Abstract
In this article, the writer notes that there are a variety of methods and contexts through which children can absorb learning material and intellectually progress through the learning process. Traditionally, it has often been the case that the emphasis be placed on repetitive learning on an individual basis. However, from the turn of the last century and continuing up to the present day, there have been a number of ideas and methods that have challenged this way of doing things. In this piece, the writer focuses on two, both of which attempt to move away from the formal basis of child education. Firstly, the Montessori Method, developed by Maria Montessori during the early years of the twentieth century and focusing on a kind of informal education where the teacher stands on the side line and observes the tasks undertaken by the children. Secondly, the writer looks at a school of childcare thought that holds that children are natural learners and therefore often fail to come to terms with traditional classroom based learning. The writer concludes that the two learning methods both provide a unique answer to the question of how children should learn and understand in the education process.

From the Paper
" It is suggested that systemic approaches to learning allow children to develop a greater sense of identity and solidarity with their fellow children. Furthermore, this process results in a reduction in incidents of aggressive and disruptive behaviour amongst the children to which it is subjected. For practical reasons the process can only be employed through the classroom avenue, however, the positive feelings that are initially forged in the family environment are then built upon as a learning method that allow children intellectually develop at a consistent rate. This then results in new working relationships being forged between those who are teaching and those being taught, whilst at the same time establishing a strong link between the classroom and the home. Furthermore, this method is argued to the particularly effective with children who are suffering difficulties in their learning and understanding process. As the techniques employed foster a strong sense of collective identity, underachieving children feel there is a collective answer to their difficulties."

Tags:learning, process, approach, Montessori

Abstract
In this essay, the writer discusses effective teaching, particularly focusing on behaviour management. The other aspects of effective teaching studied in the article are the importance of planning, assessment and classroom management. The writer also considers other aspects of effective teaching for instance, making the activities exciting which will allow the children to become engaged in the activities. The writer maintains that creating an environment in which children can effectively work in is beneficial to both the teachers and the children. The writer concludes that if the activities are engaging and exciting this will encourage the children to want to learn, which will then in turn make the lessons run more efficiently. Thus, the children will be getting more from the lessons.

From the Paper
"For the lessons to be engaging it will take a mix of assessment and planning. Previous lessons can be assessed, based on how the children responded to the activity e.g. if the children met the Intended Learning Outcomes. Early Years Foundation Stage Curriculum asks the question; Do you review the environment and the resources after each session? The children can also be asked to see what they thought of the lessons and if they would have changed the lesson. The feedback that will be received depends on the age and ability of the children. This will make the children feel like they are participating in their own learning. It will also show the children that they are able to communicate with their teacher and share their feelings, therefore they will listen when the teacher has something to say - mutual respect. Then the children's responses and personal reflections can be combined to have a more effective outcome."

Tags:planning, classroom, learning, assessment

Abstract
This paper defines and examines the different types of learning disabilities that affect children. The author looks at research studies that compare the achievement of children with learning disabilities like dyslexia with children who are not impaired by a disability. The paper discusses LDs in conjunction with behavioral and emotional disabilities as well. The paper also mentions strategies that may improve the educational goals of children with LDs.

From the Paper
"It is not easy to say who is a learning disabled. A lot of arguments have taken place for a certain time in order to classify the learning disabled. According to the term "specific learning disability" means a disorder in one or more basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations."

Tags:education, teach, method, brain, dysfunction, dyslexia, behavior, emotional, research, children, language, training

Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.

From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, "Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction" [Ripley, 1997]. "The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students "[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."

Tags:special, general, eductaion, teachers, inclusion, program, students, collaboration, middle, school

Abstract
The paper describes an observed teacher session and what the author learned from the observation. The paper further discusses the benefits of well-structured lessons and the necessity of a good rapport between the teachers and pupils.The paper also highlights the values of the cognitive approach vs. the psychomotor approach method and the results achieved applying these teaching methods. The paper stresses the importance of motivation and control.

Outline:
Delivery of manual handling awareness
Aspects of accommodation
Appropriate aims & objectives
Interaction with students
Motivation and control
Assessment of learning
Overview

From the Paper
"These were verbally related to the students via the lesson plan. The aim of the lesson was to enable all the students to understand the fundamentals of the moving and handling procedure, lifting techniques, and how to use them correctly, and also diagrams on what parts of the body were involved when moving and handling either a person or an object correctly. I found the teacher to be very clear and informative, delivering constructive guidance throughout the session."

Tags:teaching, Cognitive, Psychomotor, students, learning

Abstract
The paper discusses the current legislation which requires 'Qualified Teacher Learning and Skills' (QTLS) status among teachers. More specifically, the paper discusses two issues which may arise in the context of the writer's and subject area in accordance with the QTLS elements. The first issue discussed relates to the application of agreed codes of practice and the maintenance of a safe environment. The second issue relates to effective use of relevant resources to support learning.

Outline:
Introduction
Discussion
Conclusion

From the Paper
"I will now reflect upon and discuss two of the issues which may be raised in the context of my role and subject area in accordance with the QTLS elements. The fist issue I will discuss relates to AS 3 'the application of agreed codes of practice and the maintenance of a safe environment' (A - Professional Values and Practice). Currently, I deliver embedded Literacy in the private health care sector where I travel to different locations to carry out this role. This means that I am not responsible for the maintenance of a safe environment as much as I would in an educational institution because the learning is workplace based, the safety of the learners is the responsibility of the organisation in which they work and I have to adhere to their policies as a visitor. "

Tags:Skills, legislation, teaching, education, learning

Abstract
Punishment was once an integral part of the school life of the children. This paper discusses how corporal punishments was given to the students who were found engaged in any wrong deed. The purpose of punishing the students in the school was to tell that the wrong doing would eventually bring pain and agony. The writer explores the development that with the passage of time, it is now realized that these punishments are no good for the students as they have more negative impacts than positive. The short and long term effects are discussed in this paper, examining whether adults who were beaten as children in schools became more aggressive parents. It shows how these punishments not only harm the students physically but are also great threat to their mental health. It examines how people including parents and the young generation (children and teenagers) are now voicing against the abuse of the corporal punishment.

Introduction
Statement of Problem
Overview of the Study
The United Nations Convention on the Rights of the Child 1989
and Discipline
The Legal Effects of the UN Convention
General Aims and Obligations
Discipline
Schools and Corporal Punishment
Discipline at School
Responsibility for Discipline
Disciplinary Measures at School
The Legal Basis of a Teachers Authority
Home-School Agreements
Constraints on disciplinary Action
Detention
Safer Schools
The Physical Punishment of Children in the U.K
Child Protection
The Children Act 1989 and Child Protection
The Human Rights Act 1998 and Child Protection
Suggested Reforms and Conclusion
The Need For Change
Bibliography
Cases and Statute

From the Paper
"It was the perspective of people a few years ago; that only way to punish someone who did a sinister deed was to use corporal punishment. This is meant to enforce pain to someone who has done wrong by hitting them, beating them, strapping them or even whipping them. These are only a few examples of corporal punishment. Why do we have punishment, How do we benefit from it and how do we abuse it? The most obvious reason for corporal punishment is to castigate one for doing something wrong by means of physical abuse expecting the individual to learn from his or her mistake. But we must ask ourselves this question. Is the person benefiting from this or is he or she not only being physically abused but also mentally. In some cases corporal punishment psychologically affects ones mind on a long-term basis that will stain their memory for a very long period of time."

Tags:corporal, education, abuse, physical, violent

Abstract
This essay identifies and explores the role and work of the educational psychologist. The DFEE Working Party Report and its definition and classification of the educational psychologist's core work is extensively reviewed. The essay also evaluates the national curriculum and its role in assessing children with learning difficulties, focusing on both specific and general learning difficulties. Finally, the SEN Code of practice is discussed and how this benefits children with behavioral difficulties.

From the Paper
"To become an educational psychologist (EP), an individual must first obtain a first degree in psychology and a postgraduate diploma in teaching. After at least two years of teaching experience they can apply for a master's degree in educational psychology. Educational Psychologists therefore have a broad understanding in teaching and in psychology, allowing a unique insight into child development, effective teaching and learning approaches, positive behaviour management, specific learning disabilities, intervention techniques, assessment methods and relevant legislation and research. Their work therefore focuses on all these areas."

Tags:adhd, assessment, autism, dyslexia

Abstract
In this article, the writer maintains that motivation cannot be understood as a single explanation for why some children make and others do not make progress at school. It is a term that masks a complex of ideas and theories to which people make implicit but usually unwitting commitments whenever they try to change the behavior of others and even their own behaviours. The writer notes that the sometimes competing theories reflect a degree of empirical research but the instruments used to conduct the research tap different motivational constructs and so are difficult to compare directly. Nonetheless, the writer argues that some perspectives offer more promise than others. In particular, the writer identifies three which are central to current debate in the field and provide a viable basis for explaining why some pupils make and others do not make progress in educational settings.

Outline:
External Rewards, Inner Thoughts
Reflexive Formations: Learned Helplessness and Mastery Orientation
Intrinsic Motivation & Goal Theories
Conclusions

From the Paper
"Secondly, motivation is a deeply reflexive issue. According to attribution theory, the very explanations offered for success or failure by teachers, pupils and parents are themselves a key part of the nexus of issues that motivate pupils to approach or to avoid achievement tasks. Those who lack self-confidence may resist learning opportunities precisely because they explain past failures in terms of low ability and therefore expect failure in the future, but even for the highest achievers, the use of a fixed-entity concept of ability in explanations for success or failure may foster maladaptive motivational attitudes."
"Finally, motivation is context specific: a pupil may be motivated by one subject, but not by another; by their relationship with one teacher and not another; and finally, by activities that engage them outside of school but not within it."

Tags:environment, failures, success, performance

Abstract
This paper discusses the educational theories of John Dewey and uses them as a basis to develop the writer's philosophy of education. The writer explains that Dewey's practical methods of guided discovery continue to be popular in modern education and represent a rational and holistic approach to the education of children. The writer describes Dewey's philosophy of basing instruction on student interests, his concept of reflective thought, and his idea that a constantly experimental approach to learning should be maintained, and explains why Dewey's ideas may be more relevant today than they were fifty years ago. The paper concludes with an explanation of the writer's perceived role and mission as an educator in Hong Kong.

Outline:
Introduction
The Aims of Education
Role of the Teacher
Knowledge
Conclusion

From the Paper
"It is now clear to me that educators must develop their own personal philosophy of education. However, a tremendous body of educational theory exists, making it difficult to choose a specific school of thought. For example, some educators base their theories on different approaches to grouping students for instruction, various forms of curricula, methods of evaluating student progress, or the objectives of instruction. Phrases such as "cooperative learning," "multiple intelligences," and "whole learning experiences" abound in the literature. Instructional methods range from free exploration to direct instruction. Models of learning range from transactional to transmission."

Tags:democratic, child-centered, pragmatism, progressive, curriculum, practice, classroom, integrative