such family definition is open to cultural interpretation, norms and values. Whilst the family is adaptable-over the last Three hundred years in Britain, the family has changed and adapted, as we have moved from an agricultural society to industrial society. Sociologist George Peter Murdoch who defined the universal Family concept stated: The nuclear family is a universal human social grouping. Either as the sole prevailing form of the family or as the basic unit from which more complex forms compounded, it exists as a distinct and strongly functional group in every society The concept of the pre industrial extended family is somewhat of a misrepresentation when you consider death rates of working class families. The extended family is referred to as vertical extensions; Aunts, uncles, cousins and siblings -grandparents, children, and grandchildren who all live together, are referred to horizontal extensions the sexual relationships, and are monogamous within the extended and nuclear family. Polygamous relationships do exist within extended family, although this is predominately within specific cultures and religions. Examples being in the Moslem faith the act of polygamy are still practised; further more there are Christian sects such as the latter Day Saints who still practise polygamy, although such relationships are not legal within the European or American laws. The extended family can also be viewed as that of an extension to the nuclear family thru the inclusion of elders, such as grandparents, as many loan parents are female and they may well life or near their mothers, creating a matriarchal family extended unit. Extended reconstructed family, is considered to be when two opposite sex, or same sex adults with dependent children, either marry or cohabitate: thereby forming a reconstructed family over wise known as step families. Therefore it is not surprising that the most rapidly growing family type is that of the Reconstructed / stepfamily. Statistically most children stay with their mothers when their parents either divorce or separate so most children in a reconstructed family have step fathers this brings in to question the social as opposed to the biological care and nurture. It is quite common in British contemporary society for cohabitation of unmarried parents. The average is 31% of all parents as quoted (http://www.esrcsociet ytoday.ac.uk/ESRCInfoCentre/PO/releases/2004/june/stepfamilies.aspx) In contemporary society British society today Lone parenting is still predominately female orientated, however not exclusively as there has been a steady rise in men taking on the role of lone parenting estimates are that an average 11% of lone parents are now men. Attitudes in society have changed towards the lone parents. Nonetheless they are still passively ostracised from main stream society, by the media and government: as being less able, and a drain on society this is a view most commonly associated with conservatism as such in todays society the conservatives plan to introduce a tax that benefits the traditional stereo typical nuclear family which will effectively penalise both cohabiters and lone parents. www.telegraph.co.uk//conservative//Tories-5-billion-tax-breaks-for-married-couples-benefit-rich-most.html therefore in reality stigma still exists for lone parents. Single mothers were not socially acceptable in pre industrialised Britain, nor early industrialised any off spring were sent to childrens homes. There are notorious examples of how the mother and children were often treated, and can be found in Irelands History of Catholic unmarried mothers (http://www.catholicherald.co.uk/reviews/r0000523.shtml. Functionalists believed in a theory that the nuclear family is a positive social institution. Their view point is one of conservatism, which asserts it meets the needs of a contemporary industrial society. Functionalist emphasise that the ideal family type in modern society, is that of a traditional nuclear family. Their view of the nuclear family comprises of a worker husband and stay at home wife and 2.4 children. US sociologists have developed this approach, in particular Murdock, Parsons and Goode. The functional perspective on the family identifies a number of functions families will characteristically carry out: reproduction, socialisation, nurture, family hierarchy and family emotional support. Talcott Parson was a leading American sociologist in the 1950s who believed that the family was structured on the stabilisation of the adult family members and the socialisation of children. Based on a series of complex social structures and roles that needed to be adhered to achieve maximum family, social and cultural gratification -The social system consists of three systems a personality system, a cultural system and a physical environment to which the individual and society must adjust. Parsons model of key systems and sub systems further developed to define four functional prerequisites these are adaptation, to a physical environment, goal attainment, the ability to manage one self and resources to achieve its goals and obtain gratification, integration, the ability to form skills and ways to deal with differences and finally latency to achieve comparative stability. Each system consequently develops four specialist subsystems to be able to meet these mental and physical requir ements. There four systems are cultural, social, personality and biological- these systems are further broken down to four subsystems, these being (in hierarchical order) the socialisation system, the institutions of social control and integration, the political system goal attainment and the economic system adaptation. The feminist view on family is diverse, as the feminist school of thought has many layers from the liberal to the radical each having very different perspectives on family and the impact of family on woman, family and society. In general all feminists have been critical of the effects of family life on women however these views are dramatically different if not diametrically opposed. Liberal feminists reject the concept that family lives are reflections of the economic structure of society. They believe that the cultural and social aspects of male/female inequality are central to an understanding of the feminist issues. It is fair to say that most feminists believe that the family unit oppresses women and keeps men in power. This is based on the belief that society is patriarchical (male dominated) Patriarchy is defined as the combination of ideologies, cultural practices and systems which keep men in power. The three types of feminism liberal, Radical and Marxist aim to challenge patriarchy in different ways: Liberal feminists believe that the family is in essence institutionalised sexism, because its supports the mainstream culture which is also sexist. They advocate change through legislation and education. Jennifer Somerville a Liberal feminist http://soc.sagepub.com/cgi/content/abstract/31/4/673 asserts that the Radical and Marxist feminist have failed to take in to the account the changes in society that have enabled woman to enter the work force as equals to men, nor the social changes that removed the restrictions on females, such as child care, and the running of the home have changed. Men in society today, are far more likely be involved in the care and nurturing of their respective children and many men now enjoy the shared responsibility of caring for the child and home. The man is no longer elevated to the head of the house; as such equality in the home and family is being achieved. The Radical Feminist Kate Millett (Sexual Politics, 1971 argued that Sociology examines the status quo, calls it phenomena, and pretends to take no stand on it, thereby avoiding the necessity to comment on the invidious character of the relationship between the sex groups it studies. Yet by slow degrees of converting statistic to fact, function to prescription, bias to biology (or some other indeterminate) it comes to ratify and rationalise what has been socially enjoined or imposed into what is and ought to be. And through its pose of objectivity, it gains a special efficacy in reinforcing stereotypesFunctionalists, like other reactionaries, are out to save the family. Radical feminists view the family and men as the enemy within, which is both insidious and damaging to woman. Radical feminists believe that patriarchy is the central starting place of division in society. Essentially men exploit women as husbands, partners, sons and brothers. This manipulative relationship is reflect ed in the family; in which women do all the work for the benefit of men thus reinforcing the capitalist bourgeois ideology. Men are viewed as the enemy by radical feminists who have created a divide within the feminist ranks, as they believe that no female should be dominated or controlled, and the only way to achieve this, is to not participate in any sexual relationship with men. Valerie Bryson (1992) who bases her feminist philosophy as Marxist, argues all radical feminists see the oppression of women as the most fundamental and universal form of domination whilst this view is polarised within radical feminist thinking, it cannot be seen as definitive or even based in the feminist combined ideology. The Marxist feminist perspective argues that the principle source of division in society is class therefore the exploitation of women is indispensable to the continuation of capitalism The family produces and nurtures the next generation of workers at no cost obvious cost to the capitalists system woman doing housework is an unpaid role, which benefits the capitalist, woman were also viewed as cheap labour, before the equality laws were originally implemented in Britain in 19 75 which has gone thru many iterations, and the latest sexual equality act http://www.communities.gov.uk/documents/corporate/pdf/equalityimpactassessment.pdf was published in 2007. The earliest view of the family developed from a Marxist perspective is contained in Friedrich Engelss The Origin of the Family, Private Property and the State (Engels, 1972, first Published 1884) Engels stated that: The monogamous bourgeois nuclear family developed to help solve the problem of the inheritance of private property men needed to know who their children were in order to pass on their property to their heirs .The family is therefore designed to control women and protect property Freindrich Engles views the nuclear family as a creation of capitalism, specifically designed as patriachical, its primary purpose is to ensure and perpetuate male domination and power through the male only inheritance of land and property It therefore served the interests of capitalism to keep woman economically and socially of less value to society than men. The Marxist feminist view the tasks carried out by woman as reaffirming male dominance therefore house work, child care, cooking and emotional support are seen as detrimental to woman. Women also provide the sexual and emotional support to the husband or partner, in doing so the role is seen as one of submission to the hierarchy of the male head of family. Christine Delphy and Diana Leonard described the everyday situation of family as familiar exploitation however every example could be seen as simply supportive and part of a loving relationship. Todays family in contemporary Britain is made up of different family groups, cultures, ethnicity, class and economic status. There are more isolated nuclear families, which have either migrated to Britain, or moved geographically within Britain families who will have their own norms and values, based on cultural, religious, class or economics which they will bring with them, and incorporate in to their new life. Lone parents who work, as well as mothers from the traditional nuclear families who work, as a financial necessity or a career option. Same sex parents, who now have the same marriage and parenting rights as heterosexual parents. More people live together before marriage, children born outside marriage; all of these are now norms and values socially and culturally. Family and the definition of whats constitutes family and who actually benefits from the family has not changed. We create life and then teach our children. Families provide the care and nurturing essential to th e learning of who we are, and where we form, what has changed is the is open to personal need and interpretation. Essentially the choices of how family is defined are to fluid in their nature and to diverse, to be able to any other than a personal preference of how to live. Nor should government or society be so prescriptive and controlling to impose. In reviewing the different family types, mainly all have positives and negatives however when reviewing Murdochs assertion that every society had a form of the nuclear family , this was incorrect, as both Nayar and Kibbutz proved that the function of family can be performed equally in a society other than the western defined confines of the nuclear family structure. Different cultures, values and norms, create variations of family and also place different importance on the family status in society. In todays society we have many variations of family, same sex families, same sex lone parents, and same sex adoption. As such the traditional term of family is used incorrectly as an outdated social ideal. The world has changed and the attitudes to parenting specifically in Britain have changed. There have been several significant social developments which have brought about changes in social norms and values. The supporters of the nuclear family believe the benefits of the nuclear family are its conservative core norms, and values which underpin the moral, wellbeing of society. They also consider anything else as a failed form of the nuclear family. The traditional roles of men as the breadwinner, and woman as the happy and fulfilled house wife, staying at home, looking after the children is the theme they most project. The Media use this image of happy family relationship, between all ages groups, every day in concepts and products, actively promoting the nuclear family as the social aspiration to happiness, success and fulfilment- the paradox is that in reality many mothers and fathers in todays society, have no choice, because it not a financially viable option, as they would not be able to house or support their selves or their child/children with just one salary. Moreover the woman may be the chief breadwinner, and the husband would then have to embrace role reversal in the nuclear f amily and be a stay at home dad there has been an increase in men staying at home to fulfil the role of house husband, however it is still predominately a female responsibility to care for or arrange alternative care, for children in the nuclear family. The pre industrialised class and economic status had a significant effect on who lived or died an example being if the family was wealthy a land owner, they may well have a more favourable environment in which to increase their chances of survival, although they were still affected by such diseases as the Black Death (Yesinia pestis ) which over a period of two years killed between 30-40% of the entire population of England in both 1348 and 1605. Twice as many poor children died as rich children; the poor in the country were at the mercy of poor harvests, bad weather famine and infections. Also fatalities were higher in the towns where sanitation and overcrowding in poor areas encouraged the spread of the virus. Given that the pre industrial pre-plague population of England was in the range of 5-6 million people, fatalities may well have exceeded or reached as high as 2 million. Urbanisation or isolation neither could supply the basic needs of the poor, so its unlikely that any chi ld surviving the age of sixteen had an extended family, due to the circumstances that they were born in too. Their functionalist view of the family is ideological and unrealistic, as it does not represent a reality of ever changing family, cultural, economical and demographic factors of life and work If nothing else the functionalist view can be seen as a plausible aspiration for some conservative idealists it is however not a viable option for all family types. Equally from a Marxist perspective, the fact that its wrapped in gender and equality issues and that the feminists have such diverse diametrically viewpoints yet have also provided the vehicle for such positives changes in womens rights and social equality, it has to be held up as the champion of woman, yet also recognised as having done its job. Over the last 100 years in England, woman from all classes, ethnicity and culture have gained the right to vote; in the last 50 years working class woman gained entry to university, the right to divorce, and the right to birth control. These changes have impacted society to its very cor e; challenging the definition of the nuclear family and the society it fits into. Religion is slower to change its views on the Nuclear and industrial vision of the nuclear family: for instance where the Catholic Church is politically, ideologically and (possibly) economically powerful, the promotion of marriage, and the ban on contraception have significant consequences for the family, in terms of such things as: size, domestic violence, traditional male/female roles. This ensures the women are still disenfranchised and that emancipation of woman still exists in contemporary modern society. In todays society family is a hot topic. In last 60 years, there has been significant social and cultural change. There is however multiple issues as the pace of change has not be controlled or understood before being implemented. In conclusion its difficult to blithely wrap family in to one perspective, the reality is that there is no ideal family unit and common sense, pragmatism, social, cultural and economical factors must all be taken in to consideration. The western capitalist perspective of the nuclear family, extended family, same sex family or lone parent, do not necessarily translate to other cultures or societies. Equally the views of the feminists do not agree on female equality, or the emancipation and disenfranchisement of woman in todays society. Young girls and boys nurtured by their parents will determine the values and norms relating to their roles in latter life. Woman do have self determination in Britain today this provides the choices necessary on how they live their lives, be that in a nuclear family, in a same sex relationship or as a lone parent. If is impossible to make a definitive choice, as what benefits to the family as a whole, is to provide equal partnership, respect for both genders and a secure loving environment- in saying that domestic violence, drugs alcohol could all present as negatives. The liberal feminist stance resonant as the most pragmatic and balanced view whilst the radicals and Marxist feminist views are polarised in a gender war.

Analysis of a Play Essay

In Edward Bok Lee’s â€Å"El Santo Americano,† a professional wrestler kidnaps his wife and child as he drives to Mexico, hoping to reinvent himself and keep his family together. Clay is a disgraced professional wrestler who drives his wife and son with him to Mexico. There, he hopes to reinvent himself as a wrestler, and not be taken as a joke. He also hopes to improve his failing relationship with his family. It is revealed shortly into the play that Clay has in fact taken his wife and son by force, when Evalana tells him to stop so she can take a bathroom break, and Clay says â€Å"if I stop, you’ll try to run again. † He also has brought a gun with him. As the story progresses, Clay pulls over, giving Evalana the â€Å"opportunity† to run away, to which she promises she won’t. Clay then gives a long monologue revealing his wrestling life, including when he had finally won a match and the audience actually cheered him on, appreciating a â€Å"real† match as opposed to â€Å"so much phoney bullshit (they had seen) through the years. †More importantly, during the monologue, Clay reveals that he had won to give his wife and son something to believe in, and so his son could for once not â€Å"see his daddy get beat time and again. † During the long monologue, Evalana temporarily runs off, and Clay aims the gun at himself, eventually just putting it into his mouth. Evalana eventually reappears, and gives a monologue of her own. She tells of a family trip she went on to Disneyland when she was about their son Jesse’s age. Along the way, her father woke the family up in Arizona, so they could see a big dam at night. It was during that time that she was fascinated by a rainbow she saw at night. The next night, while the family was camping out, Evalana saw a distant town that enchanted her, â€Å"shining with tiny stars that weren’t really stars, surrounded by rainbows that weren’t really rainbows. † She reveals that she imagined she was born in that town, and that was the place the family was heading to instead of Disneyland. Following Evalana’s monologue, it is revealed that Jesse has driven off without them. Clay and Evalana look at each other, the gun still in Clay’s mouth, and Evalana proceeds to remove the gun from his mouth, and aims it at him. Overall, this was a successful play which had conflicts between the characters, and ended in a twist in which their son abandons them in the desert. The play reveals the tragedy of a man who wants to prove himself to his family, and his own son abandons him and leaves both him and his wife stranded in the end. I liked the story and the tensions in this play, as well as the ending I did not expect coming. However, I did not like the long monologues told by both Clay and Evalana, which I found hard to follow. In addition, the fact that no sentences began with capital letters made the play hard to read. I feel like the play could have improved if it did not have such long monologues, and shorter bits of character dialogue with each other.

Facts, Fiction and Social Justice Essay Topics for Teens

Facts, Fiction and Social Justice Essay Topics for Teens Inspiration to make your own advertising or media argumentative essay topics isn't difficult to discover. Advertising and the media are now nearly inseparable from society for a whole. Even young students may use photography and video for social shift. A chance to compose a. You may make a difference. Inside this sense, to teach for justice is just to teach. Among the things marginalized communities need is for white individuals to speak to other white folks. Many privileged students are reluctant to learn about how their privilege permits them to gain from oppression as it implies that they're bad individuals. You are able to ask a few families for feedback or you could send home a survey for a great many family members. A good deal of people believe they're alone in these issues, but they're actually systematic and a lot of individuals are affected, states Bailon. It is preferable to search online because it wil l conserve a plenty of time. Utilize your example to back up your opinion and explain it. Vital Pieces of Social Justice Essay Topics for Teens If you feel you'll barely produce fascinating ideas by yourself, you want to understand where to discover interesting suggestions. Please don't be afraid to reach out when you have any questions or concerns. Use what you read to assist you create some search terms, and to assist you choose your own position. It is preferable to use templates since they include all necessary formatting elements. If you're likely to attempt to lobby representatives, speak to the representative's staffers about what they need if you wish to be taken seriously. Essential questions and objectives go together, as the objectives should have the ability to answer the question. The other crucial point is that engagement has to be sustained. Many more are angry and energized but don't understand how to get engaged. Facts, Fiction and Social Justice Essay Topics for Teens There isn't anybody on earth who can learn about each and every injustice through lived experience. Just like everything, if you don't deal with yourself first you won't be effective at other stuff. Pay close attention to all things electronic, and you will be certain to find something debatable of what you see. When you're picking your topic, remember that it's much simpler to write about something which you presently have interest ineven in case you don't know a good deal about it. But What About Social Justice Essay Topics for Teens? When you're prepared to think of a thesis, have a look at these Argumentative Thesis Statement Examples. Attending the Youth Summit is totally free and open to the general public. Reach out whether you own a story for Social Good Families. Deciding on your topic isn't that easy. The aim of this paper will analyze the subject of social justice I choose as a focus for my paper. It's only an amazing topic if you would like to impress your teachers! Recent argumentative essay topics that are related to society is going to do. The thought of teaching for justice isn't to make an army of social justice warriors, yet to create a disruption in the present systemic oppression present in the United States of america. When many individuals view third wave feminism as more intersectional, there's still quite a ways to go before there's true intersectionality in feminism. Essentially, possession of the 2 morals which include a feeling of justice and conception of good, constitute freedom. There are lots of examples of social justice associated with bullying. Most issues can have essays on all the above mentioned questions. There are just a few things that define whether an essay you're working on is going to be a good one. You don't need to find super technical with legal argumentative essays, but make sure to do your homework on what the present laws about your favorite topic actually say. Keep a watch out for academic paper formatting when writing. If students' needs aren't met, they won't have the correct opportunities to succeed and learn. Literacy skills are among the strongest predictors of health status. As it was my very first on-line class, I thought this class would be really difficult because of the digital nature, this class is made that you learn and to enjoy learning. Furthermore, it's essential for teachers to plan for instruction since they have to be meeting the expectations determined by the school, and by Common Core.

Play Based Learning A Context For Learning - 1615 Words

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Reasons Why Common Core Is Bad For Education - 1975 Words

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John Chubb believes that the ACT and SAT are a way to keep the schools of the rightRead MoreMy Philosophy of Teaching Essay1082 Words   |  5 Pagesto change my major to teaching, which combines aspects of many professions, and is completely child oriented. The main reasons that I want to become a teacher are not for the money or the power of the classroom. I want to become a teacher because of children’s lack of enthusiasm to learn, poor guidance, and bad role models. So many children in today’s society have these bad qualities either within themselves or they are obtained at home. Many children do not get the attention they need to makeRead MoreTodays Education Has Changed Over Time1077 Words   |  5 PagesTodays education has changed in many ways over the years. From the behavior of student’s caused by different parenting skills, how teachers teach their classes as well as student’s ability to use fundamentals, media and technology all play a role in how the world of education has evolved. Robin Lawrence a thirteen year veteran teacher now a curriculum specialist at Bellaire Elementary has a good insight into how the educational system has changed over time. Past and present behavior have differedRead MoreThe Importance of Education and Teaching Essay1369 Words   |  6 Pages â€Å"I do not want to go to school today!† â€Å"I hate my teacher, and she hates us!† â€Å"Shes boring and we do not even learn anything!† â€Å"Ugh, why do I even have to go?† At one point or another in our lives, we have all been in this situation. Whether it was watching a friend or sibling throw the tantrum, or if it was you yourself, we have heard the excuses above plenty of times. Ironically, these are not always excuses used in hoped of enjoying a day off from school, as sadly, these â€Å"boring† and â€Å"hateful†

Ten Characteristics of a Good Teacher Free Essays

From time to time during the 15 years I have been working in the field of English language teaching and training, I have put myself in the position of language learner rather than teacher. In addition to enjoying language study and  finding the process fascinating, I find it beneficial to view the process through the eyes of a student. Even though I have felt at odds with some teachers and their methods, I have learned something from every teacher I have ever had ­ even the worst ,  of them. We will write a custom essay sample on Ten Characteristics of a Good Teacher or any similar topic only for you Order Now There is a line in Saint-Exupery’s The Little Prince that applies to any endeavor, but especially teaching. It reads: â€Å"That which is essential cannot be seen with the eye. Only with the heart can one know it rightly. † The essence of teaching is difficult to qualify, but that line leads directly into my most essential criterion. 1. I want a teacher who has a contagious en ­ husiasm for his t teaching—one who, as Rich ­ rd Via says, loves his students and his work. Mr. Via is an educational specialist in using drama techniques to teach EFL at the East-West Center in Hawaii. I was fortunate enough to attend his teacher-training seminar in Korea in 1976. It was a pleasure to be in his audience. His enjoyment in transmitting knowledge and participating in the seminar was apparent and infectious. His passion for teaching instilled a passion for learning in all the participants. For me, the most crucial factors in effective teaching are who the teacher is and how he acts in the classroom. This influences the way the stu ­dents react d toward the target language and, therefore, their success in learning it. 2. I want a teacher who is creative. Teaching must be more  than simply opening a book, doing exercises, and following an outline written by someone else. In the tedium of repetition, the student can go through the motions of doing the exercises without his mind being engaged. What can a teacher do to engage the student’s mind? There are a myriad of techniques that the creative teach r can employ—information-gap exercises, e games, songs, jazz chants, problem solving, and other techniques that allow the student to utilize the skills he has already developed in his first language. 3. I want a teacher who can add pace and humor to the class. The humor of one of my teachers had the effect of alleviating my nervousness—of reducing my effective filter. There was a rapport among the students and the teacher because we were all laughing together. We had a good time learning, and we made a lot of progress because we were not afraid to make mistakes; we could take chances. As Krashen would say, the effective filters of the students were low, facilitating acquisition. Another teacher that I had maintained an excellent pace in the class. She never lost an instant consulting a list or thinking about what to do next; she had prepared—that was evident—and she was going  to capitalize on every second. I was somewhat nervous in her class, but I didn’t have time to worry about it because events moved so quickly. I was literally sitting on the edge of my seat so that I wouldn’t miss anything, and my adrenalin was a positive force. I should add that humor is a double-edged sword: it can backfire, for what is funny to one person may not be funny to another. Humor across cultures can add a layer of difficulty to communication. 4. I want a teacher who challenges me. I had several teachers who always spoke to me in Spanish, both in and out of class. I felt they were showing confidence in me and chal ­lenging me to speak Spanish. The student’s passive l knowledge of the target language is always greater than his active knowledge. There is no reason why a teacher should use any language other than the target language except possibly for purposes of expediency. When a teacher reverts to the native language, he is showing a lack of patience with the students’ struggles in the target language. In addition, switching codes is confusing. I was given a test in which all the in ­ tructions were read to me in English, so that I would be sure to understand every ­ thing. Then I had to answer in Spanish. But the test had three parts and I had to continue switching codes back and forth from English to Spanish; I found this very confusing. It is like going off a diet—once you cheat a i little, then you want to cheat a little more. If someone speaks to me in English, this activates my English channel and I am prepared to think in English. Speaking in the target language to the learner prepares and challenges him to speak in that language. In addition, I want a teacher who can maintain a  level of difficulty high enough to challenge me, but not so high as to discourage me. 5. I want a teacher who is encouraging and patient, and who will not give up on me. Some of the teachers that I have had demonstrated incredible patience with all of their students, never allowing even a shadow of displeasure to cross their faces in reaction to continued incorrect speaking after endless correction (which may say something about the policy of correction). When the teacher is positive—encouraging initial and repeated attempts—the students will apply themselves more diligently. Motivation thrives on success. One teacher I had appeared on several occasions c to give up on me. She would struggle to have the other g members of the class repeat the combination of an indirect object pronoun followed by a direct object pronoun—the nemesis of the Spanish-language student. They would have numerous chances to supply the correct combination in various tenses, but I often was given only one opportunity. For the life of me, I do not know why the teacher gave me only one chance. Was it because I was struggling and she wanted to spare me any unpleasantness? Or was it because in her mind I  didn’t need the practice? I felt that I needed the practice and wanted at least a chance to try. I felt that the teacher was discouraged and had lost confidence in my ability to progress. As a result, I lost my incentive and became unsure of myself. 6. I want a teacher who will take an interest in me as a person—one who will try to discover discussion topics that interest me. When I was teaching, one of the first things I did was to try to find out what my students’ interests were: hobbies, past employment, family, travel, etc. The easiest, most accessible area of conversation is oneself. The initial and intermediate stages of development for the language student do not abound with opportunities for coherent self-expression. Most of the time, we language students feel fairly incompetent because we cannot express ourselves adequately, as we are accustomed to doing in our native language. Thus, if we can discuss some little accomplishment we’ve had, or something that we take pleasure in or are proud of, so much the better. 7. I want a teacher who knows grammar well and who can explain something on the spot if necessary. I also want a teacher who is realistic and has the simple courage to admit that he doesn’t know an answer if indeed he doesn’t. I have had some teachers who, probably as the result of the de-emphasis on grammar explanation in the structuralist tradition, did not provide enough explanations. It seems to me that a more eclectic approach would take into consideration the needs of the adult learner, who should be given some insight into the intricacies of grammar. 8. I want a teacher who will take a minute or two to answer a question after class, or who will take five minutes to  correct something that I have done on my own. I had several teachers who did this willingly and who encouraged the students to do extra work on their own. I also had a teacher who made some corrections for me at my request, but somehow I felt as if I had encroached on her time. Is teaching to be exactly 50 minutes of the hour and no more? First, we as teachers need to encourage students not only to study what is required, but to pursue on their own areas in which they are interested. Acquisition is facilitated when it concerns information that we need or are interested in. And second, we need to appreciate our students’ efforts. 9. I want a teacher who will treat me as a per ­ on, on an equal s basis with all the members of the class, regardless of sex, marital status, race, or my future need for the language. In some of my classes women were given discussion topics relating only to the home and family, and men were rarely asked to talk about their families. Men were also given more â€Å"talk† time than the women. This can be discouraging to the student, and that is not conducive to progress. As teachers, we must look  carefully at our classes to be certain that we are including everyone equally. I know that I have probably been guilty of bias toward the brighter and more energetic students—they’re more challenging for the teacher and more interesting for the class. But now 1. Editor’s Note: on the spot = without further consideration; at once; immdeiately. 2012 37 that I have been a victim of bias my ­ elf, I will cers tainly be more aware of treating my students equally. 10. Finally, I want a teacher who will leave his emotional baggage outside the classroom. The classroom is a stage,  and to be effective the teacher must in some cases be an actor. I do not want to interrupt my concentration by worrying about what might be bothering the teacher. Nor do I want a teacher who sustains himself through ridicule or sarcasm, playing havoc with the emotions of his students and thereby blocking any learning/acquisition that might take place. Conclusion The qualities that I have discussed can be separated into four areas—(1) affective characteristics, (2) skills, (3) classroom management techniques, and (4) academic knowledge: Affective characteristics enthusiasm  encouragement humor interest in the student availability mental healt Skills creativity challenge Classroom Management pace fairness Academic Knowledge grammar A teacher’s effectiveness depends on his demonstration of the affective characteristics. These are inborn in some of us, but they are also within the grasp of most teachers. Most of us want to be encouraging, enthusiastic, and available, but we just have to be reminded once in a while. The classroom manag ement techniques of peace and fairness are often overlooked, but they can be crucial to effective teaching. These are not techniques that require training, but again, simply awareness. The specific teaching skills of creativity and challenge are associated more with the types of materials and activities, and their level and appropriateness. Ease and facility in these two areas come with experience and familiarity with the syllabus and materials. Lastly, a teacher who knows his grammar gives himself credibility and stature in the eyes of his students. With a little training in how to explain grammar and how to teach it, teachers have an indispensable tool. How to cite Ten Characteristics of a Good Teacher, Papers

Case Study on Human Sexuality free essay sample

Kimberly Jones 1/25/2011 PSYC 3310-1:00 Reaction Paper #1-How to help your female partner have orgasms This is a great article not just for women but for men as well. This article talks about how men can actually help there mate reach their climax. If a woman feels like she is being rushed, her mate is not catering to her romantic needs than more than likely a woman will not have an orgasm. Orgasms is merely more than just a physical thing but more so mentally for a woman. Seems as if men would take the time and ask there partner what turns them on or pleases them than this will help a woman reach her peak. I also read in this article that women can have multiple orgasms more so than a male. Mature women can achieve this quicker than younger women due to sexual experience. Having orgasms can be very pleasing for both mates if both are in tuned with one another but the male has to be willing to go the extra mile to please his woman. We will write a custom essay sample on Case Study on Human Sexuality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Men should be more patient with women during this time because it’s not that easy for a woman to reach their climax like a male. Honestly, I just started to have orgasms myself and I’m twenty-eight years of age. I feel now it’s probably because I’m with someone whom I love dearly and he goes the extra mile to make sure I’m comfortable and the mood is always right and we communicate and go over things that helps with increasing my arousal. It was hard for me to believe that this article stated in past history many believed that women could not have sexual orgasms but men could. I thought to myself what the point of having sex is and not being able to enjoy it. I must say having orgasms is a great feeling and makes me very tired and relax afterwards. In conclusion, this article was great in explaining some of the history and views on orgasms and how to come up with ways that men can take time on improving their sexual relationships and experiences with their mate and how to teach them to be a bit more patient when it comes to pleasing there mate. I learned to be more patient with myself as well and think of it more of a mental thing and not just physical.