Kolbs cyclical learning theory Assignment Example | Topics and Well Written Essays - 500 words

Kolbs cyclical learning theory - Assignment Example In the entire session, I was actively involved in varied chronological ideas with the major one involving lab analysis. Throughout the sessions, it was evident that more and more results were acquired, and each time the results differed. This was identified after each individual clearly demonstrated their results. Concrete experimentation consists of varied activities that can range from field works to lab sessions. In this sessions, everyone is committed to gaining the best results; a reason for having many correct answers for a similar question. Attaining different although acceptable lab results raised a lot of questions with most of them associated with credibility of the entire lab process. Although, I had numerous doubts, I decided to try and understand the results and the causes that resulted into the above facts. On putting more efforts and repeating the process several times, it became evident that these results would always vary, but accurate calculations using the data for each individual would provide similar results. This ensured that if the same lab sessions were repeated or rather taken in similar circumstances, but different periods, it was possible to anticipate the following results or actions. The reflective observation has instances when a learner concentrates and reflects on the experiences that occurred in the prior stage. Understanding the general principle in which the entire lab session, results and the analysis occurred proved incredibly challenging.

If One Is Truly Serious About Achieving Essay Example for Free

If One Is Truly Serious About Achieving Essay If one is truly serious about achieving the ultimate goal of human life by perfecting his spiritual inquiry, he must adopt a life style that is conducive to the cultivation of self-realizing knowledge. This life style can be beautifully summarized in the phrase simple living and high thinking. Here simple living is in relation to maintenance of the body, and high thinking is in relation to the aim of ones intellectual pursuits. In order to exist in this world it is necessary to maintain ones bodily existence, but as will be shown in later lessons, maintenance of the body is not progress towards the goal of life. Maintenance just allows one to perform the activity of existing in a particular body, which does not denote any accomplishment of a goal. This maintenance of the body involving mainly our activities of eating, sleeping, mating and defending is not in itself any great feat opportunity achievement. Even the animals are engaging in these activities of bodily maintenance. The cows also eat, the birds also mate, the hogs also sleep and the dogs also defend. Simply engaging in these activities of maintenance does not actually make one human. For this reason, one who is interested in achieving the real, permanent goal of life does not focus solely on these activities of bodily maintenance, but he rather focuses primarily on the path of perfection. This is why he adopts the process of simple living. The basic principle of simple living is accepting whatever is necessary for maintaining the body, so that we can use the energized body for higher philosophical pursuits directed towards our pure self identity. One only accepts that which is necessary for existence and does not take anything that is an unnecessary complication to life. In this way, by the process of living simply, one will be able to, if properly directed, arrive at the point of high thinking, the actual human essence. What exactly is the meaning of high thinking? High thinking entils the [continues].

Cultural Imperialism Theory Analysis

Cultural Imperialism Theory Analysis What is the ‘cultural imperialism’ thesis and how valid is it today? Discuss with reference to relevant theory and examples. The best way to understand what cultural imperialism is, is by analysing its difference from the traditional modes of imperialism. This theory has been developed through a long line of historical events, especially ones that developed around the relationship of the west with the rest of the world and led to our contemporary society and whether or not this society is a big global culture due to cultural imperialism. In this essay I intend to explain the difference between imperialism and cultural imperialism, present the multiple forms it can be discussed and understood based upon and go through some historical events, important to define its concept. The second part of the essay will be more focused on the global perception of western media within non-western countries and several globalization and cultural globalization developments, in order to understand whether or not cultural imperialism is valid in our modern society, as far as these globalization developments are concerned. Imperialism, as a concept we have come across through history, is the policy of expansion of control or authority exercised in foreign entities as a means of obtaining and/or maintaining an empire (Hopper,2007, Ritzer,2011). This term is usually used to describe the political domination of one, usually stronger, nation to other countries, whether that domination is practised with direct territorial conquest or indirect methods of political and economic controlling. This political or traditional imperialism though is quite different from cultural imperialism, although the lines of distinction are usually blurred (Harvey,2003). Even though imperialism is usually used in conversations about politics or wars, cultural imperialism thesis describes the process within which a dominant culture penetrates the modern world system and how its dominating stratum, values and attitudes are spread to foreign cultures, creating unequal relationships between them, favouring the more developed and pow erful one (Hopper,2007, Schiller,1976). In other words, it is the concept within which certain dominant cultures, mainly western ones, threaten to overcome other more vulnerable ones (Tomlinson,1993). This term therefore is usually associated with globalization processes and deterritorialization, where culture seems to not necessarily be related only to geographical and social territories (Ritzer,2011). The fact that some cultures appear to be subordinate to others, within the concept of cultural imperialism is a natural social phenomenon which occurs at a later stage of a long historical chain of colonialism (Hopper,2007), that allowed western cultures to force their beliefs and values on areas, such as Africa or Asia, that were not traditionally inhabited by populations same as the metropolitan authority that conquered them. Since at some point in history West Europe controlled most of the world, they had easily penetrated societies for centuries, introducing the western civilisation to them and undermining their local heritages. All those undermined localities and cultures resulted to a modern world system, where West Europe does not rule most of the world anymore but has left its fundamental characteristics there, only to be re-enforced by the contemporary Trojan horse ‘for penetrating foreign cultures’, the media. After the Second World War and the end of the tradi tional European colonization, the two superpowers that emerged, the USA and the USSR, realised early enough their benefits from cultural imperialism and, more specifically, media imperialism to promote their authority along with their ideals. Media imperialism is the theory which suggests that smaller nations are in risk of losing their traditional cultural identities due to western mass media dominance (Ritzer, 2011). The USA’s use of cultural imperialism and the mass media then, empowered their position as the most powerful and, consequently influential, country in the world, enabling them to lead the way in terms of food or drink ( McDonalds, KFC, Coca Cola) or film and entertainment industry (Hollywood cinema). The promotion of American culture therefore has become another layer of cultural imperialism and the mere exposure of western media to other nations has created a sense of American superiority in the world, resulting to individual and traditional cultural identitie s to risk being forsaken forever (Hopper, 2007). Debates on media imperialism as a sub-category of cultural imperialism appeared first during the 1970’s when unequal media flows and absolute control over them by dominant nations increased over developing countries. By the time new and more powerful media appeared, during the 1980’s-1990’s, it became much more difficult for smaller nations to resist them and for local media outlets to survive (Boyd-Barret, 1998). This new form of imperialism did not only affect developing countries’ media but also the shaping of their local cultures, receiving also a lot of criticism over the years, since according to Ritzer, ‘it undermines the existence of alternate global media from developing countries, as well as their influence of the local and regional media’ (2011). Also, it considers the audience to be passive and ready to accept and interpret the same medium exactly the same way as everyone else in the world. This is problematic since audiences aroun d the world have many, big or small, differences between them which cause them to interpret things their own way. For example, The Simpsons is a very popular show throughout the world, translated in several languages and shown in many countries. However it contains various references of drugs, sex and drinking which make it difficult for the show to be shown as it is in every country, since references like that may cause offence in certain places, like Pakistan for example. That is why it is edited to be suitable for its target audience, which proves that audiences can interpret the same medium in lots of different ways. Another reason why media imperialism is criticised, is the fact that most media flows from developed countries to developing ones are controlled entirely by one company or owner, who decides what gets to be shown or gets censored. Those media therefore, could be very biased and untrustworthy and since they create a type of cultural dependency between the developed a nd developing countries, being biased means that the smaller nations would be completely controlled and exploited. Moreover, capitalism came to re-enforce media imperialism and the contemporary, capitalist driven system it creates as ‘the primary driving force behind cultural globalization’ (Ritzer, 2011). Despite the debates and arguments against media imperialism though, the existence of new global media which subsequently allowed several cultural characteristics to flow easily all over the world, creating a more global culture, is a fact. Culture, as in the shared sense of habits, traditions and beliefs of a country, society or a group of people (Cambridge Learner’s Dictionaries) is usually associated and defined within specific geographical barriers. For example, there is Cypriot culture in Cyprus, French culture in France and so on. The possibility though, that cultural and media imperialism create for a globalized culture to exist is mostly based on the deterritorialization theory. Based on this concept, the growing presence of social forms of control and involvement goes beyond the limits of a specific territory (Giddens, 1990). Deterritorialization therefore, is the transformation that occurs on local cultures from the impact the media and communications have on them, ca using them to no longer be as defined with local geography as they once were (Tomlinson, 2007). Deterritorialization then has become a general cultural condition, re-enforcing the idea that more and more cultures throughout the world are the same. Examples of instantaneous global communications, such as television or the internet, support the formation of a globalized culture, along with the English language considered to be the world’s global and information language. Another example of how traditional cultures can easily be derived from globalization and deterritorialization concepts, is how the residents of Fiji, particularly women, changed their traditional preferences of robust, full figure bodies and started dieting for the first time, resulting in health problems like anorexia or bulimia, after being introduced to television and western media in 1995 (BBC News). This influence of the USA or other western countries on smaller nations, as far cuisine, technology, busines s practises, political techniques, entertainment, fashion or food are concerned is known as Americanization or Westernization and is one of the effects of cultural imperialism (Hopper, 2007). Another theory is the cultural hybridization theory, which emphasizes on how the world seems to have become a smaller place and also on the interaction between the global and the local that has created new types of unique hybrid cultures that are neither global or local (Hopper,2007, Ritzer, 2011). In other words, it describes the ways in which different cultures create new forms and connections with each other, developing new types of cultures from the blending of their individual characteristics. A specific term about cultural hybridization came out of Roland Robertson’s (2011) work on the interaction of the global and the local and how the first, instead of eliminating the second, combines itself with it resulting to new forms of localities, based on the global. This term is glocalization and an example of it could be how internationally known companies slightly alter some of their products based on their locations and audiences. More specifically, Pringles’s flavour s in the USA range between original, salt or vinegar while in Asia you can find flavours such as seaweed or peppered beef. Due to phenomena like this and according to Ritzer (2011) ‘globalization leads to increasing sameness throughout the world’, resulting in cultural convergence, with the McDonaldization theory as a main example of it. McDonaldization theory was first introduced by George Ritzer in 1993 and uses the principles of the fast-food restaurant company as its model, to prove how some specific principles ‘are coming to dominate more and more sectors of American society, as well as the rest of the world’ (Rtizer, 2011). With five principles, McDonaldization theory shows how the world can become more globalized, exactly the same way the fast-food restaurant became globally known and successful, with restaurants built in almost every country in the globe. The five dimensions, according to Ritzer, are efficiency, as in the way of finding the best possible method for accomplishing a task, calculability, which means emphasizing on the quantity rather than the quality of products, so that customers get more amounts of product in less period of time; predictability, as in the stereotypical way in which employees and customers are expected to behave in everywhere in the world and control, as in the con trolling or even replacement of employees by technology. The fifth dimension, is the so-called irrationality of rationality, which refers to when something that is normally considered to be rational is in fact exactly the opposite and sometimes can also be described as dehumanization, for the employees and/or the customers. These principles have Mcdonaldized many aspects of contemporary society, emphasizing the convergence even more. The modern trend of ‘speed-dating’ for example, is a McDonaldized way of the traditionally time-consuming process of meeting new people, since in this case potential partners gather up for short face-to-face meetings with each other. Also, the use of the Internet as the standard tool for the process of getting and exchanging information, making libraries more and more obsolescence is another example. Based on the aforementioned aspects of globalization and global culture in relation to cultural imperialism, there appears to be a general view that one cannot adequately grasp the relevance of globalized culture through the cultural imperialism thesis alone. That is because it oversimplifies the process of information flow, which is normally complex and unpredictable, by suggesting there is only a one-way flow of imperialism, from stronger nations to less powerful ones. Such a suggestion could not possibly be absolutely valid, especially nowadays, when more non-western countries, such as India, have started to grow into powerful, out-sourcing exporters, e.g. Bollywood movies (Hopper, 2007). It also overlooks the importance of the international relations between developed and developing countries, since the influence of the western media on non-western societies is somehow bound to them. Where those relations are not as good, then it is obviously unlikely that the influence of the me dia will affect the local population. This, in addition, is proven by the national media systems and protectionism applied by some European countries, like Canada and France as a form of rejection and protest against the American domination in the European film market. This form of resistance to Americanization is overlooked by the cultural imperialism thesis, as well as Stuart Hall’s (1973) encoding and decoding theory, which suggests that there are various different ways in which audiences can decode the same media text. To conclude, it is understandable that cultural imperialism is a very vague concept which can be understood in specific forms regarding specific contexts of imperialism, media and globalization processes. It establishes connections between developed and developing countries for print media, television, radio, film or consumer goods, creating a new form of imperialism in its core, the media imperialism, which allows western media and therefore culture to easily spread the information they want to convey the world and continue being a superpower. That makes cultural imperialism an expansion of cultural values re-enforcing a dominating ‘global’ culture through products or commodities diffused with cultural values that are strengthened by media imperialism. The media are after all a very important part of people’s daily lives. The cultural imperialism thesis though has created several debates and arguments over the years, about whether or not it is the right thesis to describe and evaluate our contemporary culture, as far as globalization processes are concerned. Due to all the critiques about how it overlooks important aspects of society, information flow and media theories in general, it is mostly considered to be a negative way of understanding media globalization and global culture and therefore it is not as valid as it seems to be in our contemporary society. Bibliography CAMBRIDGE Learners Dictionary 2007 Giddens, Anthony. The Consequences Of Modernity. Stanford, Calif.: Stanford University Press, 1990. Hall, Stuart. Encoding and Decoding In The Television Discourse. Birmingham [England]: Centre for Cultural Studies, University of Birmingham, 1973. Harvey, David. The New Imperialism. Oxford: Oxford University Press, 2003. Hopper, Paul. Understanding Cultural Globalization. Cambridge, UK: Polity, 2007. Lenin, Vladimir IlÊÂ ¹ich. Imperialism, The Highest Stage Of Capitalism. New York: International Publishers, 1982. News.bbc.co.uk,. BBC News | Health | TV Brings Eating Disorders To Fiji. N.p., 1999. Web. 30 Apr. 2015. Robertson, Roland. Globalization. London: Sage, 1992. Schiller, Herbert. Communication and Cultural Domination. New York: International Arts and Sciences Press, 1973. Oliver Boyd-Barret, Media and imperialism reformulated In Thussu, Daya Kishan(ed.) Electronic Empires: Global Media and Local Resistance. London: Arnold, 1998. Tomlinson, John. Cultural Imperialism. Baltimore, Md.: Johns Hopkins University Press, 1991. Tomlinson, John. Cultural Imperialism: A Critical Introduction. The Tower Building, 11 York Road, London SE1 7NX: Continuum, 1991. Tomlinson, John. Internationalism, Globalization And Cultural Imperialism In K. Thompson(Ed.) Media And Cultural Regulation. London: Open University/Sage, 1997. Tomlinson, John. The Culture Of Speed. Los Angeles: SAGE, 2007.

My Personal Philosophy of Education :: Education Teaching Teachers Essays

My Personal Philosophy of Education For as long as I can remember I have wanted to be a teacher. As a child I taught countless spelling lessons and math problems to classes of stuffed animals and Barbie dolls. Now I am all grown up and I want some real children in those seats not teddy bears and dolls. I can’t wait to begin teaching and working with the students. Until then I am working on honing my skills, developing a suitable philosophy, and planning how I will become the best teacher that I can be. I think all students yearn to learn. Students gobble up knowledge if it is presented to them in an appetizing manner. Students need to be ready to learn something before they will. They can’t really be force-fed knowledge. They have to be willing to take it in and digest it. Only then can something be truly learned. Many time students are taught something just so they can spit it back out on a test. Students need to be able to use what they have learned in a practical way. Lots of times something is learned, tested on, and then the student forgets it. If you can’t remember or use what you have learned then what is the point in learning it at all? Real knowledge comes with applying subject matter to real life and using what you have learned. The overall purpose of education is teaching a student how to think. I want my students to learn how to think critically. To think is to comprehend what has been learned and be able to use it in a real situation. Thinking isn’t promoted when children are trained to be like parrots and repeat what they know without ever using that knowledge. Thinking also includes making thoughtful decisions. I want my students to realize how their actions and decisions affect themselves and others. This would be thinking about the moral value of their thoughts and actions.

Education Governance in Bangladesh Essay

This traditional thinking of education as the ticket to the good life emerges in different ways and degrees in Bangladesh. Education is seen as something that is received rather than achieved and it has increasingly become dependent on certificates. Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. The Government of Bangladesh places great importance on education and in this regard the Government has been trying to transform its huge population into human resource. Education for All (EFA) is the constitutional responsibility of the government. The constitution affirms equal rights in education for all. Since independence every government had taken several steps to increase the literacy rate in Bangladesh. But did they really work out? Our neighbor countries like India, Srilanka have made a great progress in literacy rate. But, where as the current literacy rate of Bangladesh is 63. 8 %. If all the steps were successfully implemented, then the rate would be around 80% (daily Janakantho, 24 July, 10). So, here is short description about the whole education system and the role of government in Bangladesh. Governance: Although the term governance is often used synonymously with the term government it tends rather to be used to describe the processes and systems by which a government or governor operate. The term government and governor describe the institutions and people involved. According to the World Bank†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Governance is â€Å"the traditions and institutions by which authority in a country is exercised for the common good. This includes (i) the process by which those in authority are selected, monitored and replaced, (ii) the capacity of the government to effectively manage its resources and implement sound policies, and (iii) the respect of citizens and the state for the institutions that govern economic and social interactions among them. According to the UNDP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å"Governance is the exercise of political, economic and administrative authority to manage a nation’s affairs. It is the complex mechanisms, processes and institutions through which citizens and groups articulate their interests, exercise their legal rights and obligations, and mediate their differences. † Education Governance: Education governance is concerned with how the funding, provision, ownership and regulation of education and training systems is coordinated, and at what level; local, regional, national and supranational. It is government who play the most significant role in coordinating education, the distribution of these responsibilities has been changing in response to calls for greater efficiency, effectiveness, accountability and democracy. Households, communities, and new kinds of private actors, are increasingly involved in many different aspects of education and training governance, raising questions about equity, participation and transparency. Objectives of Education Governance: To inspire and create enthusiasm among the learners in their thoughts, deeds and daily life to establish moral, humanitarian, religious, cultural and social values in personal as well as in national life. †¢ To develop awareness in the learners to protect the independence, sovereignty and integrity of Bangladesh. †¢ To make education pragmatic, productive and creative with a view to bringing about changes in the socio-economic conditions of the country and making the students into a dutiful and responsible manpower with scientific outlook and help them develop the qualities of leadership. To give special emphasis on primary and secondary education with a view to expanding education, to instill respect and eagerness for physical labor and enable the learners acquire vocational education for self-employment in all stages of education. †¢ To promote fraternity, moral values, generosity and fellow-feeling in people and make them respectful of human rights. †¢ To promote democratic values through fostering tolerance of one another’s views and help develop life-oriented, realistic and positive attitude for blossoming democratic awareness. To ensure proper quality at every level of education; to strengthen and widen the knowledge, skills and attitude acquired in the previous stage (in accordance with various aims and objectives of education): to enable acquisition of new knowledge and skills and to encourage people to contribute in the system of education, especially in the field of primary, secondary and vocational education. †¢ To emancipate the country from the curse of illiteracy. †¢ To create equal opportunities for education in accordance with merit and aptitude for the purpose of building a society free from disparity. To ensure gender parity in education and remove barriers of caste, creed and ethnicity in obtaining education. †¢ To ensure constitutional guarantee at all levels of education. †¢ To create aw areness about protection of environment. Structure of Education sector in Bangladesh: The education system in Bangladesh is characterized by co-existence of three separate streams. The mainstream happens to be a vernacular based secular education system carried over from the colonial past. There also exists a separate religious system of education. Finally, based on use of English as the medium of instruction, another stream of education, modeled after the British education system, using the same curriculum, has rapidly grown in the metropolitan cities of Bangladesh. However diverse the above streams may apparently look, they have certain common elements, and there exists scope for re-integration of graduates of one stream with the other at different levels. Different Streams in Education The mainstream education system in Bangladesh is structured as follows: – a. One or two year pre-primary education imparted in private schools/kindergartens, and informally in government primary schools for six months. b. Five-year compulsory primary education for the 6-10 year age group, imparted mainly in government and non-government primary schools. In metropolitan cities, however, government and non-government primary schools cater to the educational needs only of the poorer sections of the people, as the better-off families usually send their children to Private English Medium schools/ secondary schools that run primary sections as well. Very few NGOs however impart education for the full 5-year primary education cycle. c. On completion of primary education, students (11+) enroll for junior secondary education that spans over 3 years. At the end of this phase of education, some students branch out to join the vocational stream, offered at Vocational Training Institutes (VTI) and Technical Training Centers (TTC) run by the Ministry of Education, and the Ministry of Labor and Employment respectively, while students in the mainstream continue in government and non-government secondary schools for a 2 year secondary education in their respective areas of specialization i. . humanities, science, commerce, etc. At the end of their secondary education, the students sit for their first public examination (S. S. C. ) under the supervision of six education boards. The students of religious education and English medium streams also sit for their respective public examinations, Dakhil, and O level, conducted by the Madrasah Educ ation Board, and London/Cambridge University respectively, facilitated by the British Council in case of the latter. d. After 10 years of schooling at primary and secondary level, students (16+) who succeed in passing the Secondary School Certificate (S. S. C. ) examination have the option of joining a college for a 2 year higher secondary education in their respective areas of specialization, or enroll in technical/ poly technical institutes for technical education. After 2-year higher secondary education, one has to sit for another public examination called Higher Secondary Certificate (H. S. C. ) Examination conducted by the Education Boards to qualify for further education. Students of Religious and English Medium streams also sit for their respective public examinations, Alim, and ‘A’ level, conducted by the Madrasah Education Board and London/Cambridge University respectively to qualify for further education. e. Under-graduate education of various duration (2 to 4 years) are offered to 18+ students at a number of public and private universities / degree colleges/technical colleges/ specialized institutions. Successful completion of a degree course is a pre-requisite for appointment to a white-collar civilian job. . Post-graduate education normally of 1-2 year duration is provided at universities and selected degree colleges and institutions. Key Organizations governing the education sector in Bangladesh: Many organizations are involved in the direction of higher education in Bangladesh, and there is no single overarching authority. The President of Bangladesh is the Chancellor of most of the universities and is responsible for the appoint ment of vice-chancellors. The Prime Minister is Chancellor of a limited number of universities. The Ministry of Education (MoE) is concerned with overall policy formulation, monitoring, evaluation and execution of education. Line directorates are responsible for supervision and control of their relevant institutions, and these are: †¢ Directorate of Secondary and Higher Education (DSHE): including Madrasah and other special types of education. †¢ Directorate of Technical Education (DTE): Technical and Vocational institutions. The University Grants Commission of Bangladesh (UGC) established in 1973, acts as an intermediary body between the government and individual universities, and is responsible for all higher education. It reports to the Minister of Education through the Secretary of Education. Its main functions are as follows: 1. To assess the needs of university education and evaluate and recommend development plans to the Ministry; 2. To identify the financial requirements of the universities; 3. To allocate operating and development funds from the government to the various institutions; 4. To evaluate the use of funds and implementation of development programs; 5. To advise the Government on the establishment of new universities, including private universities, and expansion of existing institutions; . To collect and disseminate statistical information; 7. To advise the Government on proposals to grant the right to confer special degree awarding status on colleges. The National University (NU) is an affiliating university that controls the degree-granting colleges. Prior to 1992, degree colleges were affiliated with one of the existing universities, which established syllabi, set and administer ed examinations, and awarded degrees for students in the colleges. To reduce the burden on the universities, the NU was established to take over and organize the affiliated colleges in all fields except agriculture, engineering and medicine. The Bangladesh Institutes of Technology (BIT) Council (CBIT) co-ordinates the activities of the four engineering colleges that enroll around 3,200 students. It has virtually the same functions as the UGC, only for the institutes of technology. The Association of Universities of Bangladesh (AUB) co-ordinates the activities of universities in both academic and administrative matters. The AUB also leases with the government and the UGC on administrative and financial affairs. Management of the education sector in Bangladesh: Pre-primary education, generally recognized as a useful stage of education to smoothen the transition from home to an institutional environment and thereby contributing to reduced drop out rates at primary level has so long remained outside the purview of official education policy of Bangladesh. Its management therefore lies at present exclusively in the hands of the schools imparting such education and some NGOs running such schools. The Education Policy 2010 did however recognize the need for pre-primary education and recommended its gradual introduction to 5+ children in primary schools with a view to universalizing one-year pre-primary education. As provision of universal compulsory primary education has been recognized by the Constitution of Bangladesh as a state responsibility, the government has assumed direct responsibility of the management of primary education in Bangladesh, particularly in the wake of enactment of Compulsory Primary Education Act in 1990. The overall responsibility of management of primary education lies with the Primary and Mass Education Division (PMED) set up as a separate Division with the status of a Ministry in 1992. While the PMED is involved in formulation of policies, the responsibility of implementation of the same rests with the Directorate of Primary Education (DPE) headed by a Director General. The different tiers of administration such as Divisions, Districts and Upazilas are manned by Deputy Directors, District Primary Education Officers (DPEO) and Upazila Education Officers (UEO) respectively. UEOs are assisted by a number of AUEOs each in charge of a cluster of primary schools. At the school level, there exist School Management Committees (SMC) formed as per government directives with certain well defined functions, and Parent Teachers Associations (PTA) playing a supportive role in building favorable teaching-learning environment in schools. The Directorate of Primary Education (DPE) and its subordinate offices in the district and upazila are solely responsible for management and supervision of primary education. Their responsibilities include recruitment, posting, and transfer of teachers and other staff; arranging in-service training of teachers; and distribution of free text books, and supervision of schools. The responsibility of school construction, repair and supply of school furniture lies with the Facilities Department (FD) and Local Government Engineering Department (LGED). The National Curriculum and Text Book Board (NCTB) is responsible for the development of curriculum and production of textbooks. While the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education level. The NCTB is responsible for developing curriculum, and publishing standard textbooks. Seven regions based Boards of Intermediate and Secondary Education (BISE) are responsible for conducting the two public examinations, S. S. C. and H. S. C. , in addition to granting recognition to non-government secondary schools. DSHE is divided into eight zones, each in charge of a Deputy Director assisted by two Inspectors, and two Assistant Inspectors. District Offices are headed by District Education Officers (DEO). There exist three different levels of supervision. BISEs are responsible for accreditation of non-government secondary schools. However, because of lack of inspection capacity, the work is delegated to Zonal Inspectors and DEOs. The Directorate of Inspection and Audit of MOE with a small manpower of 24 Inspectors are responsible for periodic qualitative and quantitative evaluation of non-government schools. Each zone has two Inspectors and two Assistant Inspectors to inspect all schools covered by the zones. At the school level, in case of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level in case of non-government colleges, Governing Bodies (GB), formed as per government directives, are responsible for mobilizing resources, approving budgets, controlling expenditures; and appointing and disciplining staff. In government secondary schools there does not exist any SMC. The Head Master s solely responsible for running the school and is supervised by the Deputy Director of the respective zone. PTAs however exist essentially for ensuring a better teaching learning environment. The Directorate of Technical Education (DTE) is responsible for planning, development and implementation of technical and vocational education in the country. Universities in Bangladesh are autonomous bodies administered by statutory bodies such as Syndicate, Se nate, Academic Council etc. in accordance with provisions laid down in their respective Acts. While the private universities are regulated by the University Grand Commission (UGC). Regulation/Licensing authority Under the President’s Order No. 10 of 1973, which established the UGC, the UGC has the right to visit the public universities or to have them visited by teams of experts as and when necessary for evaluating programs and assessing their needs and requirements. The establishment of a private university requires the formation of a non-profit corporation or foundation and the Private Universities Act stipulates a series of conditions for establishing a private university. Some of them are given below: †¢ A security deposit of Taka 50 million in interest-bearing government bonds. Transnational Report – Case Study: Bangladesh (October 2003) page 18 of 36 †¢ A minimum of two faculties. †¢ Permission to rent office space only for 5 years, before building their own campus. They should own land of at least five acres. †¢ Programs and courses to be offered must be approved by the UGC before students are admitted. †¢ Five percent of places must be reserved for free studentships to ‘poor but meritorious’ students. Following establishment, the UGC has the authority to periodically monitor, visit and evaluate the performance of private universities, regarding the numbers of qualified teachers, library books, facilities, approved curricula, and to recommend de-certification if institutions fail to perform according to agreed-upon standards. The National University reviews and approves the applications of all degree col leges that seek Government recognition. Applications are reviewed against minimum criteria for facilities, teaching staff, and library and laboratory facilities. Approval must be reaffirmed for all institutions each year and institutions can be de-affiliated. Guidelines of Ministry of Education: †¢ Human resource development is at the core of Bangladesh’s development efforts and access to quality education is critical to poverty reduction and economic development. The Government is committed to undertaking structural reforms that are expected to bring significant improvements in the education sector. Bangladesh’s commitment to education has been clearly stated in its Constitution and development plans with education being given the highest priority in the public sector investments. Education sector allocations are currently about 2. 3 percent of GDP and 14 percent of total government expenditure. Maintaining this commitment to the education sector is imperative in order to achieve Education for All (EFA) and the Millennium Development Goals (MDGs). †¢ The management of the education system falls under two ministries – the Ministry of Primary and Mass Education (MoPME, responsible for primary education and mass literacy) and the Ministry of Education (MoE, responsible for secondary, vocational and tertiary education). Overall there are more than 17 million students at the primary level, and over 8. 0 million at the secondary level. Enrolments at the tertiary level are relatively small but growing very rapidly. †¢ Bangladesh has made significant progress, especially in regard to increasing access and gender equity, both at primary and secondary levels. Gross primary enrollment rates rose from 90 percent in the late 1990s to 98 percent in 2003, while a corresponding increase in enrollment rates at the secondary level rise to 44 percent. Gender parity in access to primary and secondary education has also been achieved. These achievements are particularly spectacular when compared to countries in the South Asia region and other countries at similar levels of per-capita income. †¢ The Government is strongly committed to alleviating the existing problems in respect of management and quality through reforms across the education system. At the primary level, MoPME is supported by a multi-donor group through the Primary Education Development Program II (PEDP II), which aims to strengthen educational access, quality and efficiency. In order to address issues at the secondary and higher levels, MoE has developed a medium-term framework for the secondary education sub-sector, focusing on quality improvements, policy measures and specific actions needed to reform the system. The development of this medium-term framework has benefited from an extensive range of consultations and workshops with stakeholders at the central, district, and upazila levels. The main objective of reforms being proposed is to address systemic governance issues aimed at raising the quality and cost-effectiveness of service delivery, and improve equity of access in secondary education. †¢ MoE is aiming to move towards a devolved system of governance within the current administrative structure. In this system the central government will be responsible for formulating policies, financing, setting quality standards, and monitoring and evaluation etc. , while lower levels of government will be responsible for administering the system. MoE is empowering officials at the district and upazila levels to take greater responsibility in monitoring school performance and ensure public disclosure of information (e. g. , SSC passing rates, teacher absenteeism, class sizes, etc. ) related to school quality. †¢ To ensure appropriate financial controls, MoE is implementing a Financial Management Reform Program (FMRP). This is intended to increase accountability and transparency in the use of resources Main laws governing education in Bangladesh: The legal basis for higher education is complicated, with some laws deriving from colonial time sand others from the Pakistan era. There may be fundamental change in the governance and administration of higher education in the near future (World Bank, 1999b). Currently, the universities have autonomy (by the parliamentary acts) to work within the UGC-given parameters, and the same is true for degree colleges under the NU. Public Universities Ordinance (1973) is the governance framework for public universities in Bangladesh. This order dictates the selection procedures for the 4 statutory bodies of the university — syndicate, senate, academic and finance councils– and this is sometimes seen as the root cause of much of the politicization of the public university campuses. University Law (1993) grants considerable autonomy to individual public universities. Non-Governmental (Private) Universities Act (1992) (Amended 1998, 2002 and in 2010): This Act regulates the establishment of private universities in Bangladesh. Major Initiatives taken by the Ministry: Education Commission 2003 submitted its report in March 2004 and GOB has initiated actions to review and prioritize its 880 recommendations concerning each stream and level of education. Actually many of the recommendations made by the Education Commission are already in the process of implementation and many are in the pipeline for implementation. Some of the actions are taken in this respect are described below: †¢ Government has enacted Primary Education (Compulsory) Law in 1990 to achieve the universal primary enrolment by 2005 †¢ More then 98% of secondary schools are non-government. But Government pays 90% of the teacher and staff salary of these institutions †¢ Bangladesh has sustained increased government allocation in education sector from the 1990s †¢ Government is currently providing subsidies to create demand for education in favor of the poor and girls †¢ Government has initiated the decentralization of primary and secondary education management structure †¢ Government has established an autonomous Nongovernmental Secondary Teachers Registration and Certification Authority in order to recruit qualified and trained teachers in secondary level institutions †¢ A large project for the improvement of teaching quality at the secondary level institutions is underway †¢ A new apex body named National Teachers Training Authority by restructuring existing National Academy for Education Management (NAEM) is on card. This proposed institution would train both public and private sector teachers from 2005/06 †¢ Reorganization of National Curriculum and Textbook Board (NCTB) has also started with the objective to separate functions of the Board into two units, e. . , curriculum and textbook. This would enhance competition in textbook production and publishing and enable Board to concentrate on curriculum development †¢ A separate entity named Independent Textbook Evaluation Committee (ITEC) has been established for designing transparent criteria under which individual textbook manuscripts will be evaluated †¢ Privatization of textbo ok production and publication has already started for grades 6 to 10. Publication of all textbooks at the secondary level will be privatized by 2007 †¢ An Accreditation Council is being established which would function as a watchdog over the private universities in order to monitor the teaching standard of universities Major Reforms Undertaken by the Government: †¢ Introduction of unitrack curriculum in secondary level education from 2006 †¢ School based assessment (SBA) in secondary level education †¢ Reform of existing examination systems in secondary level education †¢ Privatization of Textbook Writing and Publication Re-organization of Managing Committee/Governing Body of the Non-Government Educational Institutions †¢ Formation of Oversight Committee for Supervision of Teaching at Classrooms †¢ Sanction of MPO on the basis of performance of educational institutions †¢ Strengthening of Teachers’ Training †¢ Delivery of Textbooks to the Students on Time †¢ Development and Modernization of Secon dary, Technical and Madrasha Curricula †¢ Retirement and Welfare Fund for Non-Government Teachers †¢ Establishment of 10 Foreign Language Centers Distribution of 20000 computers in secondary level educational institutions including Madrashas †¢ Training of secondary level teachers’ in computer applications †¢ Restructuring of Directorate of Secondary and Higher Education †¢ Restructuring of National Academy for Education Management (NAEM) †¢ Restructuring of Personnel of Boards of Intermediate and Secondary Education (Dhaka, Rajshahi, Chittagong, Jessore, Barisal, Comilla, Sylhet) and NCTB Government Education Policy: In order to maintain a modern, scientific and effective education system, Bangladesh Government attaches highest priority to the improvement of education sector. With this objective, the Government of Bangladesh had established several Education Commissions and Committees since the independence of the country. Despite repeated demands from professionals and from wider society, a comprehensive statement of the national education policy or long term strategy for education for Bangladesh has historically been elusive. In terms of higher education, the sector has grown in an ad hoc manner (especially the private sector), without reference to national development goals in terms of numbers of graduates, quality of provision, or subject relevance. However, in recent years the government has increased its investment in education services, whilst also encouraging greater private investment at all levels of the sector. It also introduced a National Education Policy (NEP) in 2000. The government sees the education sector as crucial to its overall national socio-economic development for the labor market, developing the research base, and for facilitating knowledge transfer. The Fifth Five Year Plan (1997-2002), and the National Education Policy (NEP), 2000, under the Awami League government (1996-2001), made important recommendations concerning the development of higher education in Bangladesh. However, with a change of government in October 2001, the fate of the NEP are uncertain, although indications suggest that they are so far following the recommendations of the NEP.

Immune System - the Bodys Natural Defense Mechanism

Immune System - the Body's Natural Defense Mechanism Immune System Function Theres a mantra in organized sports that says, defense is king! In todays world, with germs lurking around every corner, it pays to have a strong defense. The immune system is the bodys natural defense mechanism. The function of this system is to prevent or reduce the occurrence of infection. This is accomplished through the coordinated function of the bodys immune cells. Cells of the immune system, known as  white blood cells,  are found in our bone marrow, lymph nodes, spleen, thymus, tonsils, and in the liver of embryos. When microorganisms, such as bacteria or viruses invade the body, non-specific defense mechanisms provide the first line of defense. Key Takeaways The immune system is the bodys natural defense mechanism whose function is to help fight infections.The innate immune system is a non-specific response that includes deterrents like the skin, enzymes in saliva, and inflammatory reactions by immune cells.If organisms get past the innate immune system, the adaptive immune system is the backup system. This backup system is a specific response to specific pathogens.The adaptive immunity system has two primary components: a humoral immune response and a cell mediated immune response.Disorders and diseases that can result from a compromised immune system include: allergies, HIV/AIDS and rheumatoid arthritis. Innate Immune System The innate immune system is a non-specific response that includes primary deterrents. These deterrents ensure protection against numerous germs and parasitic pathogens (fungi, nematodes, etc.). There are physical deterrents (skin and nasal hairs), chemical deterrents (enzymes found in perspiration and saliva), and inflammatory reactions (initiated by immune cells). These particular mechanisms are named appropriately because their responses are not specific to any particular pathogen. Think of these as a perimeter alarm system in a house. No matter who trips the motion detectors, the alarm will sound. White blood cells involved in the innate immune response include macrophages, dendritic cells, and granulocytes (neutrophils, eosinophils, and basophils). These cells respond immediately to threats and are also involved in the activation of adaptive immune cells. Adaptive Immune System In cases where microorganisms get through the primary deterrents, there is a backup system called the adaptive immune system. This system is a specific defense mechanism in which immune cells respond to specific pathogens and also provide protective immunity. Like innate immunity, adaptive immunity includes two components: a humoral immune response and a cell mediated immune response. Humoral Immunity The humoral immune response or antibody†mediated response  protects against bacteria and viruses present in the fluids of the body. This system uses white blood cells called B cells, which have the ability to recognize organisms that dont belong to the body. In other words, if this isnt your house, get out! Intruders are referred to as antigens. B cell lymphocytes produce antibodies that recognize and bind to a specific antigen to identify it as an invader that needs to be terminated. Cell Mediated Immunity The cell mediated immune response protects against foreign organisms that have managed to infect body cells. It also protects the body from itself by controlling cancerous cells. White blood cells involved in cell mediated immunity include macrophages, natural killer (NK) cells, and T cell lymphocytes. Unlike B cells, T cells are actively involved with the disposal of antigens. They make proteins called T cell receptors that help them recognize a specific antigen. There are three classes of T cells that play specific roles in the destruction of antigens: Cytotoxic T cells (which directly terminate antigens), Helper T cells (which precipitate the production of antibodies by B cells), and Regulatory T cells (which suppress the response of B cells and other T cells). Immune Disorders There are serious consequences when the immune system is compromised. Three known immune disorders are allergies, severe combined immunodeficiency (T and B cells are not present or functional), and HIV/AIDS (severe decrease in the number of Helper T cells). In cases involving autoimmune disease, the immune system attacks the bodys own normal tissues and cells. Examples of autoimmune disorders include multiple sclerosis (affects the central nervous system), rheumatoid arthritis (affects joints and tissues), and graves disease (affects the thyroid gland). Lymphatic System The lymphatic system is a component of the immune system that is responsible for the development and circulation of immune cells, specifically lymphocytes. Immune cells are produced in bone marrow. Certain types of lymphocytes migrate from bone marrow to lymphatic organs, such as the spleen and thymus, to mature into fully functioning lymphocytes. Lymphatic structures filter blood and lymph of microorganisms, cellular debris, and waste.

Silent way Essay Example

Silent way Essay Example Silent way Essay Silent way Essay Silent Way The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching techniquEl Silent Way es un m? ©todo de ensenanza de idiomas creado por Caleb Gattegno que hace uso extensivo de silencio como una t? ©cnica de ensenanza. It is not usually considered a mainstream method in language education . [ 1 ] It was first introduced in Gattegnos book Teaching Foreign Languages in Schools: The Silent Way in 1963. [2] Gattegno was skeptical of the mainstream language education of the time, and conceived of the method as a pecial case of his general theories of education. Generalmente no se considera un m? ©todo de la corriente principal en la ensenanza de idiomas . Fue introducido por primera vez en el libro de Gattegno Ensenanza de Lenguas ExtranJeras en la escuela:. El Silent Way en 1963 . Gattegno se mostr? ¶ esc? ©ptico de la ensenanza de la lengua dominante de la ? ©poca, y concibe el m? ©todo como un caso especial de sus teorias generales de la educaci? ¶n. The method emphasises the autonomy of the learner; the teachers role is to monitor the students efforts, and the students are encouraged to ave an active role in learning the language. El m? ©todo hace hincapi? © en la autonomia del alumno, el papel del profesor es ver de cerca los esfuerzos de los estudiantes y los estudiantes son animados a desempenar un papel activo en el aprendizaJe de la lengua. Pronunciation is seen as fundamental; beginning students start their study with pronunciation, and much time is spent practising it each lesson. Pronunciaci? ¶n se considera fundamental, los estudiantes principiantes comienzan, su estudio con la pronunciaci? ¶n, y se invierte mucho tiempo practic? ¤ndolo cada lecci? ¶n. The Silent Way uses a structural syllabus , and structures are constantly reviewed and recycled. El Silent Way utiliza un programa estructural , y las estructuras se revisan constantemente y se recicla. The choice of vocabulary is important, with functional and versatile words seen as the best. La elecci? ¶n del vocabulario es importante, con las palabras funcionales y vers? ¤tiles visto como el meJor. Translation and rote repetition are avoided and the language is usually practiced in meaningful contexts . Traducci? ¶n y la repetici? ¶n memoristica que se evitan y el lenguaJe se suele practicar en significativos contextos . Evaluation is carried out by observation, and the teacher may never set a formal test. La evaluaci? ¶n se Ileva a cabo mediante la observaci? ¶n, y el profesor nunca puede establecer una prueba formal. The teacher uses silence for multiple purposes in the Silent Way. El profesor utiliza el silencio para mltiples prop? ¶sitos en el Silent Way. It is used to focus students attention, to elicit student responses, and to encourage them to correct their own errors. Se utiliza para centrar la atenci? ¶n de los estudiantes, para obtener respuestas de los estudiantes, y para animarles a corregir us propios errores. Even though teachers are often silent, they are still active; they will commonly use techniques such as mouthing words and using hand gestures to help the students with their pronunciation. A pesar de que los profesores son a menudo silencioso, que an est? ¤n activos, sino que normalmente se utilizan t? ©cnicas como pronunciando palabras y el uso de gestos con las manos para ayudar a los estudiantes con su pronunciaci? ¶n. Teachers will also encourage students to help their peers. Los maestros tambi? ©n animar? ¤n a los estudiantes para ayudar a sus companeros. Silent Way teachers use some specialized teaching materials. Silent Way profesores utilizan algunos materiales did? ¤cticos especializados. One of the hallmarks of the method is the use of Cuisenaire rods , which can be used for anything from introducing simple commands to representing abstract objects such as clocks and floor plans. Una de las caracteristicas del m? ©todo es el uso de regletas de Cuisenaire , los cuales pueden ser utilizados para cualquier cosa, desde la introducci? ¶n de ? ¶rdenes sencillas a la representaci? ¶n de objetos abstractos, tales como reloJes y planos. The method also makes use of color association to help teach pronunciation; there is a sound-color chart which is used to teach the language sounds , colored word charts which are used to teach sentences , and colored Fidel charts which are used to teach spelling. El m? ©todo tambi? ©n hace uso del color asociaci? ¶n para ayudar a ensenar pronunciaci? ¶n, hay una carta de sonido-color que se utiliza para ensenar a los sonidos del lenguaJe , de color cuadros de texto que se utilizan para ensenar frases y gr? ¤ficos de color de Fidel que se utilizan para ensenar ortografia. edit] BackgroundAntecedentes Caleb Gattegno, the creator of the SilentCaleb Gattegno, el creador de la Silent Way Gattegno was a rank outsider to language education when Teaching Foreign Languages in Schools was first published in 1963. Gattegno era un desconocido para la ensenanza de idiomas en la ensenanza de lenguas extranJeras en las escuelas se public? ¶ por primera vez en 1963. The book was conspicuously lacking the names of most prominent language educators and linguists of the time, and Gattegnos works were only cited rarely in language education books and Journals. [3 ] He was reviously a designer of mathematics and reading programmes, and the use of color charts and colored Cuisenaire rods in the Silent Way grew directly out of this experience. 4] El libro fue notoria la ausencia de los nombres de los profesores de idiomas m? ¤s importantes y lingistas de la ? ©poca, y las obras de Gattegno fueron citados solo en raras ocasiones en los libros de ensenanza de lenguas y revistas. Anteriormente, fue un disenador de las matem? ¤ticas y programas de lectura, y el uso de cartas de colores y barras de colores Cuisenaire en el Silent Way fue el resultado irecto de esta experiencia. Gattegno was openly scep tical of the role linguistic theory of the time had in language teaching. El Silent Way fue concebido como un caso especial de Gattegno principios m? ¤s amplios de educaci? ¶n, en lugar de un m? ©todo especificamente a la ensenanza de idiomas. Gattegno developed these ideas to solve general problems in learning, and he also applied them to his work in the teaching of mathematics and the mother tongue . Gattegno desarroll? ¶ estas ideas para resolver los problemas generales en el aprendizaJe, y tambi? ©n las aplic? ¶ a su rabaJo en la ensenanza de las matem? ¤ticas y la lengua materna . Broadly, these principles are: [6] En t? ©rminos generales, estos principios son los siguientes: 1. Teachers should concentrate on how students learn, not on how to teach Los profesores deberian concentrarse en como aprenden los estudiantes, no en la forma de ensenar 2. Imitation and drill are not the primary means by which students learn La imitaci? ¶n y el e]ercicio no son el principal medio por el cual los estudiantes aprenden 3. Learning consists of trial and error , deliberate experimentation, uspending Judgement, and revising conclusions El aprendizaJe consiste en ensayo y error , la experimentaci? ¶n deliberada, suspender el Juicio, y las conclusiones de la revisi? ¶n 4. In learning, learners draw on everything that they already know, especially their native language En el aprendizaJe, los alumnos se basan en todo 10 que ellos ya saben, sobre todo su lengua materna 5. The teacher must not interfere with the learning process El maestro no debe interferir con el proceso de aprendizaJe These principles situate the Silent Way in the tradition of discovery learning , that ees learning as a creative problem-solving activity. [4] Estos principios situan el Silent Way en la tradici? ¶n de aprendizaJe por descubrimiento , que ve el aprendizaJe como una soluci? ¶n creativa de problemas la actividad. edit ] Aims and goalsObJetivos y metas The general goal of the Silent Way is to help beginning-level students gain basic fluency in the target language , with the ultimate aim being near-native language proficiency and good pronunciation. [ 7 ] An important part of this ability is being able to use the language for self-expression; students should be able to ex press their houghts, feelings, and needs in the target language. El objetivo general del Silent Way es ayudar a los estudiantes de nivel inicial b? ¤sico de lograr la fluidez en el idioma de destino , con el obJetivo final es casi nativo dominio de la lengua y la buena pronunciaci? ¶n. Una parte importante de esta habilidad es ser capaz de utilizar el lenguaJe para la expresi? ¶n personal, los estudiantes deben ser capaces de expresar sus pensamientos, sentimientos y necesidades en el idioma de destino. In order to help them achieve this, teachers emphasize self-reliance. [8 ] Students are ncouraged to actively explore the language, [ 9] and to develop their own inner criteria as to what is linguistically acceptable. [7] [ 10] Con el fin de ayudarles a lograr este objetivo, los profesores hacen hincapi? © en la autosuficiencia. Los estudiantes son animados a explorar activamente la lengua, y para desarrollar sus propios criterios internos de 10 que es linguisticamente aceptables. The role of the teacher is that of technician or engineer. El papel del profesor es el de t? ©cnico o ingeniero. The teachers task is to focus the students attention, and provide exercises o help them develop language facility; however, to ensure their self-reliance, the teacher should only help the students as much as is strictly necessary. [ 11 ] As Gattegno says, The teacher works with the student; the student works on the language. [ 12 ] For example, teachers will often give students time to correct their own mistakes before giving them the answer to a question. [ 13 ] Teachers also avoid praise or criticism, as it can discourage students from developing self-reliance. [ 13 ] La tarea del profesor consiste en centrar la atenci? ¶n de los alumnos, y ofrecer Jercicios para ayudarles a desarrollar facilidad de lenguaJe, sin e mbargo, para garantizar su autosuficiencia, el profesor solo debe ayudar a los estudiantes todo 10 que sea estrictamente necesario. Como Gattegno dice El maestro trabaJa con el estudiante;. el estudiante trabaJa en el lenguaJe . Por e]emplo, los maestros a menudo se dan a los estudiantes tiempo para corregir sus propios errores antes de darles la respuesta a una pregunta. Los maestros tambi? ©n evitar la alabanza o la critica, ya que puede disuadir a los estudiantes el desarrollo de la autonomia.