Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay I will provide the right environment for all students to learn. I will generate energy, ideas and opportunities to foster student achievement. I will motivate learners to high academic achievement. I will care for, love and understand my students. I will center my decision making about curriculum around my students. I will never feel that I cannot better myself as a teacher. My Philosophical Beliefs About Teaching In evaluating my philosophy for my future teaching career, I have been very seriously considering my values and beliefs about discipline, my own management style and the social goals for my students. As organization is one of my top priorities as a student, I will strive to be as organized as possible when I start my career. My goal is to organize the logistics of my classroom so that I can make my classroom student-centered instead of teacher-centered. I value the education process, and young minds and new ideas never cease to intrigue me. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they do not feel like I am spoon-feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. In order to be as organized as possible, the structure of my classroom will be variable, allowing me to change parts of my plan from year to year. I realize that this management plan is a work in progress and what I value now as important points to address in my first management plan may eventually come easily to me with experience and other issues of management may require more attention than those I have addressed. In order for my classroom management plan to be effective it needs to align with my beliefs and values. Therefore, I have chosen the theories and practices that reflect my personal teaching style. There are numerous beliefs and practices that serve as the foundation on which I am building my classroom management plan. I believe that the teacher and students should work cooperatively together in order to create a safe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to make class decisions. Albert recommends informing and involving the students’ parents in class decisions as well. This can be accomplished by implementing what Albert refers to as the Three C’s: connections, contributions, and capabilities. I agree with Albert that the classroom should be safe and free of threat for all students. The classroom should be a place that the students feel welcome. If the students are contributing to the class, they will feel as if they are an asset to the class. Finally, I believe that the teacher and students should work together because it is essential to developing a community of learners. I believe in creating a code of conduct cooperatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expected to behave instead of how they should not behave. Albert states that the teachers and students should work together to determine consequences for when a student does not follow the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more likely to follow them because they are connected to them. I believe that having a class code of conduct in the classroom allows the students to know how they are expected to behave. The students will be more likely to remember what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are reasonable and can be met. I like that the teacher is not telling the students how to behave. I feel that students should play an active role in the classroom, and that students are capable of making good decisions. I will be sure to place the code of conduct in a visible spot in the classroom so the students can refer back to it. I believe in using â€Å"I-messages† to communicate my feelings to the students. This practice is introduced by Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages† allow the teacher to share their personal opinion with the students in a non-threatening way. On the other hand, â€Å"you-messages† blame the students for their behavior which causes the students to become defensive. I believe that the teacher should have open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well in order to help them solve conflicts. I believe that teachers should encourage their students. William Glasser refers to teachers who provide encouragement to their students as â€Å"lead teachers†. Glasser states that teachers should not try to force information into their students. This makes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It will be my job as a teacher to spark their interest to learn. Therefore, as a teacher I will need to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å"learning communities in Beyond Discipline. A classroom should be a place where the students feel cared about and are encouraged to care about others. Eventually, the students will begin to feel connected to one another and see themselves as part of the whole class. I believe that in order for my classroom to be an effective learning environment the students need to feel comfortable. A sense of community will encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"life skills† to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills† in the classroom. They refer to â€Å"life skills† such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these â€Å"life skills† for my students. I believe that a teacher should handle behavior problems privately. If the teacher must get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am going to take this one step farther, and say that the teacher should talk to this student in private about his/her behavior. Hopefully, the student and I will be able to determine a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them responsibility. The Wong’s Pragmatic Classroom Management Plan supports this belief. Harry and Rosemary Wong state that most students will act responsibly if taught the procedures to do so. They believe students’ achievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing. Management Plan Goals Having the right environment for all students to learn. The ability to manage childrens behavior. Students will have a complete understanding of the classroom rules. Keep parents involved and â€Å"in the know† of their child and the classroom. Instructional strategies will be taught to the best of my ability. Physical Environment The importance and variety of a properly designed early childhood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly spaces, filled with a variety of materials that will make the classroom more satisfying for both the teacher and the children. Furthermore, well-designed areas will decrease the number of conflicts that may arise. Quite naturally, any space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to have certain spaces to be multipurpose. It will be very important to make sure these areas, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly defined interest areas will allow young children to work best in small groups where they can learn to relate to other children, establish friendships, and solve problems together. The use of low furniture in these areas will allow me to see into all areas while at the same time giving children a sense of privacy. Use of low furniture also helps define work spaces that help children concentrate because they will not be distracted by other activities taking place in other areas. These different areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, game area, and quiet area. I will also make sure to provide an area where children can relax and be alone with friends. This space will have large pillows, beanbags, and carpet. This so called â€Å"soft area† is very important for young children because it is important to their mental health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote independence because the children will be responsible in getting materials out and putting them away. When displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children walk through the door, they will be hit with all different colors coming from the pictures and posters on the walls. I hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, thus children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One last important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities. Children need materials they can relate to through past experiences, before they are asked to learn new concepts. A respect for diversity is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful planning and with positive adult support. There is always a reason behind children’s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child. My ultimate goal in behavior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am aware that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem-solving skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no longer work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I† statements instead of â€Å"you† statements. I will use gentle body language and make sure that I listen to both sides of the issue. I will try to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. Most importantly I will keep in my mind the needs of each child and their best interest when it comes to fixing their misbehavior, and not focus on my best interest. My classroom rules will consist of four basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can fit into one of these four basic principles. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is why I will not have a list of rules in my classroom, but rather have these four principles posted in my classroom where every child will see them. Therefore, when a child is not following the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two types of logical consequences. They are naturally occurring consequences and imposed consequences. Naturally occurring consequences usually occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I then say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences often occur when a behavior creates a problem for another person who then must impose consequences in order to change the behavior of the individual creating the problem. When I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. Such things as being a consultant in helping the child solve his or her own problem. Keep the burden of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are just a couple of ways I will try to manage children’s behavior in my classroom. Parent Communication One of the most vital parts of teaching children and managing a classroom is communicating with their families. There is no one right way to communicate with parents, therefore as a teacher, I have to utilize many different methods to communicate with parents to build rapport. One of the first methods I am going to use is a parent board. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from home to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages. I will also have monthly newsletters to the parents that I will set out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at least one time during the school and spend the day with their child or at least a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be made easier. Some of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talking to them face to face. Things I know to remember when talking to a parent are to first approach them with a smile or pleasant look and then introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about their child. If I were communicating with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then offer some possible solutions. I then would tell them what I want their role to be after I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they might have. If I can’t answer their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when scheduled ahead of time Instructional Strategies and Methods When it comes to instructional planning in my classroom I am going to start with the Pennsylvania Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set higher than the standards. If I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second step I am going to take in my instructional planning is assessment. I have to measure the progress of achieving my goals by doing assessments of my students. Two kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment. The summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the beginning of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term. My long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following format to teach my lessons will help my students obtain the goals and objectives of my lessons. The format I will use is to first introduce the lesson. Then have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then independent practice. These two areas are where I make some informal assessments to check to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines. When I go to a class, I like to see a schedule of what we are working on for the day. I believe that all students should be given this courtesy of knowing what is going to be happening during the school day by reading a daily schedule of the day’s activities. I will always have the schedule posted at the front of the class, each day updating any changes in the schedule. In addition, I will list the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science. I would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are daily schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to evaluate my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing this again? † However, having routines in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a beginning of the day routine and an end of the day routine, so that I maintain consistency each day and convey the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play music as the students walk in. I will play quiet music that sets the tone for the day: a warm and relaxing learning environment where we are safe and ready to learn. I will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including plenty of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have contact with each one first thing in the morning. At the end of the day, I will take the last ten minutes to wrap up the day. I will post an end of the day wrap up list on the overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can collect these handouts and place them in their â€Å"take home† folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the floor around their desks so that the custodian does not have to clean up after us. As the students line up to go home, I will have my goodbye salutation: a piece of poster paper with four types of goodbyes: a handshake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow. By having structured routines for the beginning and end of the day, I will be setting the tone for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where students will have jobs throughout the week. I will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to random students. Emphasizing the importance of the jobs will enhance the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and reliably complete their job will have to give up their job title and a different student will get their job. I have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. Reflection As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be growing and changing. My management plan focuses on the students’ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur. I will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe. I will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1996) Cooperative Discipline. Circle Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for New Professionals. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Print.

Roberto Clemente :: essays research papers

Roberto Clemente Walker was born in Barrio San Anton in Carolina, Puerto Rico, August 18, 1934. He was the youngest of four children. He stood 5 feet and 11 inches tall, and he weighed 175 pounds. Roberto excelled in track and field, winning medals in the javelin throw and short distance races. However, his real love was baseball. He played amateur baseball with Juncos Double A Club and soon went on to play with the Santurce Crabbers in the Puerto Rican Winter League. From Santurce he signed with Montreal's Triple A team. Clemente joined the Pittsburgh Pirates in 1955, where he played his entire eighteen year Major League Baseball career from 1955 to 1972. Roberto played in two World Series, batting .310 in 1960 and .414 in 1971. He was the National League Batting Champion four times, was awarded twelve Gold Gloves, selected National League MVP in 1966 and was chosen as the MVP in the 1971 World Series. He was also a 12 time National League All-Star. Throughout his career, he played in 2,433 games. Out of the 9,454 times at bat, Roberto got a hit 3,000 of those times. He had 440 doubles, 166 triples, and 240 homeruns. Roberto had 1,305 RBI’s and he scored 1,416 runs for his team. Overall, his career batting average was a .317. On November 14, 1964, he married Vera Cristina Zabala in Carolina, Puerto Rico. They had three sons: Roberto Jr., Luis Roberto and Roberto Enrique. Proud of his heritage Roberto insisted that Vera give birth to all three sons in Puerto Rico. The boys were six, five and two, when their father met his unfortunate death. New Year's Eve, December 31, 1997 marked the 25th Anniversary of a tragic plane crash. The plane was taking medical, food and clothing supplies to Nicaragua, to help out after an earthquake. Vera and friends begged him not to take the trip because of poor weather and an unstable cargo plane, but Roberto was determined. He was upset that the previous supplies had not made it to the victims. Roberto was going to personally see to it that the victims received the much needed supplies. Unfortunately the plane went down off the coast of Puerto Rico. Roberto's body was never found. Just months after Roberto joined an elite group of players with 3000 hits, he was gone. Roberto’s tragic death in 1972 prompted the Hall of Fame’s Board of Directors to unanimously wave the customary five year period for induction, which opened a door for the Baseball Writer’s Association of America to hold a special election on Clemente’s behalf.

12 Angry Men Analysis – 2

Nobody could forecast that a low budget movie with 12 different actors performing in one single room could affect in such a remarkable degree several sciences like law, business, psychology etc. The movie, based on the scenario that a 12 member jury group is about to decide through a certain procedure if a young boy is going to face the death penalty or not, can be linked with many theories referring to leadership or group/team work. Influenced by the Group Effectiveness Model of Schwarz (2002), the structure of the group along with the context and the process are vital for its effectiveness (Eirini Flouri & Yiannis Fitsakis 2007).In the first part of the film when the stage of forming, as it is claimed by the Tuckman’s Team Model, occurs, we notice the main characteristics of this group(David A. Buchanan & Andrej Huczynski, 2010). The group consists of 12 male middle aged white men probably coming from the middle class. Even from this first impression, admiring the effort of the film to achieve diversity, signs of prejudice appear. Specifically, the fact that all of them are men and moreover white men represents main biases of that period.Additionally, as it is mentioned to Sheldon’s Theory about the biases, the somatotype of each person declares in a certain way its character and this can be noticed by the selection of the characters and their match with the roles (Big guy is the tough one, smaller and thinner is the most innocuous, the handsome is the sensible and sensitive one etc. ) (David A. Buchanan & Andrej Huczynski, 2010). Despite the fact that the movie is trying to accuse such biases (which will be underlined later) certain ways of projection of that period could not be avoided.This is one of the reasons why in the remake of the film in 1997 black actors participated as well and later there even women were introduced in the team for certain theatrical versions. (Eirini Flouri & Yiannis Fitsakis 2007). The existence of a â€Å"one-offà ¢â‚¬  situation like this in the movie leaves space for less inhibition for conflicts. Moreover, specific factors like the size, the external-internal environment and the definition of the process play a crucial role in the structure of the group.Obviously, the size of this group is 12, but the question is: why so many? The reason is that by having a greater number of juries the system of justice achieves higher levels of democracy with less possibilities of getting unfair decisions combining the memory, the knowledge and the experience of each member and eliminates any prejudiced behaviors. On the other hand as Social Impact Theory mentions the more members there are, the less responsibility they feel (Latane and Nida, 1980).In the external environment we could enclose the time of the procedure, which is unlimited at first but with a deadline coming up afterwards, and the conditions of the place of action, which is characterized by the humidity and the high summer temperatures, th e broken air-conditioning, the unavailability of space. Such details could become the cause of stress, aggressiveness and as it was shown desire for fast result (just finish the procedure). In the internal environment issues like experience of previous similar situations, cultures, personalities, knowledge, mood, health, personal schedule and specialization could affect the result.Ending, a matter of significant importance is the definition of the procedure. In this case, we observe that after the release of the 2 alternatives there are 12 juries left. The juries have to decide if the boy is guilty or not guilty but there must be a full agreement (12 to 0) in each case; A democratic method which proves the importance of the situation. Alternatively, if they cannot reach an agreement they can decide a hung jury and then another trial will take place with different juries this time.The role of the foreman is usually for the most experienced person in this field or the first jury or fo r anyone who claims the desire and gets accepted by all. In the movie, juror1 supports this role setting the basic norms of the procedure. It is worth mentioning that nowadays, in the selection of the juries there is a specific procedure that is called â€Å"Voir Dire† procedure that clarifies the capability of the juries (Michael T. Nietzelt and Ronald C. Dillehayt 1982). Undoubtedly, the conviction of the biases of any kind is one of the main objects of this film. Primarily, in the first scheme, the judge seems really ninterested about the outcome and he seems to be sure about the result. The Halo Effect is â€Å"a judgment based on a single striking characteristic† and is being remarked in many cases during the film (Edward Thorndike, 1920). Moving to the main part of the film and the central procedure we can emphasize on the juror3 and juror10 who are the main representatives of such prejudiced behaviors. Both of them were trying to fill the gaps of their knowledge using selective attention in certain facts and their personal experience (â€Å"Principle of closure† by Max Wertheimer 1880-1943).Everyone has his stereotypes and if we imagine stereotypes as pictures in our head, jurors 3 and 10 have the image of a dangerous criminal for the defendant, raised to act in certain ways (Lippmann, 1922). More specifically, juror3 expresses, from his first lines in the film, his perception against the young boy (â€Å"I ‘d slap those kids before†¦Ã¢â‚¬ ). But as the movie goes on, he expresses again and again his personal beliefs connecting them with his personal disappointment from his own son (â€Å" it’s these kids they are these day†, â€Å"I used to call my father Sir†).Even more he presents his cultural stereotype against the elderly (â€Å"How could he be positive about anything? †) Eventually, juror3 stands alone with his perceptions, believing in the boy’s guiltiness and through a psycholo gical outburst admits that all his statements were based on biases. Similarly, juror10 uses his own belief to create his racial prejudice against the defendant (â€Å"I‘ve expected that†, â€Å"You know what we are dealing with†¦Ã¢â‚¬ ) as well as his past experiences (â€Å"I’ve lived with them†¦ they are born liars†).Adding to this, juror10 weights the value of the young boy less than the cost of a trial. Finally, his â€Å"explosion† made the apocalypse of his real personality and the group’s mechanism accused his behavior through a visual isolation and oral prohibition. The existence of biases in each group can create an unpleasant internal environment for each member and be the reason of conflicts. The productivity or the effectiveness of the group is in danger if such behaviors are being tolerated. Apart from the complexity which is created there is also a matter of fairness of the group’s function.As the movie flows, the influence of the group to each individual separately is obvious but a vice versa phenomenon is noticed as well. In this part, the different roles of the jurors and their influence on each other through the communication style of all-channel are being presented, as well as with some strategies followed by the leader-juror8. One thing that is common for most of the jurors is that they have common BATNA(Best Alternative to a Negotiated Agreement) and this is the hung jury.However, this is not the case for jury8 claims that his only purpose is the delivery of the justice (Fisher and Uri, 1981). Starting with juror1 we can notice signs of leadership in the early beginning but he ends up being more like a manager, organizing the procedure. Excluding the moment he reaches his breaking point and suggests if anyone would like to take his place, juror1is the one who sets up the norms, accepts propositions, guides the conversation and the voting procedure, avoids conflicts and respects pr ivileges keeping a democratic way of thinking.Being the foreman can be characterized as the â€Å"co-ordinator† (Beldin’s Team Role Theory 1996, 2007). Many of the jurors (2, 5, 6, 7, 11, and 12) seem to have low self-esteem not only because of their character but also because of the number of the team that forces them to get lost in the crowd or just finish the procedure and leave (â€Å"I just think he is guilty†, â€Å"Can I pass? †, etc) This is obvious from the first vote where only 5 of the 11 votes come directly and the rest are raised slowly just to avoid being pointed out.They are becoming followers(2, 5, 6 and 11) or entertainers (7) or just dreamers (12). Of course most of them are open to hear more and accept different opinions (2, 5, and 7). The rest just do not care so much about the result and these â€Å"free riders†, as Frohlich and Oppenheimer called them in 1970, are the proof that social loafing (or Ringelmann Effect) is a commo n phenomenon in big teams. The role of juror9 has a vital meaning for the outcome because he takes part in all the breaking points of the process.Firstly, he is the first supporter of juror8, secondly it is him who explains the old witness’s psychology (â€Å"Attention†) and lastly he is the fire starter for the fall of the woman’s testimony. The main opponents to the boy’s exoneration are jurors 3, 4 and 10. As was mentioned previously jurors 3 and 10 are mostly based on biases and stereotypes for children from slums. They are all concentrated on general facts and obvious details. The extensive use of loud voice is frequently the main argument of jurors 3 and 10, which could never strengthen their position.Alternatively, juror4 is using his logic and cleverness to support his facts and admits his fault proving his maturity, once he is convinced. Focusing on juror8 we can claim that he owns the position of the leader as his bargaining power is unique. Max Weber (1947) claimed that â€Å"bargaining power is the ability someone has to achieve his goals no matter of the resistance he faces†. Juror8 follows a series of strategies in order to be flexible and adapt to the needs of each occasion. In the beginning, as it is shown from Jo-Hari’s Window, everyone has a bigger unknown-black side, so juror8 wants to get information as an input.Eventually, he adopts the strategy of a listener in order to get knowledge from the others without revealing himself. Afterwards, in the first vote he stays neutral mentioning his points aiming to make some of the rest see the facts from a different angle avoiding any conflict. The brainstorming procedure just began. In order to wake up their consciousness he uses specific words like â€Å"maybe†, â€Å"supposing†, â€Å"possible† and â€Å"assume†. In the main part he listens carefully and argues with all the elements one by one. There is also an extensive use of rhetorical questions and irony just to make his point clear.The first action scheme is when he places the similar knife on the table. The leader breaks the law in order to prove his point. He becomes more active for the first time and gets the whole team upset. Eventually, he creates the first doubts. At this specific time he calls for a new vote. Apparently, the timing is not random. Probably he recognizes some voices like his and decides that it is time to set up a coalition strategy. He needs just one vote which will strengthen amazingly his arguments and he gets it.The fact that he uses his emotional intelligence to point out his views, while he realizes that some other jurors are playing, proves once again his leading abilities. The next step is to create personal relations with some of the jurors. So, he finds the weakest of the group who are about to change side and ask for their opinions. It is not by accident that these jurors were mainly followers until this time. Having established these connections, he uses logic and science as well as the experience and the knowledge of the group in order to persuade the others.As soon as he realizes that one of his main opponents (juror3) loses his self-control, juror8 becomes aggressive and pushes him to the limits using the technique of the irony to apocalypse the existence of his personal prejudice against the defendant. After completing his task, he shows his sympathetic character and supports the worried opponent. Based on Moscovici (1976) and his 5 Aspects juror8 is loyal to his beliefs(Consistency), responsible for his acts(Autonomy), flexible whenever it is appropriate(Rigidity), risky in the first secret vote(Investment) and willing to bring justice(Fairness).The impact of this movie in our modern times is initially proved by the fact that after so many years it is still being taught in courses not only in Law schools but also in Business and Psychology schools. Definitions like brainstorming, social lo afing, diversity, team-working, biases and preconceptions, attribution, personality, leader’s abilities, democratic voting and many others are part of any organization nowadays. This movie is the omen for the evolutionary development of a team structure, a team-worker’s behavior and a leader’s characteristics. References Atkinson G. 1990 â€Å"Negotiate the best deal† Director Books, Cambridge Barkan, Steven E. , & Steven Cohn, 1994, ‘‘Racial Prejudice and Support for the Death Penalty by Whites’’ in â€Å"Journal of Research in Crime and Delinquency† pp. 202–209 Buchanan A. David & Huczynski A. Andrej, 2010, â€Å"Organizational Behaviour†, seventh edition, Pearson Education Limited, Harlow Cialdini R. B. , 1993 â€Å"The psychology of persuasion†, Quill William Morrow, New York Ellsworth C. Phoebe, 1989, â€Å"Are Twelve Heads Better Than One? † in â€Å"Law and Contemporary Problems†, Duke University School of Law Fisher R. & Ury W. 1981 â€Å"Getting to yes: Negotiating agreement without gining in† Penguin, New York Flouri Eirini & Fitsakis Yiannis, Oct 2007, â€Å"Minority Matters: 12 Angry Men as a Case study of a successful Negotiation against the odds† in â€Å"Negotitation Journal† pp. 449-461 Hackley Susan, 2007 â€Å"One Reasonable and Inquiring Man:12 Angry Men as a Negotiation-Teaching Tool† in â€Å"Negotiation Journal† pp. 463-468 Hall & M. Eisenstein (Eds. ), 1980, â€Å"Voir Dire and jury selection†, Clark. B. M. , in â€Å"Criminal Defense Techniques†, New York: Mathew Bender Hay B. L. 2007 â€Å"Fiftieth anniversary 12 Angry Men† Kent-Law Review 82(3) Chicago Heuer L. Penrodt St. , Sep. 1988, â€Å"Increasing Jurors' Participation in Trials A Field Experiment with Jury Notetaking and Question Asking† in â€Å"Law and Human Behaviour† Vol. 12 No. 3 Janis I. , 1972 â€Å"Victims of groupthink† MA: Houghton Mifflin, Oxford Kaplan M. , Jones & Christopher S. , 2003 â€Å"The Effects of Racially Stereotypical Crimes on Juror Decision-Making and Information –Processing Strategies† in â€Å"Basic and Applied Social Psychology† pp. 1-13 Kew J. & Stredwick J. , 2010, â€Å"Human Resource Management in a business context†, CIPD, London Martin R. , 1992 â€Å"Bargaining Power† Clarendon Press, OxfordMoscovici S. , 1976 â€Å"Social influence and social change† Academic, London Nietzelt T. Michael & Dillehayt C. Ronald, 1982, â€Å"The Effects of Variations in Voir Dire Procedures in Capital Murder Trials†, in â€Å"Law and Human Behaviour† Vol. 6 No. 1 Rojot J. , 1991 â€Å"Negotiatation: From theory to practice† Macmillan, London Scheepers, Daan, et al, 2006, ‘‘Diversity in In-Group Bias: Structural Factors, Situational Features, and Social Functions,’’ in â€Å"Journal of Personality and Social Psychology† pp. 944–960 Weber M. , 1947 The theory of social and economic organization† Oxford University Press, New York

Compare and contrast two beliefs about life after death....

One definition of death is the the complete and permanent cessation of all vital functions in a living creature, the end if life. All philosophers agree that our earthly life in our physical form will end; however philosophers disagree on the meaning of end of life as many people agree on death as the end of our existence however while others argue that we continue in some form after death. Many ideas relating to our existence after death include; the continuation of our genes thought our descendants, immortality of the soul, resurrection of the body, reincarnation and the idea that we live on in memories of others. Many religious beliefs are based on the idea that humans possess a soul or spirit which exists independently of the body.†¦show more content†¦This survival would involve the resurrection of the body. Known as the Recreation Theory; this is the belief that the whole body continues after death. John Hick argued that in certain circumstances the dead can exist afte r death. If an exact replica of them were to appear complete with memories and characteristics. As God is all powerful this recreation of the dead is totally possible although death can destroy us God can recreate us. St Paul also talks about resurrection and about how the body will be raised and transformed into something better, something spiritual i.e. seed into plant. Identity the same but outcome is different. A problem raised with Hicks replica theory is a basic fundamental question. Is the same I that existed before death the same as the I in the replica, in the afterlife. Hick tried to solve the problem by putting forward hypothetical story of John Smith who lived in USA. One day, his friends watched as he disappeared without a trace. At the same moment of his disappearance a replica of Smith appeared in India exactly similar in both physical and mental characteristics to the person who disappeared in UAS. Concluding that John Smith died and God re-created John Smith in the next world and this re-created John Smith was the same person. Vardy challenges Hick. Would John Smith be the same person? Hick argues that he would if he thought ofShow MoreRelatedOrganisational Theory230255 Words   |  922 Pagesscholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book is accessible, well researched and readers are encouraged to view chapters as a starting point for getting to grips with the field of organization theory. Dr Martin Brigham, Lancaster University, UK McAuley et al. provide a highly readable account of ideas, perspectivesRead MoreLogical Reasoning189930 Words   |  760 Pages and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN numberRead MoreThe Birth of Civilization18947 Words   |  76 Pagesstatue from about 2500 B.C.E. depicts a king or a priest from Mohenjo-Daro in the Indus valley in present-day Pakistan. Does this figure seem to emphasize the features of a particular person or the attributes of a particular role? Hear the Audio for Chapter 1 at www.myhistorylab.com CRAIMC01_xxxii-031hr2.qxp 2/17/11 3:22 PM Page xxxii EARLY HUMANS AND THEIR CULTURE page 1 WHY IS â€Å"culture† considered a defining trait of human beings? EARLY CIVILIZATIONS IN THE MIDDLE EAST TO ABOUT 1000 B.C.ERead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesmechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designationsRead MoreManagement Control Systems Pdf115000 Words   |  460 PagesJanuary 2006. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means – electronic, mechanical, photocopying or otherwise – without prior permission in writing from Institute of Chartered Financial Analysts of India. Fo ISBN 81-7881-995-3 Ref. No. PMCS/A 01 2K6 31 For any clarification regarding this book, the students may please write to ICFAI giving the above reference number, and pageRead MoreDeveloping Management Skills404131 Words   |  1617 PagesStress-Reduction Techniques 144 SKILL ANALYSIS 147 Cases Involving Stress Management 147 The Turn of the Tide 147 The Case of the Missing Time 150 SKILL PRACTICE 155 Exercises for Long-Term and Short-Run Stress Management The Small-Wins Strategy 155 Life-Balance Analysis 156 Deep Relaxation 158 Monitoring and Managing Time 159 SKILL APPLICATION 161 Activities for Managing Stress 161 Suggested Assignments 161 Application Plan and Evaluation 162 SCORING KEYS AND COMPARISON DATA Stress Management AssessmentRead MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesas much relevance for managers and consultants in practice as students and professors in the clasroom. So we set out to write an easily accessible explanation of the fascinating field of strategic management. Sure, some parts ma y appeal more to practitioners, while others may be more of interest to the academically inclined. This is in the nature of the beast. We did not set out to domesticate it but to make it friendly. We wanted readers from everywhere to join our safari. But at the same time weRead MoreA Concise Guide to Market Research Using Spss71933 Words   |  288 Pagesmarket. In order to gain useful consumer insights, which allowed the company to optimize the product and position it successfully in the market, Procter Gamble had to plan a market research process. This included asking market research question(s), collecting data, and analyzing these using quantitative methods. This book provides an introduction to the skills necessary for conducting or commissioning such market research projects. It is written for two audiences. First, it is aimed at undergraduateRead MoreContemporary Issues in Management Accounting211377 Words   |  846 PagesUnited States by Oxford University Press Inc., New York ß Oxford University Press 2006 The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2006 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographicsRead MoreDamodaran Book on Investment Valuation, 2nd Edition398423 Words   |  1594 PagesINVESTMENT VALUATION: SECOND EDITION I will be putting my entire second edition online, while the book goes through the printing process - it will be available at the end of the year. This may seem like a bit of a free lunch, and I guess it is. I hope, though, that you can do me a favor as you go through the manuscript. If you find any mistakes - mathematical or grammatical - could you please let me know? It would help me ensure that the typos do not find their way into the final version. Chapter