Compare & Contrast Essay: The Role of Women in Ancient Athens
“The Out in Schools Teachers Learning Resource Guide is a respected resource funded by the Vancouver Foundation, Canada Council for the Arts and the Province of British Columbia.
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International recognition of womens human rights does not mean implementation. An essential step toward respecting, promoting and defending those rights is learning about them. Projects that introduce students to not only these treaties, but to the wide range of international and local womens rights organizations are needed if womens progress toward parity with men is to continue. For history teachers, first steps can be taken by having students explore past examples of ways societies have institutionalized gender divisions, and the struggles of some women as well as men to overcome those which they deemed to be repressive and harmful. The multiple international and local women's rights organizations with Internet sites provide places to locate current concerns. For example, there is a discussion on the Human Rights Watch site on inheritance customs in Kenya where, in some areas, the equal rights of widows to their property are obstructed.
The time to act is now to help stop the proposed pro-homosexuality programs. Here are some things you can do. Would you do one or two of them at least? 1. Write to: The Premier, Parliament Buildings, Victoria, B. C., objecting to the provincial government’s allowing such programs. Send copies of your letter to the Minister of Education at the same address, to your MLA, and to the BCTF, your local school board, and the local teachers’ association. Also send copies to the leaders of other provincial parties. 2. Write a letter to your local newspaper. 3. If you are a parent, bring the matter up at the Parent Advisory Council meeting for your school, if your child attends public school. 4. Form an ad-hoc committee of like-minded people. Speak together with a firm (but not shrill) voice. (BC Parents and Teachers for Life will gladly give what information we can to help you.) Get your school board to act to prevent schools being used to propagandize for controversial, unhealthy behaviour. 4. You could phone the Ministry of Education, Public Affairs Branch at 387-4611, ask for the Curriculum branch, and leave your message, asking that you receive a reply. 5. If you are a high-school student, you and like-minded friends could make a respectful representation to the educational authorities. In all your communications, stress that you are for the protection of all students from violence, but oppose the indoctrination of students for the homosexual life-style. We must be accurate about our facts, show concern for others, and stand up for the rights of parents and the welfare of students.
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Deubel, P. (year from last revised). Math methodology: Instruction essay: Introduction to teaching challenges. Retrieved Month, Day, Year, from Computing Technology for Math Excellence Web site:
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Students should work at all levels of the taxonomy. It should not be viewed as a ladder, however, nor as a framework for differentiated instruction (Tomlinson & McTighe, 2006, pp. 119-120). The taxonomy is helpful for breaking down state standards into meaningful components as teachers plan their instruction. Planning for instruction will be elaborated upon in of this essay on content and curriculum mapping.
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PBS LearningMedia has a collection of videos on to illustrate teaching strategies in the classroom. There are also support materials with a background essay and articles on this topic in a section called "Connections."
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To sum up: Mr. Corren’s appeal to his colleagues to refuse to accommodatefreedom of conscience, religion, thought, opinion and belief is an invitation toengage in wrongful discrimination that is likely to embroil them inconfrontation and even litigation, all in the service of his personal agenda andhis private contract with the government. It is inconsistent with respect forauthentic pluralism in a liberal democracy, and it is not in the best interestsof students, parents or teachers.
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Diversity plays a significant role in classroom management. Disabilities and cultural differences impact behavioral differences. It important to know the nature of a disability. For example, an autistic child might require consistency in his/her schedule as disruptions in routine might trigger inappropriate behaviors. In responding to students with disabilities, some learners might need individualized plans for behavior management. Ideas might be to develop a behavior progress monitoring form with categories such as "Brought supplies, Worked productively, Was respectful of others" for various time frames (e.g., periods in a school day) or to develop a behavioral contract. In terms of cultural differences, teachers and all learners in a class should be aware of each others' interaction styles. What is acceptable in one culture might not be in another. For example, there are cultural differences in what is acceptable in speaking to others (e.g., one at a time, and loud voice), levels of physical activity and verbal discourse needed with thinking and learning, attitudes about sharing and respecting physical space, authority figures, what constitutes an authority figure and the manner in which deference is shown to authority figures (Voltz, Sims, & Nelson, 2010, pp. 52-55).