Thomas Jefferson

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Thomas Jefferson was the third President of the United States. He was also the second Vice President. Best known as the primary author of the Declaration of Independence, he contributed greatly to the development and shaping of the United States of America. During his two terms, he more than doubled the size of the country, through the Louisiana Purchase of 180, and kept the nation from involvement in the Napoleonic Wars despite both British and French violations of America's neutrality. A man of many talents, his most important achievements were in government and politics, but he was also successful as a lawyer, farmer, writer, architect, scientist, musician, and inventor.

Thomas Jefferson was born April 1, 174, at Shadwell, a plantation in Albemarle County, Virginia. The first Jefferson was believed to have come to Virginia from Wales. Peter Jefferson, father of Thomas, was a surveyor who became a landowner and magistrate. In 17 he married Jane Randolph, a member of one of the most aristocratic and influential families of the colony. They had 10 children. Thomas was the elder of two sons among the eight surviving children. After his father's death in 1757 he inherited ,650 acres of land, several slaves, and a position of consequence in the community.

At five, Thomas was sent to a private school near Richmond. He later studied under private tutors and in 1760 entered the College of William and Mary. There he developed a liking for mathematics and the natural sciences and impressed many with his brilliant mind. He also became an accomplished violinist and horseman. To his friends, the tall, slender, sandy-haired Jefferson was "Long Tom." Dr. William Small, who taught philosophy and mathematics, took a liking to young Jefferson. As a result of recommendation by Dr. Small, Jefferson, after leaving school in 176 was able to study law under the guidance of George Wythe, a leading attorney and noted teacher. Jefferson was admitted to the bar in 1767 and soon developed a profitable practice.

The business of Jefferson's life however, was not the practice of law. Although he continued in that occupation for seven years His true calling was public service. His occupation was leadership (McMillen 0). Despite his success as a lawyer, he was never fond of it.

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Jefferson married Martha Wayles Skelton, a young widow in 177. They had six children, but only two, Martha and Mary, survived childhood. Jefferson had planned early in his marriage to retire and become a gentleman and scholar. On a hilltop near Charlottesville, he began to build the mansion he called Monticello, but it was many years before he was able to settle there permanently. Unfortunately, on September 6, 178, Martha Jefferson slowly slipped away from her husband's desperate grasp. In the last anguished hours, she made an emotional request, a compound of love and old fear. She asked Jefferson to promise her that he would never marry again (Fleming 106). Jefferson never remarried. While he was President, his daughter Martha acted as hostess in the White House.

Jefferson was elected to the Virginia House of Burgesses in 176. In 1770 he was given command of the Albemarle County militia. He continued to be elected to the House of Burgesses until it ceased to function in 1775. In 177 he was appointed surveyor of Albemarle County. While in the House of Burgesses he allied himself with Patrick Henry, who was spokesman for a progressive group opposed to aristocracy. In 1775 the Virginia Convention named Jefferson as an alternate in the Continental congress. While in attendance, he was made one of the committee charged with drafting a Declaration of Independence. Nobody outside Congress except for a few friends knew that Jefferson had written the Declaration. The fact did not appear in an American newspaper until 1784, and he lived through all the bell ringing and speechmaking without any personal commendation in the press (Brodie 1).

In 1776 Jefferson gave up his seat in Congress to serve in the Virginia legislature. While there, 1776-177, he introduced 16 bills of which at least 100 were enacted. Jefferson considered the Statue of Religious Freedom one of his most important achievements, it provided for separation of church and state.

Jefferson was elected governor of Virginia in 177 and reelected in 1780. He was not equal to the task of governing during wartime, partly because he did not take the emergency actions necessary to meet an invasion. In his term the British overran most of the state, and Jefferson himself barely escaped capture. He refused to serve a third term even though elected by the legislature. When his second term expired, Jefferson simply left office rather than continue until a new governor could be chosen.

Jefferson served in the national Congress for five months during 178, and was active in almost every important committee there. Among the 1 state papers he drafted one was advocating the decimal system for money. Another was a land ordinance that dealt with western expansion. Many of its features were incorporated in the Northwest Ordinance of 1787. Early in 1784 Congress decided to send Jefferson to France to join Benjamin Franklin and John Adams in negotiating commercial treaties with the various European powers (Smith 177). The next year he was appointed to succeed Franklin as United States minister. He remained in France until 178.

In 170, Jefferson was made George Washington's Secretary of State, the first under the Constitution. When war broke out between France and Great Britain in 17, Jefferson although favoring France, agreed with Alexander Hamilton and Washington that the United States should adopt a neutral position. Nevertheless, his sympathy for the French Revolution led him into conflict with Hamilton, and Jefferson resigned his post at the end of 17 (Whitehouse.gov).

In the 176 election Jefferson was the candidate of the Republican Party, and the Federalist nominated John Adams. Adams defeated him by only three electoral votes, and Jefferson, under the system then in effect became Vice President. In the year 1800, Jefferson began his campaign for the presidency again at the age of fifty-seven; Aaron burr was his running mate. Jefferson and Burr each received 7 votes, and the election was thrown into the House of Representatives. After a week of tied votes, Jefferson was finally elected president on February 17, 1801.

The government had moved from Philadelphia to its permanent home in Washington, D.C., in June of 1800. To Thomas Jefferson fell the honor of being the first President to be inaugurated in the new national Capital on the Potomac River (Komroff 14). The most important event of Jefferson's first administration was the Louisiana Purchase of 180, which double the area of the United States. To authorize this acquisition, Jefferson had to go against his own principles by giving a broad interpretation to the Constitution, but he felt the purchase was necessary to control the vital Mississippi River.

During his second term (1805-180), much of Jefferson's energies were taken up trying to keep America out of the war raging between England and France. He succeeded by fighting an economic war, refusing to trade with a number of European nations, especially Great Britain. His policies cost shippers and businessmen millions of dollars and were very controversial.

By the end of 1807, he announced that he would follow the example of George Washington and not seek a third term. Jefferson retired to Monticello, and although he was now sixty-six years old, the ex-president began a new life. In his retirement Thomas Jefferson was the most famous living American. In an average year he received more than a thousand letters, most of which he tried to answer. Every year, thousands of visitors flocked to Monticello to meet with the ex-president. One of Jefferson's crowning achievements was to win authorization in 1818 for the founding of the University of Virginia. It was chartered the following year and instruction began in 185.

The following year was his last. Jefferson died July 4, 186, the 50th anniversary of the Declaration of Independence. By a curious coincidence, John Adams, his predecessor in office, died a few hours later the same day. Jefferson was buried on the grounds of Monticello. He had stipulated that the inscription on his tombstone be confined to the three achievements for which he wished to be remembered - the drafting of the Declaration of Independence, the Statue for Religious Freedom, and the founding of the University of Virginia.

WORKS CITED

Brodie, Fawn M. Thomas Jefferson An Intimate History. New York Norton, 174.

A rich, intimate portrait, which illuminates the relationship between Thomas Jefferson's inner life and his public life.

Fleming, John. Jefferson's Way. American History Feb. 001 6-44.

A somewhat thoroughly documented account of Jefferson's struggles with the personal and political aspects of his life.

Komroff, Manuel. Thomas Jefferson. New York Julian Messner, Inc, 161.

A portrait of Thomas Jefferson's youth in colonial Virginia to his final days at Monticello.

McMillen, Neil R. Thomas Jefferson Philosopher of Freedom. Chicago Rand McNally, 17.

A biography of a statesman, lawyer, architect, inventor, scholar, and president, which includes his roles as husband, father and doting grandfather in private life.

Smith, Page. Jefferson A revealing Biography. New York American Heritage, 176.

Traces the life of the tall redheaded Virginian, from his early education and involvement in the American Revolution to his activities as the nation's third president and last years at Monticello.

WhiteHouse.gov. Home page. 7 Dec. 00. http//www.whitehouse.gov/history/presidents/tj.html

A very good article that shows Thomas Jefferson, as author of the Declaration of Independence labored to make its words a reality.

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Somerset Maugham Mr. Know All

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Dear Emily,

We were at dinner the other night and I wore the pearls that Robert had given me last Christmas. I knew that it was risky to do so but I swear to God that I couldn't resist it! They looked so beautiful lying in that little velvet box and as soon as I set my eyes on them I knew that I had to have them around my neck. They reminded me so much of my dear Robert.

We were chatting idly when the subject of pearls came up. One of the ship's passengers who was sitting at our table went by the name of Mr. Kelada. He revealed to us that he was an expert in that field and could instantly tell the difference between the genuine ones and the cheap imitations.

It was obvious to me from the beginning that Elmer and Mr. Kelada did not get along very well. They are both very proud men and sure of themselves and what they say. A heated argument ensued, and both men wanted to prove that he was superior to the other. They were quarrelling vehemently and their faces had become flushed with exasperation and irritation.

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Elmer had evidently said something that bruised Mr. Kelada's male ego, and Mr. Kelada wanted to prove his expertise to us. To my utter horror, he pointed at my pearls and proclaimed that the chain I was wearing would never be worth a cent less than it is now. I tried to conceal the chain by slipping it inside my dress but my attempt was unsuccessful. Mr. Kelada went on and informed us that my pearls were genuine. Elmer disclosed that he hadn't bought them for me and wondered how much they were worth. I was beginning to feel disconcerted about the direction that the conversation was taking. Mr. Kelada believed that the pearls could be worth no less than fifteen thousand dollars.

Obviously I had to come up with some explanation as to where I had obtained the pearls from when Elmer saw them a few months ago. I told him that they were fake and I had bought them at a department store in New York for only eighteen dollars. Of course Elmer had believed me, as he had no reason to doubt my word.

Elmer and Mr. Kelada were arguing over whether the pearls were real or not, when suddenly Elmer exclaimed that he would bet a hundred dollars that my chain was an imitation. Mr. Kelada accepted this challenge and asked to take a closer look at the chain. I was becoming increasingly nervous as the seconds ticked by and when Elmer asked me to take the pearls off I felt my whole body go numb. By now I was aware that Mr. Kelada was indeed an expert and I was terrified that he might expose me. I pretended that the clasp wouldn't come undone and prayed that they would leave it at that.

My prayers went unanswered, for before I knew it Elmer had jumped out of his seat and undid the clasp, handing the string of pearls over to Mr. Kelada. My heart raced as I watched Mr. Kelada examine the pearls with his magnifying glass. When he looked up with a victorious smile on his face I knew then and there that I was done with.

I don't know exactly what happened next, but I assume that Mr. Kelada had seen the look of horror that I was unable to hide on my face. I saw him struggle, trying to decide whether he should claim his victory or not. To my astonishment and disbelief, he flushed deeply and regretfully admitted that he had been mistaken. I didn't know what to make of this. He knew that the pearls were genuine, yet lied to protect me. All I know is that it was terribly chivalrous of him and I shall always be indebted to him. I was so confused and yet I felt immensely relieved that my secret was safe.

Mr. Kelada's hands were trembling as he handed over his forfeit - a hundred dollar note. I couldn't bare to watch as Elmer told him off for being so sure of himself. I retired to my room, claiming that I was not feeling well and had a headache. All night I tossed and turned, musing over what had just happened and how close I had come to being exposed. I knew that I had to thank Mr. Kelada for saving me from what would have been a very unpleasant revelation, and so after the sun rose I crept along the hallway to where his room was and slipped an envelope containing a hundred dollars under his door to pay him back for all the trouble I'd caused, and hoping that he would somehow know how extremely grateful I was.

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The Benetton group

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Founded in 165, the Benetton Group started with limited resources that necessitated the strategy that ultimately resulted in rapid international growth. Since the beginning, Benetton concentrated on devoting its skills to the design and manufacture of quality clothing instead of providing direct consumer retailing. Benetton established a competitive advantage by establishing its brand as the best-known Italian apparel manufacturer, concentrating mainly on fashion-conscious young consumers from their mid teens through mid thirties.

Since almost 85% of its production is subcontracted to approximately 500 contractors both in Italy and abroad, and most retail stores are independently owned, Benetton does not have direct managerial control over production and sales operations. Additionally, Benetton's in-house operations and manufacturing partners are largely centralized in Italy (as much as 8% of core manufactured products were produced in Italy), making them susceptible to exchange rate fluctuations.

On the retail side, Benetton utilizes contracted agents working on commission to establish and support retail outlets. The entrepreneurial agency system helped Benetton to rapidly expand their retail network, and thus, push more Benetton products. However, the agency system does not provide the operational support to retail stores found in centrally controlled retail competitors, like The Gap, and cannot enforce any commonality in layout, stocking, or dcor from store to store. Additionally, the compensation structure for agents only encourages sales. There is little direct incentive to share best practices with other agents in different territories, to share business intelligence with Benetton, or to devote resources to helping build the Benetton brands. In other words, the agency system encourages the 'free-rider' effect.

It is recommended that Benetton alter its strategy in four steps to defend its core markets, and to prepare itself for future global expansion into new markets. In other words, Benetton needs to achieve globalization for its long-term growth, and to achieve production efficiencies to compete, but must first address structural problems in its current core markets.

The drawbacks in the current retail system of independent retailers being identified, established, and supported by agents working on commission were discussed earlier. It is recommended that Benetton's first operational change is to begin transitioning retailer support in-house, in order to provide better service to retail outlets, to provide more control over retail representation of the Benetton brands, and to reduce the free rider effect. Direct control of retail support will also yield better demand forecasting for Benetton, by allowing more influence over the product mix ordered by retailers. Benetton estimates that filling the role of the agents will require 500 people worldwide. Given sales of $1.7 billion in 1 (Exhibit 5 of the case), a 4% commission means that Benetton can afford to spend $16,000 per year for each of the 500 new employees necessary to fill the agent role with no impact on expenses, which appears reasonable. Additionally, extrapolating a ratio of agents to stores from the data given for the United States (six agents supporting 65 stores) yields an estimate of 141 people necessary to service all 6,11 stores worldwide. This assumes that one Benetton employee fills the role of one agent, but if this assumption is true, it appears that Benetton's estimate of 500 people is quite liberal.

As a second step, it is recommended that Benetton establish more flagship stores under direct corporate control. At a negligible cost of $500,000 per store, Benetton can double the number of flagship stores in large commercial centers of cosmopolitan cities for a total cost of $17,500,000, or approximately 1% of 1 sales. These flagship stores serve not only as high-volume retail outlets, but also provide Benetton with a directly controlled channel to exhibit its brand image, and to test out new ideas, promotions, and marketing concepts. The concept of taking over all 6,11 retail outlets in order to mimic the model of The Gap and The Limited was rejected for several reasons. Cost of over $600 million (approximately 6,000 stores at a conservative estimate of $100,000 acquisition cost each) is certainly a consideration, but the fact that Benetton has never concentrated on large-scale worldwide retail operations seems to be a recipe for failure. Additionally, Benetton's profit/sales ratio of 7.6% exceeds that of The Limited, and is roughly equivalent to The Gap, meaning that Benetton is not missing out on large profit margins from owning and operating their own retail establishments. By comparison, Nike's profit to sales ratio of .% validates their strategy to stay away from large-scale retail operations. By expanding its stable of flagship stores, Benetton will enjoy the same benefits that competitors get from retail outlets that mirror the brand's image, without the administrative burden, cost of capital, lack of flexibility, and lack of fit for Benetton to operate all 6,000 locations.

Michael Porter stated, "The role of the domestic nation seems to be as strong, or stronger, than ever. While the globalization of competition should lessen the importance of the nation, it does actually increase this importance… The domestic platform is where the competitive advantages of the firm are created and maintained" . This view is applicable in the case of Benetton, and defines the logic behind the third recommended strategic initiative. Benetton is a global firm with footprint in 10 countries, but its operational and strategic roots are still deeply grounded in Northeast Italy, as illustrated in Appendix 1. Benetton possesses a significant competitive advantage with its domestic elements centralized design, production and distribution. Additionally, the European market accounts for upwards of 80% of Benetton's total sales (in both volume and revenue, Exhibit 6 of the case), with the Italian domestic market consuming approximately 0% (Exhibit 7 of the case), making it the largest national market. Benetton derives a great deal of its brand identity from its European design and production, as demonstrated by its investment in Formula 1 auto racing and high-concept advertising campaigns. Benetton does not want to risk the retailer and customer backlash in Europe that it experienced in Japan in reaction to imported garments. In order to preserve this brand identity advantage in its largest market, Benetton should strive to achieve lower overall production cost for the same high quality output to maintain its competitive advantage. Integrating retail support into Benetton will aid in this effort, by making demand more predictable, as will the plan to reduce the number of product line items available. Additionally, Benetton should continue to invest in its "local" elements, by developing new technologies for better design processes, more cost-efficient and flexible manufacturing processes, and distribution systems that can speed fulfillment. But the key for Benetton retaining its current European market position is the high product quality and the flexibility to quickly respond to customer demand afforded by its partnerships with local subcontractors. Casting these longtime partners aside would not only remove Benetton's flexibility in production, but could prove detrimental to product quality and brand image.

Pursuing a strategy of investing in European capacity and capability does not address the exchange rate fluctuations that led to pricing difficulties in the North American market (see Appendix for regression analysis demonstrating relationship between exchange rate and unit sales), resulting in drastic declines in number of stores and product volumes. However, because currency fluctuations are short term economic concerns, it is not recommended that Benetton radically revamp its strategy and operations to address what may be a

In order to grow, Benetton also needs to initiate a long-term strategy to be "more global" after it secures its European market. Benetton already has a global sales network with more than 6000 stores in 10 countries. However, Benetton's next step should include expansion of its sales network and its production capability to other markets. Benetton has tried this approach in Japan and U.S. in the past. It had mixed results in Japan (established more than 600 retail stores but little profit due to high production cost and increasing emphasis on value among Japanese consumers) and failure in U.S. market (due to currency fluctuations and the shortcomings of the agency system). These experiences should not dissuade Benetton from expanding into China. With 0% to 40% lower production cost and 00 million prospective consumers, China is an irresistible market for Benetton in worldwide expansion. Initially, China will be able to consume all domestic production, given that in order to achieve most efficient production, a plant in China must produce at least 4 million garments. By comparison, the North American market consumed just over 4 million garments in 14, with a market of approximately one-third the size. This strategy will enable Benetton to not only develop a new market to sell its products, but can also look in the longer term to produce products for markets outside of China. With its longer lead times but lower costs, Benetton can elect to transition production of select high volume "base" stock products (products ordered at the beginning of the season) to China for export as capacity is increased. Because of cultural and business differences, Benetton must find a well-established Chinese garment manufacturer with whom to form a joint venture (a Stage venture) as the first step in its entry into China. While the Chinese partner will provide labor, manufacturing facilities, and a distribution system, Benetton will provide technology on cost and quality control, product design, and marketing.

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Business management

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The Relationship Between Critical Thinking & Decision Making

There is a unique relationship between critical thinking and decision making. I would first like to introduce you to the definitions of the two terms that I have found through some sources from the internet. First, critical thinking is defined as the process of purposeful self-regulatory judgment. In one article I found they had a definition as generated per an expert consensus that stated "We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations

upon which that judgment is based." (Facione, 18, pg.14) Now the definition of decision making is the cognitive process of reaching a decision.

The material in this course defines the two terms as follows. The first being critical thinking as a definition of "awareness of a set of interrelated critical questions, ability to ask and answer critical questions at appropriate

times, and the desire to actively use the critical questions." (Browne, Keeley, McCall, Kaplan, 001, pg.) The material also defines decision making as the process in which one must make a decision based on the information at hand. Now from these two terms I would say that I believe that critical thinking is the ability to come up with a solution to a long term problem. I think decision making is the process in which you must decide on a course of action for a current problem or issue that must be decided immediately.

The relationship between these two terms is both terms both involve making a decision. Most businesses are faced with issues on a daily and long term basis and good management must use these two methods in order to keep the organization running effectively. By using critical thinking your making a decision by analyzing a situation to come up with a solution and using the decision making process to finalize the solution. However, with decision making you are making a single decision based on an individual problem versus an overall problem. This leads me to believe that the benefits, of being a critical thinker helps an individual become a stronger manager. If an individual can look at all the aspects of a decision before making it they will have a better chance of making the correct decision to generate the solution to the problem.

In my current job at Nuconsteel we are utilizing both of these processes everyday. We have currently gone through a re-organization which is still in progress. Once a month a group of managers will get together and work on details on how we are going to fix organizational problems of increased sales and limited resources. We have generated more sales than expected and are experiencing more growth. At this stage the group of managers must use critical thinking because the decisions that we make will directly influence the outcome of the company's ability to operate in the market place. This takes the actions and critical thinking of many people to come up with solutions to this problem. On the other hand we have to make decisions daily on smaller issues that are either a yes or no answer. These decisions will fall under the decision making process because they are quick fast solution given to a straight forward problem that has to be addressed. Most of these decisions are instruction based in order for the employees to continue on with their task to accomplish the work that they are given. Many issues arise in deciding whether we will estimate certain types of construction projects and provide engineering solutions for problems we have with current projects. I believe that I am a critical thinker and decision maker because many times I have to do both processes. Due to the nature of our business I must make many quick decisions on construction projects. On the other hand I have to come up with solutions in which will help us maximize the resources we have currently with manpower and production to accomplish the overall goal of the organization. The decisions must be well thought out before implementing since they can have a great impact on how productive the group I manage operates. In order to be a successful manager one must be able to be both a critical thinker and decision maker.

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Film review - run lola run

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'Run Lola Run' 18th August 0

If you're the type of person who likes being kept on the edge of your seat and glued to the cinema screen… then 'Run Lola Run' is the movie for you. This captivating movie has more twists then a lifetime, with the use of extraordinary techniques and visual effects this movie is brought to life. German director Tom Tykwer spins three "what if" segments, each time with the same basic story line but with different outcomes, leaving the viewers perhaps with the choice of how the film ends…tragedy or happily.

In 'Run Lola Run' time becomes a matter of life and death, as today is unlike any other day. Manni (Moritz Bleibtreu) who is a small time courier for a big time gangster is working a standard pick up/drop off job, when things don't go exactly to plan. Manni's girlfriend Lola (Franka Potente) was meant to pick Manni up, but was late due to her moped being stolen. One stroke of bad luck leads to another, and by the time Manni calls Lola he is in a massive dilemma. Manni's boss is meeting him in 0 minutes to collect the 100 000 marks off him, that Manni suddenly doesn't have. Lola's desperate plan Find money somehow, somewhere In 0 minutes… "Run Lola Run".

The visual effects and flashbacks in the movie are what make 'Run Lola Run' such a fascinating movie. Time is a crucial factor as there are always clocks present throughout the film. There are clocks that swing back and fourth across the screen, with the camera tilting upwards and we plunge into a gaping hole- as if swallowed by time.

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At the start of the movie Lola is running, and is in a cartoon effect. This use of animation shows the true effect of a game-like movie, which seems to be Tykwer's main technique in the movie. Games can be played over and over again; if you lose you can always try again. Tykwer's hypothesis was "If film is like a game, then why not give Lola a second chance, or a third, as in this movies case". As an accomplished cinematic stylist director Tom Tykwer doles out some magnificent film tricks that keep the story going and the audience's interest up.

One of the most moving effects used in the movie is when Lola collides into all soughts of different people and then shows droll and nasty fast forwards of those people's lives. During these fast forwards he gives us, in 10 seconds a series of shots that depict each person's entire subsequent life, often to a hilarious effect. Such as the bank employee who is perceived as a sensible and quiet young woman, when actually this isn't the case, as the fast forwards reveal shocking and exotic bedroom action.

Another well produced visual effect in the film 'Run Lola Run' was the significance of the color red. Red is the symbol of Lola's passionate love, Lolas phone is red, so is the bag with the money. The ambulance that runs over Manni is red, Lolas hair is bright red, and there are red lights featured in the film. But the true significance of the color red is Manni and Lolas love for each other, as when Lola and Manni are about to die, the screen fades to red. Lola is the player who must counteract the forces set against her winning the game. Camera angles and split frames show that these two are a pair, emotionally and visually.

The most amazing thing about 'Run Lola Run' is that so much depth and action has been managed in a mere 80 minutes. What's so incredible about the film is the intelligence that Tykwer brings to the script. As Lola repeats her attempts at securing the money she passes the same people and the same places but at a slightly different time, these few seconds making all the difference to the outcome of the subsequent events. The different outcomes touch on some heavyweight themes but Tykwer wisely leaves them to float around, rather then forcing them upon us.

No description of 'Run Lola Run', no matter the depth, can convey its true impact when viewing it on a cinema screen. 'Run Lola Run' will leave you out of breath and wishing it wasn't over so quickly. It's a suitable balance between those annoying films which require you to spend all of your time thinking instead of watching, and those brainless blockbusters. 'Run Lola Run' is a romantic action film without the explosions.

With its extensive amount of thrills and fun, this is one film that you definitely cannot miss!!

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Classroom Management

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Good classroom management is essential in a classroom. The way a teacher manages the classroom will effect the pupil's behaviour and thus, will reflect on their work. Good management draws from a teacher's craft, will reduce misbehaviour and teacher stress, and provide both teacher and pupils with a supportive and pleasant environment in which to work. In an influential report known as the Elton Report (Moritimore et al) it is defined that to promote good behaviour teachers must accentuate the positive and focus on people. In Llangoed, they adopted a form of behaviour policy that involves the whole school operating on a reward system that was to encourage good behaviour. For any outstanding work, that a pupil or group produced, they would then be awarded with a star which was then recorded on a score sheet displayed on the classroom wall. This form of reward system provided each class with an incentive to work well. Each class would 'crown' a pupil who had gained the most stars at the end of the week, and in return for his/ her good behaviour will be allowed a treat or privilege. This system was operated at a shared understanding amongst the staff and pupils. Parents also co-operated, as they were kept well informed of their child's progress in school. This system worked as a form of promoting good behaviour, and due to the way all parties involved co-operated. As a student teacher I quickly learnt that good classroom management, depends upon much more than just punishing bad behaviour.

Driving all attention away form bad behaviour and focusing on the good as practised in Llangoed is known as 'Behaviour Modification'. Although it is a successful way of promoting good behaviour, carries many disadvantages and dangers. For example it has been proven such a successful and powerful technique of behaviour modification, that it can be used to modify behaviour in order to suit the teacher in question. Psychologists who criticise this method regard the reward system as a form of bribery. Successful modification might improve behaviour, but it may also help to conceal a cognitive or emotional problem, or cover up an impoverished curriculum.

As a teacher it is important to find the root of a problem, to find the cause of misbehaviour instead of assuming it is the fault of the pupil in question. Sometimes the fault can be found on the teacher as much as the pupil. I quickly learnt that motivation and enjoyment plays an enormous part in how a pupil will behave in a lesson. Making school interesting is essential. From my experience, if a pupil is not enjoying the lesson, they will become bored and restless, and then this boredom may fast become bad or disruptive behaviour. For example, pupil A was a hardworking pupil with above average attainment. When confronted with a challenging task, pupil A would go about his work in and complete the task without drawing attention to himself. I presented the class with some graph work, which revised past work already covered by a previous teacher. Pupil A had already grasped this work, and felt that he did not need to revise the work again. He was bored by the task, believing it was repetitive and unchallenging. As a result of his boredom, pupil A begun to misbehave by drawing attention to himself, talking whilst I was presenting the work, fidgeting and bothering other pupils. This became a regular occurrence throughout my teaching practice when pupil A found the work wasn't enjoyable or challenging enough. Of course the same may happen if the work is too difficult for the pupil. This is a point made by Cohen et al. It is important to consider differentiation when preparing work in order to have stimulating challenging material for all different attainment levels in the class.

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It is important to be clear and interesting in the classroom presentation, otherwise there is a risk of the pupil not listening, and consequently, will not understand work. Having been monitored on one occasion, I was advised to vary the pitch of my voice when talking to the class, to incorporate facial expressions, and to bring in some jokes to the lesson. I accepted this advice, and saw a dramatic change in the response from the pupils. I believe that by doing this I made the subject seem more interesting, and varying my voice and prevented minds from wondering to a more interesting subject. Again, this highlights a point made by Cohen et al, that motivation; praise and enjoyment play an important part in classroom management. I felt that praise was a very effective form of increasing motivation, not just in one pupil, but in their peers also. When a pupil knows that they have done well, they have more pride in their own work and want to beat their 'personal best'. This may also bring out the competitive nature of their peers. It is important to recognise relative as well as absolute success. Each pupil is an individual, and I found that valuing the best work of each individual instead of the best work from the class as a whole, provided a great deal of intrinsic motivation.

I received some work from a pupil that was outstanding. I asked that pupil to read his work out for the rest of the class to hear. My reasons were twofold, in that I expected this to give the pupils motivation to work towards this standard, and also to give an example of the layout I expected. This also held another effect. The public recognition of good work made pupils work hard on the understanding that if their work reached a high standard they too will be able to read it back to the class. This increased their self-esteem, noted once again in Cohen et al. However the reverse of this would not work. To ask a pupil to read out a poor piece of work as an example of 'how not to do it' would insult the pupil and lead to humiliation, I expect this would have the reverse effect.

The environment in the classroom is extremely important. I found when if I felt nervous or apprehensive, it would reflect on the pupils' performance. The best work was always produced when I was relaxed and confident with the material I was introducing to the class. Politeness with the pupils not only sets a good example, but also breeds a good working relationship amongst pupil and teacher, and also pupil and pupil. Remembering to say 'please' or 'thank-you' to a pupil goes a long way and encourages mutual respect. When the pupils know that they are valued, they will work to sustain high opinion the teacher holds. Being friendly and human and showing interest in the pupils' lives help to develop a good relationship with each individual, something I found of enormous value.

Setting clear rules in the classroom is extremely important. I found it difficult to set rules in the classroom, as they sometimes clashed with those set by the class teacher. I found that some of the established class rules did not work for me, and when I tried to alter them it did not work. For example, when pupils had worked hard, they were permitted to work in the quiet room, which was situated some distance away from the classroom. Pupils expected the same rule to be in force when I was teaching. However, when pupils were not under my supervision, they tended to misbehave. This obviously was not the case for their class teacher, but posed a problem for me, as I was a student teacher who holds less authority. It is important to establish rules from the very onset; otherwise pupils tend to use this to their advantage, as they did with me.

The physical environment of the classroom will always have an effect on the way the pupils conduct themselves. I personally felt that there were too few tables in the classroom, and the pupils tended to be squashed together when working. This made the pupils feel clostophobic, and they often became frustrated with the lack of space. This disrupted the pupils when they were working. I also felt that the open plan on the classroom posed a problem for me. In the absence of having a door as a physical boundary, the children tended to wonder, and found it quite easy to leave the classroom when my attention was engaged with another pupil or activity. Of course, this also draws upon the importance of constant monitoring of behaviour as well as work, and also refraining form turning your back on a classroom of children. Peters defines this as being 'Out there' with the classroom instead of being 'involved in their own musings', something which I will carry with me on my next teaching practice.

I learnt valuable things at Ysgol Llangoed. With regards to misbehaviour, I quickly learnt that shouting at pupils who misbehave does not work. It would be naive of me to assume that a teacher should never raise his/her voice. But to keep ones voice at a high volume will encourage the pupils to mimic the volume, and the consequences will lead to uncontrollable noise. I discovered that merely making eye contact would have just as much of an effect to refocus the pupils' attention. Some points outlined by Cohen et al help guide a teacher to deal with minor misbehaviour. The physical closeness of a teacher can have the same effect as eye contact. Asking the pupil if they have a question to ask will let them know that you have noticed they are not on task. Non verbal gestures speak volumes. Raising eyebrows, shaking the head, and clicking fingers will all draw the pupil's attention, and make them aware that the teacher has noticed their misbehaviour. Whatsmore, these methods eliminate minor misbehaviour without disrupting the rest of the classroom.

The forms of behaviour management examined are known as positive discipline (Cohen et al). They rely on interpersonal skills and promote good behaviour instead of punishing bad. Punitive schools were found to promote poor behaviour (Galvin, Costa and Mercia). Providing children with a positive environment in which to work, and as already discussed, will have a direct effect on their behaviour, and education.

1.Cohen, Manion & Morrison (16) A Guide to Teaching Practice Routlidge, London

.Galvin, Costa & Mercia Building a Better Behaved School in Cohen Manion & Morrison (16) A Guide to Teaching Practice Routlidge, London

.Mortimore et al The Elton Report in Cohen, Manion & Morrison (16) A Guide to Teaching Practice Routlidge, London

Please note that this sample paper on Classroom Management is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Classroom Management, we are here to assist you. Your cheap custom college paper on Classroom Management will be written from scratch, so you do not have to worry about its originality.

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