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1.1 Explain The Differences Between Power And Authority In Schools

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1.1 Special Have always been treated as special and important. This Generation of children has been the most wanted. Every milestone in their lives has been marked with celebrations and praise. They may carry a sense of entitlement about themselves and have an expectation of frequent positive feedback it has been instilled in them that they are vital to the nation and to their parents sense of purpose. They feel they are here to solve world problems that older generations have failed to solve. They may claim they want privacy but crave attention. Sheltered Highly protected as children grew up in a time of increasing safety measures car seats baby on board signs school lockdowns they were rarely left unsupervised they were sheltered from …show more content…

1.8 Developing maintaining classroom control requires both authority and power authority can be defined as the right to make decisions that affect the choices available to other people Authority is conferred the department of education and the school governing body delegate the responsibility for educating learners to educators and grant them the authority to act in accordance with this responsibility. Power on the other hand must be earned although educators may be given the authority to certain educational decisions they cannot be given power to make learners comply with these decisions for example, an educator may use authority to assign a task to learners but he or she will have to use power to get them to do it. 1.9 Attractive power also called referent power this Is the power educators have because they are likable and know how to cultivate human relationships. Expert power this power accrues to an educator who is an expert in his or her field of study such educators usually have a great enthusiasm for their subject and this is contagious compelling learners to get involved Reward power this power is based on the skill of recognising appreciating and rewarding accomplishments of leaner in so doing affecting the behaviour of

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We’re Not Special Because We’re All Special: The Generation Y Conundrum In the article “Why Generation Y Yuppies Are Unhappy”, author Tim Urban utilizes ethos, logos, “young” diction, and first person narration to mock Generation Y yuppies. Ethos and logos are created through the use of graphs, statistics, and definitions. The author’s informal tone and modern word choice create a young atmosphere and overall mood in the article. Finally, the author’s use of first person narration allows him to compare the mentality of Generation Y to that of a child.

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Politics also play a part in this dynamic on a large and small scale, from the board members who must campaign for their position to individuals engaging in self-promotion in hopes of improving their position. Legitimate formal power and direction comes from the top of the pyramid on down through the ranks. Perched at the top of the power pyramid are five elected county school board members and the county superintendent of schools. Below them are five assistant superintendents and at the next level down are a combination coordinators and program managers. Lastly, all other staff make up the base of this formation, having the least amount of influence and dependent on mid-level managers for resources, information and approval of decisions.

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Young people in the 21st Century need to reevaluate their ethics; David McCullough is helping them understand that by explaining that they need to be honest with themselves and their reality. His scathing criticism of them and their culture, philosophies, and ideologies, is justified and insightful; teens in the United States allows special to become a meaningless term, prefers to win instead of achieving, and cares too much about superficial accomplishments instead of internal growth. McCullough makes a point throughout his speech to say that being special is not just given to you; teenagers are not special by default. In the speech, while he is explaining why young people should look forward to more than just being special or different, in

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They are prime examples of children who are constantly conformed to rules by adults

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The text states, “The superintendent did have enormous power of initiative in virtually all matters concerning the schools: the appointment of staff, the selection of textbooks, plans and contracts for buildings, the determination of the curriculum, and normal decisions about everyday running of the schools” (159). When examining the formal education of our current educational institutions, it is evident that the power structure lies with superintendents, school boards and principals who share expectations on how classrooms should be run as well as decision making for the betterment of the institution and students. Overall, formal education has evolved and will continue to evolve as educators search for their perception of the “one best system” for their students. Throughout the history of education, power structure and social class matters have influenced how educators implement regulations, interact with community members and fellow educators, but most importantly, the education of students so that they may be instilled with the skills and confidence to further themselves as

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In the story “The Know-it-all Generation” the author sets the scene in the first person and gives a personal account to prove an underlying issue that the generation may be facing. The generation consists of individuals that ultimately go off into the world with a sense of entitlement, false hope, and a pompous attitude due to constant specious comments made by those around. Meaningless compliments have become requirements for teachers, coaches, parents, and even peers. Being wrong is not an option in this generation. The main two points that the author states throughout the paper are 1.)

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Generation Me: Why Today’s Young Americans are More Confident, Assertive, Entitled and More Miserable Than Ever. Trophies can also be harmful to a child. There is research that shows excessive motivation on its own can be harmful, not helpful. Constantly praising someone for doing simple tasks could actually make them less happy in the long term. This is because

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Take for example, the millennial generation; they have the stigma of being called the “trophy generation” because they grew up in a world where success was handed out equally to all. While this may not hold true for all millennial’s, it does signify the mindset that the speaker was referring to when he delivered the speech back in 2010. It is a mindset that taught children that if each of

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In this section, the authors detail members who must be involved and their roles. The list includes the principal, central office personnel, and school site council members (Thompson et al., 2012). Fiscal decisions on instructional and other resources must be based on that specific environment (Thompson et al., 2012). The closer the decision makers are to the what is going on in the classroom, the more accurate the spending (Thompson et al., 2012).

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They greatly value social acceptance and want to fit in. This impacts their choices, behaviors, and even their own identity. They are trying to find themselves, and this is a natural part of their social

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Imagine that there were two separate people that are living in different lives. One has a mother who is very germophobic and has OCD, but makes her child feel uncomfortable at his or her home; a father who works all day and stressed out non-stop. Second has a mother who continuously judges what you look or do and has no father. Both of these people obviously want to get away from this. So these children go out and hang out at a place where they feel welcome and feel like they are at home.

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The Party seeks to maintain power by severing private loyalties and replacing them with loyalty to the party. With children, the success of the Party’s plan manifests further in that the children serve as extra surveillance forces for the Party. No one is safe in their own home; therefore, you must keep this mask up when around people you would normally

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The Me Generation has essentially deformed the idea of the bucket list and has made it all about gloating, instead of the original meaning of using it as a learning experience and physiological achievement for the soul, ultimately letting McCullough’s censure be justifiable in all ways. David McCullough’s scathing criticism of the “Me Generation” - the early 21st-century youth of America with their culture and philosophies - is justified and insightful because the Me Generation has allowed special to become a meaningless term; prefers to win instead of achieving, and cares too much about superficial accomplishments instead of internal growth. The Me Generation is not living life the way McCullough believes life should be fulfilled. This means that people are, as a society, looking at life a different way that the generations before them did; but that does not mean they are doing it the right

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Sometimes the decision is made to bring in an external professional to work with the school. This may be necessary if children require specialist assessments if concerns are raised by staff or parent/carers. Although there are many different types of professionals I am going to explain the role of three professionals. Speech therapist work with children who have difficulties with speech, language and communication or eating, drinking and swallowing. They identify the causes of the speech difficulty and create speech and language programmes.

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This happens when administrators promote a school culture that nurtures relationships and embraces teachers’ unique characteristics, their vast, diverse experiences, and the expertise they bring with them to the classroom. This process can be accomplished by listening and getting to know everyone in the building as individual learners. As an instructional leader, I aim to have a clear understanding of teachers’ strengths and weaknesses that allow me to adjust my supervisory approach, ultimately empowering teachers to reflect on their practices and set goals for themselves. I can continue to support teachers by providing descriptive feedback on which they can reflect, providing needed materials, planning professional development, and making myself available when

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