Childish Adults in 20th Century Irish Literature Essay -- Literary Ana

In modern Ireland, women are having children less than they were a few decades ago. This fact is illustrated within modern Irish literature. Children are scarce in William Trevor’s Reading Turgenev and in Edna O’Brien’s Wild Decembers. Both stories follow the struggles of adult Irish relationships that aren’t complicated with the task of raising children during the time of the plot. While the children are rarely anywhere to be found, many characters act like they are children when they supposed to be mature adults. Both novels portray adults as if they are childish. Trevor’s Reading Turgenev doesn’t introduce any characters that are children, but the adults in the story act more like children. Throughout the book, children do show up now and again, but they are merely memories of the characters in their youth. Mary Louise Dallon is usually pictured as a young girl by her old school teacher, Miss Mullover. Mary Louise’s husband, Elmer Quarry, is also mentioned as a child through his own flashbacks and memories. The schoolhouse in the town that Mary Louise, her siblings, and Elmer and his sisters were taught at by Miss Mullover is gone from the town. The only child that we are told about is Mary Louise’s sister Letty’s son and the readers don’t ever get to see him. Mary Louise is the biggest example of an adult acting more like a child. Mary Louise marries Elmer and the couple never have children of their own. The couple never consummate the marriage and Mary Louise will forever have her â€Å"innocence† like a child. Reading Turgenev constantly refers to Elmer as a man, Mary Louise is always considered to be just a girl. This word choice gives the reader the feeling as if Mary Louise is young, not old enough to be considered a woman... ...a for her. Breege, O’Briens most mature character in the story, even shows a childish side of herself. After Breege meets Rosemary, Bugler’s girlfriend, she has a sort of meltdown. Breege gets so upset she crawls into a nativity scene. It’s symbolic that Breege is crawling into the scene. The nativity scene is a scene of birth and Breege is reverting from walking, to crawling, maybe trying to get back to the state of birth. She would want to be in this state because she could be carefree and not have to worry about Bugler’s relationship. Any one person can take a guess at the deeper meaning of these novels. The only thing the reader knows for sure is that in these 20th century Irish novels, children are nowhere to be found. It’s obvious that both O’Brien and Trevor sacrificed using children in their novels to make their adult characters stand out that much more. Childish Adults in 20th Century Irish Literature Essay -- Literary Ana In modern Ireland, women are having children less than they were a few decades ago. This fact is illustrated within modern Irish literature. Children are scarce in William Trevor’s Reading Turgenev and in Edna O’Brien’s Wild Decembers. Both stories follow the struggles of adult Irish relationships that aren’t complicated with the task of raising children during the time of the plot. While the children are rarely anywhere to be found, many characters act like they are children when they supposed to be mature adults. Both novels portray adults as if they are childish. Trevor’s Reading Turgenev doesn’t introduce any characters that are children, but the adults in the story act more like children. Throughout the book, children do show up now and again, but they are merely memories of the characters in their youth. Mary Louise Dallon is usually pictured as a young girl by her old school teacher, Miss Mullover. Mary Louise’s husband, Elmer Quarry, is also mentioned as a child through his own flashbacks and memories. The schoolhouse in the town that Mary Louise, her siblings, and Elmer and his sisters were taught at by Miss Mullover is gone from the town. The only child that we are told about is Mary Louise’s sister Letty’s son and the readers don’t ever get to see him. Mary Louise is the biggest example of an adult acting more like a child. Mary Louise marries Elmer and the couple never have children of their own. The couple never consummate the marriage and Mary Louise will forever have her â€Å"innocence† like a child. Reading Turgenev constantly refers to Elmer as a man, Mary Louise is always considered to be just a girl. This word choice gives the reader the feeling as if Mary Louise is young, not old enough to be considered a woman... ...a for her. Breege, O’Briens most mature character in the story, even shows a childish side of herself. After Breege meets Rosemary, Bugler’s girlfriend, she has a sort of meltdown. Breege gets so upset she crawls into a nativity scene. It’s symbolic that Breege is crawling into the scene. The nativity scene is a scene of birth and Breege is reverting from walking, to crawling, maybe trying to get back to the state of birth. She would want to be in this state because she could be carefree and not have to worry about Bugler’s relationship. Any one person can take a guess at the deeper meaning of these novels. The only thing the reader knows for sure is that in these 20th century Irish novels, children are nowhere to be found. It’s obvious that both O’Brien and Trevor sacrificed using children in their novels to make their adult characters stand out that much more.

Teaching/training cycle

Teaching should be a learning experience for both the teacher and the students; we never stop learning, whether it is the unconscious referral to past experiences that prevents us taking a wrong turn down a well trodden path or a conscious decision to learn a new skill. As teachers it is our role to ease learners through the process of learning, Coffield, F (2008) supports this by stating that teaching and learning are not separate activities but â€Å"intertwined elements of a double sided, interactive process† which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The 5 Key Stages are: Identify needs, Planning and design, Delivery, Assess & Evaluate. Identify needs: Adult learners bring a wide range of abilities, skills and life experiences to the classroom and these can influence the way they learn. It is a crucial responsibility of the teacher to ensure that learning needs are identified in order that delivery can be planned or adjusted to meet these needs. When delivering short, legislative courses, identification of needs is not always achieved prior to commencement of delivery for many reasons. In some cases enrolment is completed by employers who may not be aware of learners’ literacy, numeracy or special needs, (e. g. dyslexia); some learners may have had previous bad experiences of learning but require the qualification to do their current job, or employees may just â€Å"have been sent† by their employer so may bring a negative attitude. It is the teacher’s role to identify any issues as early as possible and to implement delivery and support strategies ensuring learner needs are met throughout the delivery, at the same time respecting learners’ rights to confidentiality. Planning & Design: It is the responsibility of the teacher to plan and design the course to meet the needs of the learners and the awarding body. Occupation specific courses have very prescriptive learning outcomes, aims and objectives so it may be suggested that the teacher has little involvement in course planning or development. As supported by Armitage et al (2003) even highly prescribed courses still allow some freedom to interpret, resource and emphasise the various course elements in our own way. Every group of learners is different with a wide variety of learning needs and although the base design of the course remains the same each course delivered is adapted with varying resources, exercises, and anecdotes drawn from working experience. Many of these adaptations are made â€Å"on the hoof† in response to the limited learner knowledge prior to commencement of delivery. Delivery: The teacher is wholly responsible for delivery of the learning programme to achieve identified aims and objectives whilst meeting individual learner needs. Delivery should incorporate differentiation to allow for individual learning goals and expectations, competence levels and speed of progress and there should be a variety of learning methods utilised, while the pace of learning should be varied to maintain interest and concentration. Teaching should allow for different learning styles, such as VARK learning models & learning styles identified by Honey & Mumford, active learners should also be encouraged. Responsibility for the safety of the learners lies with the teacher, from both the physical and emotional viewpoint who should ensure that no learners are being discriminated against by themselves, other learners or the organisation as a whole. When delivering occupational training in the workplace an enhanced level of professionalism may be applicable to standards of dress and conduct, the teacher is also responsible for ensuring these standards are met. Assess: It is the teachers’ responsibility to ensure that learners are progressing and achieving throughout the course through a variety of methods of formative assessment. Methods of assessment must be linked to the course delivery and learning objectives supported by a clear idea of what students are setting out to learn and how far down the line they are to mastering that learning, as they progress through the course, this theory is well supported particularly by Minton (2003). The teacher is responsible for roviding timely feedback on learner progress which should be clear, concise and include both positive and developmental comments for learners to focus on. On legislative training courses summative assessment, is carried out in strict adherence to the requirements of the awarding body, however it is the responsibility of the teacher to ensure that all learners are aware of the format and assessment requirements and are provided with any agreed support to ensure equality of oppor tunity. Evaluate: The teacher carries the responsibility for evaluating the effectiveness of the teaching and learning of sessions and the course as a whole. Evaluations should cover content, resources used or needed, teaching methods and learner satisfaction. On legislative training courses, where each session makes up a module of the whole day’s course delivery, it is not always feasible to carry out a formal session evaluation however each course is evaluated in depth to ensure that strengths and areas of improvement are identified for future delivery. Learner evaluations and achievement provide useful feedback on course content, whether learners achieved their individual aims and objectives and whether they believe their learning has helped them in their working role, which is invaluable information when delivering occupational courses, however any changes to delivery must be tempered with any employees needs, as identified in the first stage of the cycle, and requirements of the awarding body. Adult learners already hold diverse life experiences when they arrive to learn. It is the role of the teacher to ensure that their needs are identified & met through planned provision and delivered in a professional manner on order that they can achieve to the best of their abilities and ensure that they are happy with their learning experience.

Coping With Procrastination - Free Essay Example

Sample details Pages: 3 Words: 760 Downloads: 2 Date added: 2019/05/23 Category Psychology Essay Level High school Tags: Procrastination Essay Did you like this example? Most people in todayrs world procrastinate because they want to achieve something that means most to them. Achieving something can be things, such as winning a national championship, finishing a 10-page essay, or passing every class with all Ars. Trying to do at least one of this can lead to a person procrastinating. Don’t waste time! Our writers will create an original "Coping With Procrastination" essay for you Create order When someone procrastinates it can cause burnouts, fears, and setbacks. In my opinion, procrastinators do not feel themselves procrastinating, but can feel themselves feeling stressed out over the thing they try to achieve. When a person is burnout they are usually tired, stress, or overwhelmed about the things they are doing. No one wants to be in a position in being burnout because most days they would want to sleep and lay in bed, instead of going out and enjoying life. For example, having 2 days to finish a project that was assigned weeks ago and knew just starting it. Even though they had weeks to finish a project, they will still procrastinate about finishing a project in 2 days. They would start to get stress because they dont know what to do the project on. Not only being stress about the work, they will feel the presentation will be terrible because of little preparation which can hurt you physically and mentally. As Moore, Baker, and Packer stated in their article Overworking yourself for too long without mental and physical relaxation is a sure way to run out of steam(Moore, Baker, Packer 571). In my opinion, fears can be the number one cause when procrastinating. Having fears can be things, such as going to an interview to get a job, or a football team preparing for a championship game. Both of those reason can cause fear in a person in different ways. Starting off with an interview, everyone would like to go into a place and a boss shaking their hand and saying they got the job. Of course that would never be the case people will have some fear when coming in for an interview. For example, people changing multiple outfits to look for a good appreciation or getting nervous because they would not know what to say, can be a cause in having fears. Moore, Baker, and Packer stated, we set standards that are too high and then judge ourselves too critically(Moore, Baker, Packer 571). Just by going into an interview and being yourself can make it easier on getting the job. When preparing for a championship game can be a different fear. Not the fear of being scared but the fear of something that a team have been preparing for since May and would do anything to win. Why is this a reason is procrastinating? Because a team have been practicing for months, 2-3 hours from Monday-Thursday, winning games week by week, and ;finally, with all the hard work they can play in championship. It can be a fear of being the last game of the season and for most people being the last game they will ever play. In the same way, setbacks are another reason for procrastinating. Going back to being burnout and feeling tired, having setbacks can be the same but is different. In my opinion, when being setback it can cause people not to do anything at all or catch up on things that they have not started yet. You will start to forget a thing, such as turning in work, not finishing work, or complete forgetting to even do the work. In my opinion, when a person is setback from something they are usually tired or stress, and just want to take some time off from the work. No one wants to be stress so for that not to happened people will take time of whatever they are doing, and most sometimes it can be a good thing. In closing, most people would like to achieve their goal without being burnout, having fears, or being setback. No one wants to be stressed, tired, or depressed when trying to achieve goal. Moore, Baker, and Packer stated, Learning to balance your time and set realistic expectations for yourself will prevent burnouts(Moore, Baker, and Packer 571). Not only does that quote can prevent burnouts, but it can also prevent fears and setbacks. It can preven t fears and setbacks because when learning to balance your time people start to finish things and have free time. With setting realistic expectations it would make it easier for someone to not be afraid and just doing what they love the most without worrying about someone judges a person.