The Leadership Of A Leadership Position - 1183 Words

When in a leadership position one must understand how influential they are to an organization. Their guidance and leadership will be a determining factor to the success of the organization. The leadership skills and style are key components that dictate the performance and action of the employees under that leadership. As a leaders it is important to know what you have control over. Leaders control both interpersonal and material rewards and punishments that often shape employee behavior and influence an employee’s performance, motivation, and attitude. They can affect an employee’s self-image and resulting potential in either a positive or negative way by being supportive, fair, and encouraging, or unsupportive, inconsistent, and critical. In addition, they can even affect an employee’s health and energy level by creating a stimulating work climate or one filled with tension and fear. The influence of a leader’s style reaches greater proportions as the ef fects on individuals begin to have a cumulative effect on group performance. There are no doubt variables other than a leader’s style that affect employee performance and satisfaction. Certainly, job challenge and interest, organizational working conditions and work climate, opportunities for growth and advancement, and peer relations among other factors should be considered. However, the potential consequences of a leader’s style should be understood and not be underestimated. In this document I will identify anShow MoreRelatedLeadership Is Not A Position1819 Words   |  8 Pagesohn C. Maxwell once said, â€Å"A leader is someone who knows the way, goes the way and shows the way.† Leadership is not a position, a title or being the boss, it’s about creating leaders amongst your followers. My point of view on leadership comes from a perfect example in the New Testament â€Å"Jesus Christ.† In Matthew 4:18-22, Jesus choose his first disciples. They had one thing in common, they were all fishermen (skills approach). Then, that strong foundation lead to the calling of those of a differentRead MoreMy Leadership As A Position Of Leadership1830 Words   |  8 PagesThe ways in which my leadership strengths are capable of being used within in organization had never been something that I had thought about prior to the strength finder activity. For me a position of leadership had always been a potential future responsibility of mine. However, upon taking the strength finder quiz, three of the results that I received were developer, connectedness and learner, and I began to see how I could use these in my work upon graduation. The future of the way in which individualsRead MoreEthics And Position Of Leadership Position Essay1400 Words   |  6 PagesEthics in Position of Leadership Position There is a wide range of careers available in the market and choosing the right career path is really important. There are many factors that help you decide a career and some of them are your skills, interest, personality, qualifications, etc. Based on my skills and interest I want to be a Financial Controller. With the growing marine business, I want to be a Financial Controller of MacGregor USA Inc., an engineering solution and services company that handlesRead MoreLeadership As A Position Of Power1325 Words   |  6 PagesLeadership may be defined as a position of power held by an individual in a group, which provides him with an opportunity to exercise interpersonal influence on a group of members for the direction of their efforts toward a common goal. Leadership is also a position of power held by a group or individual (Chand, n.d.). There are several styles of leadership that must be reflected upon before an organizational manager can develop their own style. Models of leadership have been developed to assistRead MoreTraining For A Leadership Position1523 Words   |  7 PagesBackground Information Assistant prosecutor Johnson and assistant prosecutor Norris are both high-ranking assistant prosecutors. They both have different views on the value of experience in relation to training for a leadership position. They are looking to secure the chief prosecutor s position in Macon County, South Carolina. â€Å"Assistant prosecutor Norris has been a member of the Macon County Prosecutor s Office for 30 years. Norris joined the prosecutor s office straight out of law school, and he hasRead MoreLeadership As A Position Of Power1545 Words   |  7 PagesLeadership may be defined as a position of power held by an individual in a group, which provides him with an opportunity to exercise interpersonal influence on a group of members for the direction of their efforts toward a common goal. Leadership is also a position of power held by a group or individual (Chand, n.d.). There are several styles of leadership that must be reflected upon before an organizational manager can develop the ir own style. Models of leadership have been developed to assistRead MoreLeadership As A Position Of Power And Authority1499 Words   |  6 PagesLeadership in Nursing Practice What do you think of when you hear the word leadership? I think of someone who is in a position of power and is leading everyone to a better future. That could be considered a little idealistic, but it is a pleasant thought. Now we all know a leader is someone who leads people to complete sets of common goals and tasks. Leaders are everywhere. They are doing everyday things and seeing everyday people, but they are leaders in their profession, and that includes nursingRead MoreMy Leadership Position At Birmingham927 Words   |  4 PagesIn my career I have held multiple leadership positions. My first leadership position with my organization came as a Supervisor of Customer Service in Birmingham, about four years ago. I was charged with leading a group of service mechanics who did work inside customers’ homes. Also within my organization, I was given the opportunity to be the Diversity Council Chairman where I was tasked to lead a diverse group of employees in unifying our work force. As stated by Kutz (2016), â€Å"a leader is someoneRead MoreLeadership Is Not A Position Or Big Office1128 Words   |  5 PagesLeadership is not a position or big office. It does not mean to own expensive office leather furniture. It is not driving a BMW or wearing a Rolex. The leader is a source of inspiration. The Leadership is a magic Leadership has nothing to do with seniority or one’s position in the hierarchy of a company. Leadership has nothing to do with titles. Leadership isn’t management. Leadership is a process of social influence, which maximizes the efforts of others, towards the achievement of a goal(Read MoreApplication Of An Executive Leadership Position916 Words   |  4 PagesTo obtain an executive leadership position that engages my 25 years of diverse experience and knowledge to advance a company towards its principal goals through; leadership, team development, effective management, cost control and, a personal accountability and co ntinuous improvement philosophy. PERSONAL PROFILE Management professional with superior analytical skills to evaluate manufacturing and service organizations and, design organizational/operational control systems to drive continuous improvement

Essay about Different Learning Styles - 2633 Words

Different Learning Styles Introduction What is learning? According to the thesaurus in the Eric database, learning is the â€Å"process of acquiring knowledge, attitudes, or skills from study, instruction, or experience† (Eric/Thesaurus database, 2001). A learning style is described as â€Å"a set of factors, behaviors and attitudes that facilitate learning for and individual in a given situation† (Reiff, 1992, p.7). There are many different ways that children learn. The purpose of this paper is to explain the different learning styles that students may possess and to discuss the importance of planning a lesson that includes different techniques to meet the needs of individual learners. These different learning styles may include the show†¦show more content†¦They like to learn because it interests them. These children are not as physically active as some of the other types of learners (WEAC, 2001). Seer and Feelers The second type of learner is the seer and feeler. These types of children learn best through example. They like to touch and feel what they are doing. These children are very hands on. This type of learner also asks many questions. They are curious about everything. This type of child does not work well alone. They prefer to work in small groups that interact together to accomplish a task. This type of child is also very empathetic (WEAC, 2001). Leader of the Packs The next type of learner would be described as the leader of the pack. These children are the leaders in the classroom. They teach everyone by example. This type of learner enjoys being the center of attention because it is what they do best. The leaders of the pack have a very good speaking vocabulary and are great communicators. This type of child is physically active and very popular. The problem with these learners is that they might have a hard time learning to read and write (WEAC, 2001). Verbal Gymnasts Then, we have the verbal gymnasts. These children will talk you ear off. Their speech and vocabulary remind you of an adult’s. They speak logically and clearly. These children are very good at communicating with their friends and the adults that surroundShow MoreRelatedDifferent Learning Styles1314 Words   |  6 PagesDifferent Learning styles commonly Used by the PNTC marine Transportation students A thesis presented to the Under graduate studies PNTC Colleges In partial fulfillment Of the requirement for The research amp; thesis writing By: J’Bryan G. Santiago Ronkiel R. Serrano Dennis L. Garan Rod Carlo D. Agpalo Reggie Eridio Chapter I A. Introduction According to Kolb’s (1984) many people recognize that each person prefers different learning styles and techniques. Learning styles groupRead MoreLearning Styles By Different Types Of Learning949 Words   |  4 PagesLearning is a very important thing in our life. Every day a person learns new things until the end of their life. People cannot stop the learning and everyone starts learning from childhood. For example, when the baby born, they learn about suck, eat, crawl and walk, and then they develop into children and their bodies ready to learn more than one form of thinking it includes personality, senses, feelings and values. A.K., Whiren, AP. (2004). The VARK learning Styles tell that everyone has a differentRead MoreDifferent Aspects Of Learning Styles1003 Words   |  5 PagesAs I researched the different learning styles I came across three evaluations that seem to each express different aspects of the learning styles that applied to myself. Each of these evaluations gave me slightly different results, nonetheless were effective and educational. All three of the assessments are practical information to use as an adult learner and to also just have under one’s belt to incorporate with everyday life. The first test was the multiple intelligence assessment that was presentedRead MoreDifferent Learning Styles: Learning about Learning Essay1799 Words   |  8 PagesThere are many people in the world, but only three key learning styles. Learning styles can be defined as a preferred way of acquiring knowledge and processing information. A learning style affects understanding, solving problems, participating in different acti vities, reacting in a group, and relating to others around us. Most individuals have a dominant learning style. There are many varieties of learning styles, but they are categorized into three main groups: auditory, visual, and kinestheticRead MoreDifferent Styles Of Learning And Visual Learner984 Words   |  4 PagesThere are different styles of learning, from kinesthetic to visual to auditory. Each style of learning vastly different from the other. People find it easier sometimes to learn using one method yet there are those who can learn from more than one method if not all just as easily. By knowing an individual’s preferred style of learning finding the ideal learning environment can be achieved. One example would be that a person keen to learning through auditory means would probably find it difficult toRead MorePeople Have Different Learning Style851 Words   |  4 Pages People have different learning style. According to the VAK Learning Style Indicators, my learni ng style is quite not clear which is tend to be physical but very close to visual and auditory. Because of in university or college even high school in some cases is very stressful. Student live in a very intensive environment, so it is very significant to let the student know what their learning style is. Let them concentrate on using the learning style that they good at. So, I am going to introduce myRead MoreDifferent Theories About Learning Styles Essay2112 Words   |  9 PagesIntroduction Learning style is an individual s unique approach to learning based on strengths, weaknesses, and, preferences. Learning styles explains the concept that every person learns differently. Assessments of learning style typically ask individuals to evaluate what sort of information presentation they prefer, and, what kind of mental activity they find most engaging, and, attractive for them. Theories about learning styles agree that all people can be classified according to their style of learningRead MoreExplore the different learning theories and learning styles Essay865 Words   |  4 PagesTrident University Explore the different learning theories and learning styles TUX101- The Trident University Experience 17 February 2013 Introduction For this case study assignment, I will be writing about what Visual, Aural, Read/write, and Kinesthetic (VARK) learning style or styles I have and how it relates to two different learning theories. I will also be discussing how my identified VARK learning style or styles will affect my online educational pursuit. Read MoreEssay on Accommodating Different Learning Styles in the Classroom1802 Words   |  8 PagesAccommodating Different Learning Styles in the Classroom â€Å"Learning styles.† What are learning styles? Various researchers have created different tools that categorize the way people acquire and retain information. Some of these include Gardner’s multiple intelligences, McCarthy’s 4-Mat System, and the Myers-Briggs personality type indicators (Ebeling 2000). Haar, Hall, Schoepp Smith (2002) define learning styles as â€Å"individual differences in the way information is perceived,Read MoreEssay about Teaching Techniques for Different Learning Styles771 Words   |  4 PagesTeaching Techniques for Different Learning Styles As teachers we will be faced with many difficult tasks one of which will be finding creative ways to motivate the children in our classes to learn. There are so many teaching techniques it may be overwhelming for new teachers. With the emphasis on test scores and the â€Å"No Child Left Behind† Act many teachers may fear being creative in the classroom. This paper will attempt to explore some creative teaching techniques. Recently there has been

Mathematics Web-Based Learning for Malaysian Secondary Schools in Geometry Free Essays

MASTER RESEARCH PROPOSAL Prepared by Yeo Lian Ming 1. Title : Mathematics Web-Based Learning For Malaysian Secondary Schools In Geometry 2. Chapter 1 Introduction Background Of The Problem Learning of geometry is formally introduced in the Malaysian primary mathematics curriculum. We will write a custom essay sample on Mathematics Web-Based Learning for Malaysian Secondary Schools in Geometry or any similar topic only for you Order Now The emphasis in geometry increases as students progress to secondary education, where about forty percent of the sixty topics in the five-year secondary mathematics curriculum comprises geometry content (Malaysian Ministry of Education, 1998). It is paramount that students at the beginning level of secondary education are provided with logical reasoning skills to build on subsequently more rigorous experiences of formal geometry. The Curriculum and Evaluation Standards for School Mathematics (NCTM,2000), and other important literature in the area of mathematics education call for emphasis in geometry at all levels. Geometry is a unifying theme to the entire mathematics curriculum and as such is a rich source of visualization for arithmetical, algebraic , and statistical concepts. For example, geometric regions and shapes are useful for development work with the meaning of fractional numbers, equivalent fractions, ordering of fractions, and computing of fractions (Sanders, 1998, p. 20). However, geometric concepts are often neglected in elementary and middle level schools in favour of teaching computational skills ( Huetinck Munshin, 2004 ; Noraini Idris, 2006 ). Various reasons related to mathematical system itself, curricular materials, instructional practice, and cognitive development have been proposed to explain students’ the difficulties with geometry. In many Malaysian schools, the teaching and learning of mathematics has been reported to be too teacher centred and that the students are not given enough opportunities to develop their own thinking (Malaysian Ministry of Education, 2001). This situation invariably results in students becoming passive receivers of information, which in many cases do not results in conceptual understanding. Many students are not able to comprehend what their mathematics teachers teach especially on the topic of geometry because mathematics content is taught with the intention of finishing the syllabus and preparing for examinations. Little regard is given to how well the students understand geometrical concepts. On the topic of geometry, students encounter difficulties in applying what they have learnt due to spatial inability and visualization problems. In secondary school, mathematics teacher’s biggest challenge is to find a way how to get students’ interest to learn geometry. Through web-based learning, teacher can give students a new and stimulating way to learn and practice mathematics when and where it is suitable for them. The use of computers in education can be utilized as a new technological support for the visualization of abstract concepts through computer-generated virtual representations, allowing for the generation of mental model of the geometrical concepts. Moreover, the use of the World Wide Web as an educational delivery medium has pushed the limits of instructional design. It is becoming commonplace for students to register for programs, access course materials, communicate and submit assignments, and retrieve grades electronically. Classrooms and conference facilities in schools around the world are web-friendly, with many offering video-conferencing or full virtual classroom facilities. But the real question is this: does web-technology help or hinder learning? The best answer seems to be that it depends on the situation. Sometimes it helps. Sometimes it hinders. On the plus side, the Internet has moved management education ahead by enabling rapid, easy access to education and information, shared workspace tools for collaboration, instant communication and messaging, and online help. On the negative side, the quality of learning, more often than not, fails to meet expectations. Statement Of The Problem Teaching and learning process in mathematics particularly in the topic of geometry is not an easy task. Students tend to fail in developing an adequate understanding of the concepts, reasoning, and problem solving skills. The lack of understanding in learning geometry often cause discouragement among the students, which invariably will leads to poor performance in public examination. A number of factors have been put forward to explain why learning geometry is difficult due to geometry language, visualization abilities, and ineffective instruction. Poor reasoning skills are also another area of concern among secondary school students. Many are unable to extract necessary information from given data and many more are unable to interpret answers and make conclusions. Traditional approaches in learning geometry emphasized more on how much the students can remember and less on how well the students can perform the process of problem solving that includes higher order mathematical thinking skills and reasoning. Thus learning becomes forced and creates anxiety among students and seldom brings satisfaction to the students. Objectives Of The Study This study will explore the ICT ability such as the web-based instructional objects as learning visual aids for the teaching and learning process in Geometry. This skill will enhance the teaching and learning process in delivering the topics in Geometry. The study will address some of the primary issues that should be included in the curriculum design process to develop a more interesting learning experience that truly engages the students from a cognitive perspective, while encouraging or fostering a greater accomplishment in the student’s learning development particularly the visualization ability and problem solving skills. Scope Of The Study This study focuses on the curriculum design of web-based instructional objects for the teaching-learning process that involves hands-on ability with emphasis on experiential model. From the experiential perspective, the goal is to provide an opportunity or event that will engage or involve the student in the active process of learning. Experiential web-based learning can occur when the following conditions are met during the design phase: a )the appropriate level of cognitive and/or affective domain is reached, causing the student to do much more than simply receive the learning or knowledge, ( b )the relationship between the type of knowledge establishes an implied level of student involvement, ( c )the outcomes are evaluated with respect to the domain (cognitive and/or affective) in terms of the type of knowledge. Once these steps are included during the design process, rather than as an afterthought, web based learning will become richer, and provide the student an authentic learning event. Significance Of The Study In designing instructional objects, emphasis should be placed on designs that are conducive to meaningful learning rather than designs that aim merely at presentation of objects. This study will examine the integration of technology, content, pedagogy and online delivery as it affects the student learning experience. The process and model for creating interactive-rich learning environments is presented to improve their course development practices and online classroom quality. . Chapter 2 Literature Review The application of instructional objects in the teaching and learning of mathematics helped the students to understand the subject matter more clearly through novel presentation; making the learning of mathematics interesting and fun as well as easier to understand (Clarke ; Gronn, 2004). The wise use of web-based technology can help to break the boundaries between classroom and workplace, between theory and practice, and between the roles of instructor an d learner. A second generation approach carefully designed and extended, can lead to many win-win solutions that can promote meaningful action-based learning that combines the best in technical and soft skills education in both classroom and workplace settings (Morgan, G. ; Adams, J. , 2009). However, there was a significant interaction effect between delivery model and prior web experience. This indicates that for some learners, certain delivery models may be more ffective for web-based environments (Ahern, T. ; Martindale, T. , 2001). The results of the recent study showed that the learners who used the hybrid web based learning model displayed a better understanding of the necessary concepts and were able to apply their learning experiences to real life contexts better than the learners who were exposed to the traditional teaching method only (Naidoo, N. ; Naidoo, R. , 2006). With the current bodies of research and knowledge on development both of the learner, and the instructor, there is a need now more than ever to re-examine and develop a new model for instructional design. It may be necessary then, to abandon, or perhaps significantly modify, the traditional instructional design models that were grounded in behavioral terms in favor of a model that is more experiential (Kolb, 1984). 4. Chapter 3 Research Methodology Research Design ; Procedure Through the use of programs that can be downloaded from the internet such as Moodle an Open Source Course Management System (CMS), an interactive course materials containing online activities such as self assessments, animations, and simulations on the topics in geometry can be produced to develop an e-learning websites to encourage self-learning and ability to seek for knowledge from various sources. These can improve learning and are often more enjoyable , flexible learning time and meaningful for students. Operational Framework This study will adopt quasi-experimental design which consists of two groups of students. One treatment group will undergo the lessons of geometry using web-based learning while the other control group will be taught by traditional approach. I will conduct interviews, surveys and questionnaires to obtain empirical information on this research. Please refer to the attached Gantt chart. Assumptions ; Limitations This study will only use one instructional module entitled Geometry as the treatment period, and an expanded study should encompass the entire Mathematics subject. There are many other delivery models to examine in terms of effectiveness for web-based learning. Studies should be conducted using these models in combination. It would also be interesting to examine participant variables (age, gender, prior experience, etc. ) and the effectiveness of various delivery models. Research Planning ; Schedule Preparation Phase : Study the content of geometry. A literature review of the web-based learning by previous research endeavours will be conducted to complete and narrow down the orientation I will take for the following steps of my research. Analysis Phase : Observe a group of students to identify problems in teaching-learning the topic of geometry and analyze the types of instructional object activities in the web-based learning. Design Phase : Select a few subtopics of geometry as the research target. Employ experiential model to produce interactive course materials for geometry which containing online activities by using Moodle an Open Source Course Management System. Application Phase : Test the instructional objects on the sample group to collect data in terms of web-based learning quality, analyze the results and draw conclusions. Evaluation Phase : Refining and enhancing the interactive course material of geometry in the web-based learning. 5. Chapter 4 Expected Findings and Summary The rapid expansion of web-based learning necessitates examining its effectiveness because instruction is more than simply displaying information. Instruction requires an integrated fit that considers the content, the current state of the student and the delivery model to achieve success. The most important long-term outcome of web-based learning may be the students’s increased capabilities to learn more easily and effectively in the future, both because of the knowledge and skill they have acquired and because they have mastered learning processes. That implies that a major role in teaching is to create powerful learners. In conclusion, I hope that the students can apply their knowledge of geometry to solve the mathematical problems as well as everyday problems they face in daily life through this web-based learning. How to cite Mathematics Web-Based Learning for Malaysian Secondary Schools in Geometry, Essays

Analysis Of Robert Frosts Stopping By Woods On A Snowy Evening Essay Example For Students

Analysis Of Robert Frosts Stopping By Woods On A Snowy Evening Essay Robert Frosts Stopping by Woods on a Snowy Evening is by far one of my favorite works of modern poetry. The pensive, unhurried mood of the poem is reflected with a calm rich imagery that creates a vivid mental picture. The simple words and rhyme scheme of the poem give it an easy flow, which adds to the tranquility of the piece. Every aspect of the poem builds off the others to put the mind into the calm of a winter evening. The first stanza of the poem is rather simple and provides the basis for the imagery. It mentions the woods and implies that they are located away from town and civilization his house is in the village though. It also shows the easy pace that speaker is taking, having plenty of time to simply watch the falling snow. As I think about them, the words of the first stanza are not overtly somber, they do however through their order and the way they were chosen create a rather pensive mood. The second stanza provides a more in depth view of the imagery sketched out in the first; it also provides a more definite time and location. The first two lines of this stanza firmly place the reader rather deep in the woods and away from any dwelling. He is so far out in fact that his horse is puzzled by his actions. The next line gives a better image of the scene Between the woods and frozen lake; it seems to be a rather quiet and lonely place. The next line then provides that it is night and very dark, either emotionally or actually. I think that Frost intended to make that line rather ambiguous The darkest evening of the year, It can either be taken literally as the most lightless night, or it can be taken as the night of the darkest emotions. I think that it is a combination of the two, a dark moonless winter night in which the speaker experiences some form of depression or loneliness. The third stanza of the poem brings the strangeness of the situation to a head. The only other living being in this cold lonely landscape, the speakers horse takes action to find the reason for the odd stopping. The noise from the inquisitive harness bells provide contrast to the quiet of the scene, where the only other sounds a wind and snow. The descriptions of the sounds provide a little insight to the speakers mindset and position. He is so still that he can here the soft fall of the downy flake and hear the movement of the easy wind. This also shows a great calm and patience that the speaker must posses. The final stanza of the poem brings all the sentiments of the poem together, an intense love and awe of nature, a never ending patience and some unknown task or problem that robs the speaker of rest. The dark and deep woods seem to reflect  the speaker, his dark emotion and depth of character. There stillness also contrasts with the need of the repeated closing lines And miles to go before I sleep/ And miles to go before I sleep. These final lines represent the problem that has plagued the speaker and that is most likely responsible for his dark mood. It is something that is undefined that does not demand a rush to deal with, but is important enough to demand attention. The poem as a whole, is a simple effigy of a quiet thoughtful night. I can easily relate to the poem, the emotions it describes and the way that the images are presented. The careless ease with which the poem is read is vital to the poem as a whole. Also this is my favorite poem, I didnt have to open the book to remember it, only to see its format again. It reminds me of the moods I feel on snowy nights or early mornings. I live in the woods and before I drove; I often walked through them as a shortcut to visit friends, so I have many memories of stopping by a neighbors wood on an easy walk home, and watching the snow slowly fall.