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

Abstract
This paper attempts to focus on the new programme for citizenship and identify potential opportunities for PE departments to support the delivery of this new subject. Particular attention is directed towards the role of physical education in promoting active lifestyles, where it is argued that that the subject can make a significant contribution to pupils social, moral, cultural and spiritual values.

Outline
Introduction
Citizenship within the Curriculum
The Role of Physical Education
Lack of Guidance for Teachers
Linking Citizenship and SMSC Within Physical Education at KS 3 and 4 Additional Strategies for Implementing Citizenship Within Physical Education
Conclusion

From the Paper
"The Crick report, which laid the foundations for the Citizenship Curriculum, suggests strong reasoning why Citizenship should be established within the Curriculum and why teachers should be prepared to tackle specific issues within society. Fundamentally, the report highlights the importance of discussing issues of sportsmanship, fair play and political and religious concerns, either because the subject could directly affect them or because they will, in some way in a democratic society, have opportunities to take part in influencing the outcome."

Tags:moral, physical, social, spiritual, values

Abstract
In order to deliver safe and effective practice a Registered Nurse is required to maintain his or her professional competence by ensuring knowledge and skills remain current. Furthermore there exists a need for the nurse to facilitate the effective development of the knowledge and skills base any student who they may be teaching. This paper attempts to demonstrate how a potential student (female) was identified and how her needs were explored and assessed. The paper also discusses how, after the students learning style was identified, a plan of action was drawn up and a lesson was given and evaluated.
The paper is dived into a number of related sections. These are the main paper (Teaching and Learning in Clinical Practice), a detailed lesson plan for performing, recording and interpreting a urinalysis (appendix a), a series of colored photographs showing different urinary samples (appendixes b - e), a learner assessment sheet (appendix f) and urinalysis tables (appendixes g and h).

From the Paper
"Contact with regularly attending potential learner's within my placement area was sporadic, but following eventual identification of a second year nursing student (with whom I would again come into contact within the clinical area), I made my first approach with the intention of creating a good first impression. A positive start to a first meeting may not actually be essential for the successful development of a potential teacher/learner relationship and indeed the idea that it is even "useful", rather than "essential", may contradict some authors views (Carr, 2005). Those views have suggested that the teacher/learner relationship should be one which is formal and impersonal. In a selfish attempt to make the forthcoming teaching session easier for me and to create a positive and lasting influence on my learner's impending experience, (which would hopefully improve future patient care), I aimed to develop a relationship which was relaxed from the outset and based on trust and support (Brookfield, 1986)."

Tags:knowledge, skills, learning, nursing, teaching, urinary, taxonomy, clinical, urinalysis, reagent, mid-stream, catheter, record, report, interpret

Abstract
The writer discusses the importance of creative lesson planning and preparation prior to a lesson that includes knowing the classroom layout, seating style and how to react to potential disruptions outside the classroom. The paper emphasizes that a first lesson is the best opportunity a teacher has to set the scene for the duration of the programme. The paper concludes with the belief that prevention of disruption is better than having to control it if it arises.

From the Paper
"In planning and preparing for any lesson, consideration must be given to how learners will be engaged using creative teaching methods to ensure they are kept interested, challenged and do not become bored. Boredom can be a major cause of disruptive behaviour and teachers should ensure all learners participate and are treated as individuals with different learning styles. Lessons should be fun and informative and all learners should be able to understand and achieve differentiated aims and objectives. I firmly believe that 'Good classroom organisation allows the lesson to run smoothly, so that good relationships can grow through positive experiences.' (Petty G, 2004, page 100)."

Tags:confidence, authority, rules, consequences

Abstract
The paper defines liberal education as the development of intellectual abilities. It is concerned with the pursuit of knowledge and has three key values choice, freedom, and autonomy. The paper discusses several benefits of liberal education. For example, if one is able to prosper and make wise decisions, then it is beneficial. The paper also discusses the drawbacks of liberal education. For example, programmes are very expensive and thus prevent participation. Finally the paper discusses whether liberal education is suitable for the twenty first century. The writer sums up that liberal education has to be accompanied by other educational teachings.

From the Paper
"The term liberal education has a variety of interpretations and in my own opinion it can be summarised as an education that emphasises the development of intellectual abilities as opposed to the acquisition of professional skills. Hirst (1974, p. 31) succinctly summarises this with 'the idea of liberal education as a process concerned simply and directly with the pursuit of knowledge.' The aim of such an education is to ensure that no particular way of life is favoured or predetermined and children are not trained for a pre-set role. Instead their education is centred on three key values; choice, freedom and autonomy. As far as I can understand the theory behind liberal education is that if the child is free and liberated they can make their own decisions and are thus deemed to be free from both ignorance and external authority. "

Tags:liberal, education, free, thinking, intellectual, abilities, choice, freedom, autonomy

Abstract
The report focuses on the responsibilities of teachers and the various methods used to educate, motivate and stimulate students. It looks at a combination of roles to stimulate learning, such as being a guide, mentor and role model. It also comments on specific responsibilities and on the boundaries that must be set with regard to the teacher-student relationship.

Outline:
Introduction
Role of Teacher
Responsibilities
Boundaries
5. Conclusions

From the Paper
"The role of the teacher also embraces an awareness of the different theories of learning in order to help inform their own practice. Reece and Walker (2003) refer to the main theoretical branches of how people learn - behaviorist, humanistic and cognitivism and suggests that teachers should not stick to just one model but be adaptable and decide which model might best suit their student as well as integrating different aspects of these models at different times for different subjects and for different learning styles."

Tags:education, teaching, teachers

Abstract
The paper discusses in detail the current approaches to the manner in which people learn and of the classification of these groups. It states there are many theories on learning and how people learn and that there are elements of cross over between many of the theories. The paper explores the factors that can influence the way people learn in relation to learning theories.

Outline:
Introduction
Behaviourism
Learning environment
How this theory relates to my own practice and communication
Cognitive development
Learning environment
How this theory relates to my own practice and communication
Humanism
Learning environment
How this theory relates to my own practice and communication
Gestalt
Learning environment
How this theory relates to my own practice and communication
Ways in which theories and principles of learning and communication will apply to promote inclusive practice
Conclusion

From the Paper
"To communicate effectively to all of my learners, I will always bear the Hierarchy of Needs in mind when lesson planning by providing adequate support and resources, including help, respect, and encouragement to assist the various learning styles and domains. This will include sensory learning experiences using facts and general concepts relating to their own culture and background, visual and verbal prompting, experiential learning and time for evaluation and analysis through active reflection, in a detailed structured way "

Tags:learing, teaching, communication, Dewey, humanistic, theory

Abstract
This paper discusses an an hour long AS Level English Literature classroom session observed by a student teacher. The writer explains the important roles played by preparation and identifying aims and objectives; delivery and the importance of clarity and enthusiasm; techniques and aids; and the assessment of learning. The writer also looks at the importance of informing learners about the aims and objectives and structure of the session.

Outline:
Table
Description and Reflection
Preparation
Presentation/Delivery
Techniques and Aids
Assessment of Learning
Conclusion

From the Paper
"When teaching, I see preparation as one of the most important parts of the process. "Preparation of a formal lesson demands a consideration of three major factors: the students, the subject matter, and the resources and constraints." (Curzon 1997;276). If I did not feel fully prepared I would lack a great deal of confidence and feel that I was deceiving my learners. Planning the session adequately ensures that all aims and objectives are clear and the learning process is thorough."

Tags:teaching, learning, English, students, subjet, matter, session

Abstract
In this article, the writer discusses that inclusion presents dilemmas in principle because the real human right, that all pupils receive a good education, is easily confused with something else, that all pupils receive the same education. The writer maintains that inclusion also creates dilemmas in principle because it represents an intensification, and not a resolution, of a dilemma that has always been inherent within mainstream education - how to impart a single education to children who are different from one another. Finally, the writer notes that inclusion also presents dilemmas in practice for a host of reasons to do with implementation at school governance and individual classroom level for which high-sounding statements about 'community', 'infinite potential', 'inclusion' etc. offer no guidance. The writer concludes that in this context, the religious education (RE) teacher has a duty to use the unique capacity of RE to capture the unique potentials of pupils whose particular challenges can only be appreciated over the long-term by a vigilant and caring class teacher.

From the Paper
"As well as presenting dilemmas - and conflicts of interest - in principle, there is a vast range of practical dilemmas arising from inclusion of which the following represents the tip of the iceberg. Where pupils present severe behavioural problems, for example, schools are faced with the dilemma of using resources for in-class support or using them to support intensive withdrawal work. Eventually, some schools face the dilemma of struggling to control pupils with extreme behavioural difficulties or excluding them altogether. Schools face a dilemma of diverting resources from mainstream education only to plough them into projects designed to cope with behavioural difficulties that could perhaps be treated more cost-effectively - without the diseconomy of small scale - beyond the individual school.
"A further dilemma that arises from the attempts to implement inclusion within school is that of developing systems, structures and procedures of enabling inclusion to occur. In the schools studied by Clarke and colleagues, the most common form of technology was in-class support."

Tags:differences, difficulties, classes, resources

Abstract
This paper discusses how a great number of students with learning disabilities are at high risk for educational failure because they often have difficulty remembering materials covered in school and how their teachers can help these students improve their performance and their long term success through mnemonic instruction. It examines various studies on the topic and reviews relevant literature. It evaluates how the majority of research indicates that using basic phonetic instruction alone is insufficient, especially for students with learning disabilities. When basic skills are taught in conjunction with mnemonic strategies, memory improves because well established pictures in the memory bank to link new information and trigger a strong electrical impulse to help recall the new information. The research studies have consistently shown that mnemonic strategies can be taught to students of all ages and of all levels of learning disabilities. Studies have also shown that when students are taught mnemonics to help them study, they begin to use mnemonics on a regular basis and also begin to make up their own memorization techniques.

From the Paper
"The traditional theory of learning, which has been used in the past as a supplement to the mass schooling approach of the early 19th century, is that in order for a student to learn complex skills such as reading, he must first become adept at making sense of the smallest components of the language (for example letters) and then advancing to larger components (for example sounds, words, and sentences). Phonics supporters generally agree that by employing "the direct approach" in regards to instruction, as well as providing an undeviating focus on logical sequencing, students will effectively learn to identify words quickly and consistently, as well as improving their spelling, vocabulary, handwriting, listening, and thinking skills (Share and Stanovich, 1995)."

Tags:children, memory, bank, teachers, phonetic, language, skills