Discuss and analyse strategies used by UK primary school teachers to Essay

Discuss and analyse strategies used by UK primary school teachers to develop the communication and literacy of primary age children - Essay Example This project stresses that teachers have abundant sources of information regarding the disabilities of students and the suitable ways to teach the disable students. Teachers in UK frequently refer to such informative websites to enhance their knowledge and gauge their teaching in accordance with the individualistic and collective requirements of the students with special needs. This essay declares that considering the extent of cognitive development in the children of that age, children entering the primary school are expected to comprehend a lot of what is said, be able to convey their point clearly and effectively, discuss their sentiments with others and make their needs realized by others. Such a basic level of expertise in speech is fundamental to the effective social, emotional and cognitive development of children. A young child commencing studies in the primary school undergoes a big transition in his life. The child has to make his/her own place in a new and tougher learning environment. Many children have to struggle to adjust with the new community and socialize with others in the new environment. â€Å"At 11 years old only a fifth of children with significant speech, language and communication needs reach the expected levels for their age in both English and Maths† . Many children have to cope with a sense of dual or multiple identities d epending upon their indigenous culture/cultures which they come from and the culture of the UK in which they have to live.

Estimation of peak oxygen uptake from submaximal tests Lab Report

Estimation of peak oxygen uptake from submaximal tests - Lab Report Example Generally, V02PEAK values were significantly greater among men than among women, despite correcting for differences in body mass (i.e., values expressed as mL/kg/min). The study sought to estimate peak oxygen uptake from submaximal tests using treadmill and cycle tests. Peak oxygen uptake (V02PEAK), defines the maximum volume of oxygen that is consumed within a unit time, normally a minute (Sagiv, 2012). It is an indicator of oxygen utility in the body and therefore shows effectiveness of the body’s functionality. Oxygen uptake and utility defines capacity to undertake physical and mental tasks and in extremely low cases, is necessary for cellular and organ activities. It is therefore significant to performance and health. Peak oxygen uptake depends on many factors. Gender is one of the factors and biological differences explain this. Males have higher peak oxygen consumption and according to Sagiv (2012), difference in size of the human heart between males and females explain this. Males have a larger size of the organ and this suggest greater capacity to circulate oxygen that in females. Since circulation is one of the factors to diffusion of oxygen in the lungs and therefore transfers to body parts for utility, it explains that men have higher oxygen consumption capacity and higher peak oxygen uptake that have women. Angiotensin-Converting enzyme and temperature have also been associated with higher peak oxygen uptake. Age is another facto to peak oxygen uptake. Increase in age increase the uptake level and this is more significant in males that in females, especially during younger ages. Body mass that increases in boys, as they grow, together with increase in hemoglobin content also explains the increase peak oxygen uptake (Coelho-E-Silva, Cupido-dos-Santos, Figueredo, Armstrong, & Ferreira, 2013). Brown, Miller, & Eason (2006) also explain that weight, age, and sex are significant factors

Green Energy Bricks in Construction

Green Energy Bricks in Construction NON – STRUCTURAL MATERIAL  (BRICKS) The General Concept of Green Material The concept of sustainable building incorporates and integrates a variety of strategies during the design, construction and operation of building projects. The use of green building materials and products represents one important strategy in the design of a building. There are many benefits of using green material to the building owner and building occupants which is, it can reduced maintenance or replacement costs over the life of the building, it can supply energy conservation, it can improved occupant health and productivity, it can lower costs associated with changing space configurations, and it has greater design flexibility. Roodman and Lenssen (1995) said that the building and construction activities worldwide consume 3 billion tons of raw materials each year or 40 percent of total global use. Using green building materials and products promotes conservation of dwindling non-renewable resources internationally. In addition, integrating green building materials into building p rojects can help reduce the environmental impacts associated with the extraction, transport, processing, fabrication, installation, reuse, recycling, and disposal of these building industry source materials. Spiegel and Meadows (1999) said green building materials are composed of renewable, rather than non-renewable resources. Green materials are environmentally responsible because impacts are considered over the life of the product. During construction or at the end of useful building life, construction materials and components are often discarded with construction debris accounting for nearly 28 percent of landfill waste. So, using the green elements to the building can protects environment safely. For bricks, Energy Bricks are made for committed to energy savings. In addition, using the Energy Bricks, a wall can be constructed much faster than conventional brick laying. From the Journal Green Technology and Environmental Conservation (GTEC2011) by Sandasamy D, Govindarajane S, Sundararajan T, sustainability means to minimize usage of energy and resources, thereby reducing waste generation and pollution, as byproduct of construction. Therefore Engineers, Environmentalist, and Architects have been directing their efforts to find ways for using the byproducts of any manufacturing process, as input or source material for manufacturing other items. Sustainable buildings maximize the energy efficiency by using sustainable materials and construction technology, generation of industrial waste by products, through better planning, designing, construction, operation, maintenance and removal, throughout the complete life cycle. So, Energy Bricks are made for energy savings and safe envir onment from pollutions. Besides that, the Energy Brick can save time, cost and gives the maximum energy savings when it comes to building a home. Eco Labeling Eco-label is a method of environmental performance certification and labeling also been practiced throughout world. Eco-label is a label that identifies in overall environmental preference of a product or service proves the particular product or service category. Labeling will be provided by a third party who can be trusted based on consideration by the party that is not biased in relation to the products or services specified independently for environmental leadership criteria .The purpose of eco-label is to guide consumers to choose products and services deemed to be less harmful to the environment than other products in the same category. Eco-label is designed to encourage industry to produce more environmentally friendly product for their consumer. Bricks product selected is Green Energy Brick. Green Energy Bricks introduce the latest innovation, They have been designed with a massive R8+ insulation rating, they cut down on construction time, save on construction costs, are load bearing, require no core filling, are light weight, are easy to install, are fire resistant, can be used in all cyclonic zones. Moreover, wall can be constructed much faster using green energy brick compared to the conventional brick. The Energy Brick fulfills all the criteria to save time and cost yet gives the maximum energy savings when it comes to building a home. Advantages of eco labels are as follows: Inform consumer choice eco-label is an effective way to inform customers about the environmental impact of selected products. Promoting economic efficiency, eco labeling generally cheaper than the controlled rules product .By empowering customers and manufacturers to support environmental decision making. Stimulate market development, when customers are choosing eco-labeled products, they have a direct impact on the supply and demand in the market. This is a signal that the benchmark towards environmental awareness. Encourage continuous improvement, a dynamic market for eco-labeled products promoting corporate commitment to continuous environmental improvement. Encourage certification, environmental certification program is the seal of approval that indicates that the product reaches a certain degree of eco-labels. Assist in monitoring, another benefit of the program is the official eco labeling that environmental claims can be more easily monitored. Function of Green Energy Bricks The Green Energy Brick was developed to avoid adding extra layers of materials and labor, which would add cost to conventional construction. They have been designed with a massive R8+ insulation rating, they cut down on construction time, save on construction costs, are load bearing, require no core filling, are light weight, are easy to install, are fire resistant, can be used in all cyclonic zones and much, much more. Using the Green Energy Bricks, a wall can be constructed much faster than conventional brick laying. First function of Green Energy Brick is to become the external skin and they replace all other forms of standard clay bricks, concrete blocks, weather boards etc. This function were gain by the design criteria of Green Energy Bricks that come with a 9 mm Magnesium Oxide internal and external skin, already bonded ready for paint or texture or other applied finishes. Second function of Green Energy Brick is to replace slab foundation that made of concrete. By using Green Energy Brick, it will save the concrete from providing a rebated base or foundation made of concrete in conventional building processes. Third function of Green Energy Brick is to closed cell foam resists any vapour transfering. By this specialty of Green Energy Brick, there will no requirement for building sislation or a foil vapor barrier for a building to be constructed. Fourth function of Green Energy Brick is to replace the need for any separate structural frame, as the energy brick is load bearing. It means that there will be no needs for load bearing support such as column structure made of reinforced concrete as the Green Energy Brick have the strength to support load. Lastly, the function of Green Energy Brick is to replace the wall with finishes. Applying an interior finish like plaster is not required as it already comes with an interior skin, but is optional and will further increase the walls R rating value of the building walls. Specifications on Functions of Green Energy Bricks The design criteria and objective in the development of the Energy Brick was to make a radical cost effective improvement in the thermal performance of buildings for both concrete slab and above ground construction. Firstly, Green Energy Bricks come with a 9mm Magnesium Oxide internal and external skin, already bonded. With this specification, Green Energy Brick become the external skin and they replace all other forms of standard clay bricks, concrete blocks, weather boards etc. The Energy Brick with its Magnesium Oxide board skin allows for all types of applied finishes, render and painting.So, applying an interior finish like plaster is not required as it already comes with an interior skin, but is optional and will further increase the walls R rating value. Secondly, Green Energy Bricks brings you the ultimate in structural light weight bricks. Even though they are light weight, the bricks from Green Energy Bricks are structural or load bearing. Green Energy Brick unique formulat ion consists of a central core of rigid Polyisocyanurate Foam (PIR) with an external and internal skin of 9mm Magnesium Oxide Board. This makes it both light weight, yet load bearing and with an attractive finish. Thirdly, Green Energy Bricks is a Single wall system, but has superior properties and functions than a double brick wall. The design includes a 80mm diameter hole running vertically every 300mm to allow for running of electrical cabling, telephone lines, TV or sound cabling after the wall has been constructed. This deletes the need to run conduits or install electrical metal boxes during the wall construction process. This also makes it easier to know where electrical cabling can be run if there is a need to add any electrical points at a future time. Fourthly, this Green Energy Bricks is fire-resistant brick product compared to other brick that available nowadays. The Green Energy Brick Magnesium Oxide skins are non-combustible and the foam core self-extinguishing from fire. This makes the Green Energy Brick one of the most fire resistant building materials available on the market. As a conclusion, Green Energy Bricks were made with better specification that brings them the better function compared to the conventional brick on market todays. e)  Development and Erection Process The development of the Energy Brick was to make a radical cost effective improvement in the thermal performance of buildings for both concrete slab and above ground construction. The Energy Brick was developed to avoid adding extra layers of materials and labour, which would add cost to conventional construction. The Energy Brick from Green Energy Bricks achieves four to five times the insulation rating of conventional housing. It designed to reduce the labour content of wall construction. Over five processes, all with different materials and trades can be reduced to one or two processes, with skills that can be learned in a few hours. While the bricks are more expensive at present than the material components of conventional walls, the labour to assemble is considerably reduced, it means Green Energy Bricks increase the insulation rating considerably, while at the same time it can reducing the labour complexity and costs. From the case study (Fritz Moedinger), the environmental impa ct of the production process is mostly due to the consumption of energy for the firing of the bricks and quarrying of raw materials. The average direct energy consumption of the production process is to be found ranging between 1.840 and 2.800 kJ/kg of fired brick (of which about 150 kJ/kg are electrical). f)  Comparison of Convention Material and Green Material in Term of Cost From the case study (Fritz Modinger), all of the energy used is traditionally generated with fossil fuels. At the Gasser brickyard fossil fuels have been substituted successfully with renewable fuels such as biogas and liquefied rendering fat. The biogas is generated in an own plant based upon a process patented internationally by the brickyard itself. Rendering fat is supplied from rendering plants. Renewable fuels have the main advantage over fossil fuels that the resulting flue gases feature a lower content of contaminants such allowing to heat up the brick dryer directly by recycling the flue gases instead of having to have a separate source of heat to run the dryer. The achieved total heat requirement reduction alone by this measure is about 30% of the former total heat requirement. So from this case study, cost can reduce because renewable energy are used during the development of Energy Bricks. We know that convention material usually has more cheaper than modern material, but the reality is Energy Bricks also has their own benefits when we choose it. There can save cost which is no rebate are required as part of the concrete slab and only an outer square edge is required. Energy bricks also is single wall system which replaces the external skin of brickwork or any other type of lining, replaces the need for a structural stud wall as the Energy Brick itself is load bearing, replaces any need for insulation as it is already at a massive R8, replaces any need for sislation, and replaces the need to add other materials to the external wall. It can increase the wall’s energy rating. The Energy Bricks can be laid from inside where it is a flat platform. This also avoids the use of expensive scaffolds to perform the work from the outside and lessens the possi bilities of OSHA issues. It also reduces ongoing utility costs, which equates to continued savings year after year. g)  Impact to use Green Energy Bricks Green building is one of the most important trends in the construction industry today. When build a house it cannot avoid impacting the environment, but it can work towards reducing that environmental impact. Impact to use Green Energy Bricks is to help accelerate the adoption of building practices that result in energy-efficient, healthier and environmentally sustainable buildings. Informed choices will help reduce energy bills, while providing a healthier living environment, it also reduce the need to burn fossil fuels and help fight climate change. Besides that, the Green Energy Bricks has taken the initiative through our super energy efficient bricks to assist builders and consumers with a unique environmentally friendly building technique and to lessen the impact on our environment. The foam can be sourced from petroleum oils, coal oils and a series of vegetable based oils like soy, corn, palm oil etc. In all cases the carbon in the materials is sequestered in the bricks for at least the life of the building, as recycling is a realistic probability. Energy Bricks pass all the tests for superior energy efficiency with a massive R8+ energy rating. This makes a dramatic difference in assisting to lessen the impact on the environment. This makes Green Buildings cost less to operate because they will use less energy and water, and require less maintenance Green Building using Green Energy Bricks for the building envelope is the only choice for the future.    APPENDIX Figure 1 : Energy Bricks. Figure 2 : Clay Bricks. Figure 3 : Energy Brick Detail (Side Elevation). Figure 4 : Energy Brick Detail (Front Elevation). REFERENCES Chan, C.-M. (September 2010). Journal of Sustainable Development. Development of a Strength Prediction Model for â€Å"Green† Compressed. Garzoli, K. (2009, June 10). Green Energy Bricks. Retrieved from http://www.greenenergybricks.com/. Moedinger, F. (2003). CASE STUDY. SUSTAINABLE CLAY BRICK PRODUCTION. Mohd Syahrul Hisyam Mohd Sani, F. M. (2012). IEEE Symposium on Humanities, Science and Engineering Research. Comparison Study of Common Brick with. Sandasamy D, G. S. (2011). Green Technology and Environmental Conservation.

The Ontological Argument Essay -- social issues

The Ontological Argument The Ontological argument is a group of different philosophers arguments for the existence of God. "Ontological" literally means talking about being and so in this case, that being is the existence or being of God. The main component of the Ontological argument can be found in the Anselm’s "Proslogion" which is a short work that tries to demonstrate both the existence and the nature of God. His main aim in writing the Proslogion is not to directly prove the existence of God but to moreover, to show the relationship between faith and reason. Anselm wanted to understand the object of the belief. He is also not trying to defend his belief against the atheist and neither is he trying to convince the atheist that God exists. The ontological argument differs from other arguments in favour of God as it is an ‘a priori’ deductive argument, a priori meaning that can come to a conclusion by the use of reason and not proof. A deductive argument means that if the premises that are put into the argument are true, then the conclusion must be true. Thus, Anselm tends to base his argument on the definitions and terminology used. Anselm’s first form of the argument is that God is "that than which none greater can be conceived". Firstly, it must be emphasised that Anselm’s definition does not limit God to being the "greatest" but makes it known that nothing greater can be thought than God himself. Therefore, God should not in any way be linked to terms such as ‘omnipotent’ as terminology such as this limit him to what he really is. With this definition, he attempts to prove that not only does God exist in the mind but also in reality. Anselm uses the example of "the fool" to prove his point on God’s existence. He says that when "the fool" says that "There is no God" in Psalms, he must therefore understand what he hears , and what he understands in his intellect by the term "God". Therefore, if he knows what God is, God must exist as it is impossible to know what something is if it does not exist. In chapter three in the ‘Proslogion’, Anselm contributes his second form to the argument. This form of the argument is that of ‘necessary existence’. He says that "that than which can be thought not to exist is not as great as that which cannot be thought not to exist." Therefore, to say that God can be thought not to exist if the definition of God... ...elm’s first form of the argument and indirectly also demolishes the argument on the ‘necessary existence’ though his criticism. He criticises and successfully attacks the Cartesian version that in order for there to be a ‘supreme being’, existence must be predicate of God (the supreme being). Norman Malcolm then tried to save this argument by coming up with an argument which Davis seems to have demolished successfully. Although the argument does not seem to remain too strong in the light of these responses, we can say that although Anselm failed to show ‘the fool’ that God existed, he by acquiring more knowledge and understanding about the Christian beliefs seems to fortify his faith as a believer. Anselm’s second form of the argument seems has kept philosophers interested and fascinated with it throughout time. The very fact that philosophers such as Descartes, Kant, Malcolm have been intrigued by the ontological argument strongly shows that it is a very important and complex argument which is in favour of the existence of God. Although a final and ultimate answer to the question of God’s existence has yet to be attained, it is still considered to be a remarkable argument.

Barry Glassner’s The Culture of Fear Essay

The murder of thousands of Americans on their own soil on September 11, 2001 created a new era in United States History: the era of fear. That is the finding Barry Glassner, author of The Culture of Fear: Why Americans Are Afraid of the Wrong Things. In the book’s pages is found a thorough examination of why Americans are fearful, why they aren’t, and what this says about the average citizen. It is not to say that Glassner indicates that Americans do, or should, live in fear of unexpected terrorist attack. Rather, his purpose in writing is to illuminate why it is that Americans fear the wrong things and fail to act on the right fears: he cites examples such as fearing shootings on school grounds, but not limiting access to guns. In other words, he is attempting to describe what fear is like in the culture of America and what it says about reality and perception. That is his thesis. Summed up, Glassner writes that when it comes to fear, Americans live in a culture of false paranoia and irrational paradoxes. His methodology comes through clearly. He utilizes individual case studies to coherently and cohesively build a strong unified theory. Each story and topic becomes one more brick in the foundation of his thesis. In that way he easily compels and convinces all but the most cynical reader. Finally, it is Glassner’s point of view that really works wonders. He acts as if he is but a casual, though analytical, objective observer. What Does the Author Have to Say? Fear can be created – and manipulated. Time and again Glassner returns to the example of the events of September 11, 2001 for treasures with which to bolster his theory. It is indeed ripe ground for that. It seems to be the case study for just why American citizens are paranoid for all of the wrong reasons. Yes, the terrorist attacks were awful, and all the more so because 1) they were completely unexpected and unannounced, and 2) they targeted the innocent civilian populace. That being said, writes Glassner, they were also completely anomalous. The fear of such an attack in the future due to the fact that it happened once before is unjustifiable. It had been two hundred and twenty-five years from the beginnings of the United States for such an attack to occur, and as of this tenth anniversary edition of the book it has been another ten years without such attack. Sure, that is not to say that it couldn’t happen again. However, the point that the author makes is that it is just circumstances like this that are fertile breeding ground for manipulators. In this case, he cites the then ongoing efforts of President George W. Bush to convince the population that there was an active war on terror. This war, he reminded frequently, was directed at the American citizen, the mom and pop on the street. The war could reach every home, every business. The entire country was under various alert conditions at all times. This supports the first main point of The Culture of Fear. Fear can be a force of manipulation and creation. The second point of the book is closely related to its main premise. It is the ongoing effects of a mass media accentuating the most unlikely of crimes. Each and every day the media, including the press, the internet, and the television networks, blares out stories of kidnappings, murders and more. The chief aim seems to be that ‘it could happen to you. ’ In fact, it probably will happen to you unless you take precautions daily. Fingerprint your children. Update your photographs and dental records. Plant microchips in your children’s skin. Anything to do to escape the boogeyman, because undoubtedly he’s out there. Never mind the fact that more often than not, the statistics behind the reports are skewed mightily to prove these points ex post facto. The announcements alone are proof enough for most people. The culture of fear is encouraged, and bought into. After all, the media is a powerful presence. When it comes to the third point, it becomes somewhat murky as to how some things come about. Glassner relates example after example of public policy responses to these scenarios – and how they absolutely fail to deal with the actual situations that spawn the fear. In other words, ineffective public policy is the knee jerk reaction to fear. The author is quick to relate such failures. He points out the sheer number of dollars allocated to these efforts and the startling statistics that show the problem has not changed at all. Also, he is not shy at pointing out that this culture of fear and reaction provides great political opportunity for candidates that are ‘tough on crime’ to emerge, ready to raise the banners of various well-meaning causes. Once the candidates become elected officials, either the cause is dropped along with its passion, or new laws are passed that in essence are just excuses to spend money and advance political careers. Criticism of the Author I greatly enjoyed this book. I will be unequivocal about that. Perhaps it biases my review, but I do have points to support my response. To begin with, the book is well-paced. By that I mean to say that it reads well. Much of non-fiction – particularly educated and researched non-fiction – is dry, and fails to engage the reader in the sense that its subjects remain remote. Granted, Glassner has a subject that is much more accessible to readers than the typical tome, but he does not bore with statistics or inane stories. He moves the action right along by showing readers why this involves them, and why it should naturally interest them. Each chapter begins with a premise that is readily understandable. It also includes a counterpoint and then the fun begins. Every chapter delivers. There is a natural satisfaction to this and makes reading the book enjoyable. I never experienced a more well planned out book, in this regard. I was never left wondering why something was missing, or what the author’s point was after all. He provides vignettes that most every reader either has knowledge of, or direct experience with. In that regard, the book almost reads like a continuous narrative, full of intrigue and personal connections. What surprised me in particular were the findings of the author. He clearly exposed the myths behind much of the country’s fears – fears that turn out to be nearly entirely fictitious or so improbable as to be nearly laughable. Then he does something important and which caused my surprise. He listed the fears that all Americans should actually be concerned with. These are the issues that most citizens will encounter on a daily basis and should be giving their attention rather than the stories at the top of newspaper headlines. Motor vehicle injuries, drowning, fires, head injuries to children from bicycle accidents, these are the realities of danger in America. And these can be prevented. Safer vehicles, more restrictive drivers’ licenses, and bicycle helmet laws – these are the tools of the fearful citizen that can bring some peace to life. I never thought that Glassner would make such a strong point out of such mundane information. It made me want to actually change my personal living styles, and not in the manner of investing in gas masks or bunkers. Naturally, the book is not perfect. Probably the greatest weakness is the ability of it to be dismissed as a big government bashing book. It could be accused of having an agenda. It is fairly heavy handed when it comes to discussing the media and the government’s efforts at propagating fears among the population. Perhaps Glassner could have helped himself some by providing statistical analysis of actual terrorist linked events over the course of the century. This may have more convincingly pointed out just how anachronistic the terror attacks of Fall 2001 really were, and remain. Rather than describe the government’s reaction to it, he could have simply left it at that and trusted the reader to draw his or her own conclusions. But that is a small point. One area that could have been covered differently is that chapter on Youth at Risk. With a subtitle of Faulty Diagnoses and Callous Cures one would expect that it would be a medically related chapter. Indeed that it is. However, I feel that the chapter rather disregards the pervasive depression and angst that this generation seems to be finding themselves in. It would appear at least from common experience that these troubles which are leading to more and more suicides and bullying are real and worth a serious look. It is not as if Glassner just glosses over these things, but I think that his overall take on the situation is not serious enough. He instead appears to have it out for the medical establishment. Some could say that this trivializes the problems that teens today are undergoing. I think that would be an accurate indictment. The chapter could either have been more aimed that direction, or perhaps could be eliminated altogether as a general fear among the United States population at large. Summation Barry Glassner’s book The Culture of Fear is one to be read. It is quite easy to recommend. Primarily it is because the book’s audience is also the general population. Every reader would know a potential reader in a neighbor, co-worker, relative. Glassner makes his point very clear – the culture of fear is absolutely pervasive. We are all a part of this society that lives in near constant paranoia over things that probably will never happen; and we ignore what we probably should fear on a daily basis. That is what is so ultimately compelling about the book. It is nearly a handbook for peaceful living. The Culture of Fear makes promises through its introduction and its chapter titles, and it delivers. The prose is concise and clearly understandable. The scenarios, likewise, are situations in which nearly every reader can either imagine, or has actually experienced. This lends an instant authority and trustworthiness to the book. And after all, where there is trustworthy authority, there is careful consideration of fears itself.

A teaching assistant work Essay

A teaching assistant works alongside a class teacher in a primary or secondary school. All over Europe, they have different names, such as : ‘aides’, ‘classroom assistants’, ‘learning support assistant’, but the moment the most common one is the one used at the beginning of the sentence.(Study Topic 1) In present, their role is extremely important, and it is hard to imagine things as easily as they run now without their help, especially because there is a big deficit in the number of teachers in primary schools. Skilled teaching assistant bring a very valuable contribution to pupils achievement within the learning environment. Unfortunately I started working in a school later than I should have, but I feel as every experience I’ve been through led me to this. I volunteer as teaching assistant 3 days a week, and in the rest of the time I look after two children, aged 9 and 5 years old, that attend the school I work in. My job description involves certain things, such as assisting the teacher by supporting the pupils during the teaching of the curriculum and always working under the direction of the class teacher. Because I am all the time surrounded by children, I can assist the children and understand their learning needs.(K.U 1.1) My prior job inside the classroom is to listen to the children, respect and value them. Even though I haven’t been working for too long with them, the pupils in my classroom already gained respect and confidence in me, and I can see how slowly, with my help and of course, the teacher’s , they are gaining the sense of independence, which is extremely important for a child developing. I’m helping by ensuring they have access to the curriculum at all the times, and by using plenty of praise and rewards. I make sure that all the children participate fully in every lesson, by reminding them of teaching points made by teacher and help them organise and participate in appropriate play activities or games. Most of the times I’m working with pupils in Year 3, but sometimes I’m in Foundation Stage. In the Year 3 (7-8 years), I encourage the pupils to work independently when the case and to try to manage their own reading. I’m also always encouraging them to use the library independently, as I am with the pupils in Foundation Stage, which need to be encouraged to develop their independent learning skills. They have to learn to take turns and speak and follow simple written instructions. I need to make sure that the pupils are able to make choices about books and to persuade them to learn independently. In both cases I am always trying to teach the pupils to use information from various sources and to complete all tasks set in a given time. I have to be aware at all the times of the school’s policies, for example in the case of children protection, the school has a member of the staff who is responsible for child protection matters, a Child Protection Policy and certain procedures to deal with any child protection issues arising(K.U 1.2). Another important matter that I must always keep in mind are the policies regarding bullying, as unfortunately, is a very common problem in schools all over the world. In order to provide support for the school, I must attend all the staff meetings and training sessions and to make sure that I’m in constant process of acquiring the full range of skills and knowledge needed to satisfy job requirements, especially as I come from a foreign country. It is also very important that I, as a teaching assistant, I understand my roles and responsibilities in relation to school’s policies and insist that the pupils conform to the standards detailed in the school’s policy in behaviour, and if necessary, take measures to isolate (conform the policy of behaviour) a disruptive child from the rest of the class. As stated in the title, my most important role is to provide support for the teacher, and a very important way of doing that is by participating in meetings with parents and carers, where I have to listen, support and  discuss issues sensitively with them, whilst providing them an accurate feedback (K.U 1.7) Participating at these meeting is a real delight, as I can analyse the other teachers and teaching assistants and I can improve, as a teaching assistant. One of my jobs is to listen what the children have to say. ‘Pupils can provide valuable feedback so we do need to invite them to tell us what they think.’ (E111 Reader 1, Chapter 4, My history of helpers). So far, the feedback I have received from the pupils has been very helpful, even though in certain moments I’ve been disappointed by what I heard. Thanks to this and also to the feedback received from the colleagues, I was able to realise where I have to improve. (K.S 4.3) I have to help the teacher plan the weekly programme and sometimes , I have to supervise the class and maintain good order and keep the pupils on the task. I have to promote the home school partnership and to ensure an appropriate learning environment. At the moment I am dealing directly with 2 teachers, offering them full support any time when required. Luckily, they are aware of the fact that between us it’s a co-dependent relationship, where I need them and they need me. (P.S 3.3) all the time I am in direct contact with the other professionals from the school and mostly with the other teaching assistants. Every afternoon I have to set out , prepare and tidy the equipment. During classes, I must monitor and evaluate pupil’s responses to learning activities and I must provide accurate feedback and reports to the teacher. In order to provide support for the curriculum, the school got me involved in the Information and Communication Technology (ICT ) area, even though the teachers I work with are computer literate, but this is a subject that I am very interested in. Every day I must make sure that the equipment is working properly and I must ensure that the teacher has some non-computer work handy in case something goes wrong with the power or with the computers. The past experience is essential when working with children, with special needs or not. Not only that most of the schools are looking for experienced teachers and teaching assistants, but it is very difficult to keep up when not experienced. Fortunately for me, I have a wide experience related to working with children, even though it’s not in United Kingdom. I started working part time in a kindergarten when I was 14 years old, and even though my attributions weren’t so many in the beginning, it really helped me understand the way children develop and sometimes I was able to see the world from their point of view. By the time I was 18 I was working full time, one on one with the classroom teacher. Kindergarten is a very important experience as it can be considered the child’s first experience in school, and I tried to help them get the most of it. In the same time I’ve been working as a babysitter in my spare time, and my most important experience was volunteering in a centre for children with special needs. First of all I learned that it is important to listen to what children have to say, even without asking, and to respect their opinion. I think it’s amazing how children learn from constructive play. One of the most important things I did with the children in the past was helping them learn how to resolve their problems and improve their social skills, and this is one of the things I’m still doing, I’m always trying to help the pupils gain confidence and developing. Working as a waitress helped me gain my own confidence while working with the other people. Just like in my previous jobs, I am working in a team, along two other teachers directly, but also with the secretary. According to Belbin, there are nine different roles which team members play are based on their personalities, ways of thinking: completer/finisher, coordinator, implementer, monitor/evaluator, plant, resource investigator, shaper. specialist, team worker. (Nigel Belbin, Belbin Reports). In my case, I am definitely a team worker, with strict responsibilities. Although I would like to say that I am 100% effective in school, the truth is that I have my own strengths and weaknesses that impact my  effectiveness. Unfortunately, I have a big disadvantage, as the school system in United Kingdom is new to me, but I’m willing to develop and learn as much as I can. The first thing I am doing is to have a good attitude and take initiative whenever I can. I have to improve my skills, and one of the most important one is the communication skill. I’ll be more effective in my role if I’ll learn first of all to be a good listener and if I’ll be careful with my writing skills as well (emails, messages). Even though at the moment it is not absolutely necessary, I have to work on my leadership skills. â€Å"Leadership is the art of getting someone else to do something you want done because he wants to do it.†Ã¢â‚¬â€œ Dwight D. Eisenhower Developing my skills in order to improve my effectiveness is a challenge for me, just like working in British school is. I come from a country where the style of teaching is very strict and rigid, and classes are very formal. At first, I found it difficult to adapt, but at the moment I think being able to compare the two styles of teaching is going to help me improve in front of the pupils. Unfortunately, most of the time the training needs of the non-teaching staff are neglected. â€Å"They are seldom invited to participate in staff meetings or training events, but they can be asked to do cleaning or redecorating during the time set aside for other people’s development.† .(Action Research for Inclusive Education: Changing places, changing practice, changing minds, Forging and Strengthening Alliances, pg 49. ) It’s not the case for me, though, as I have been very well received by all the staff members and the school itself is extremely supportive, trying to help me develop as much as I can. References †¢ The Open University (2005) E111 Supporting Learning in Primary Schools, Study Topic 1; †¢ School Policy of Behaviour; †¢ The Open University (2005) E111 Reader 1, Chapter 4, My history of helpers; †¢ Nigel Belbin, Belbin Reports; †¢ Action Research for Inclusive Education: Changing places, changing practice, changing minds, Forging and Strengthening Alliances, pg 49