Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With face Language Learners face Language EssayAbstractFor my research I chose to point on the create aspect of linguistic communication acquisition. As I contemplated my current pupils and what I feel I most need to be able to do for them is to sponsor them build mental lexicon. The e realday lyric poem kn consume as staple Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more tardily than Cognitive pedantic Language Proficiency (CALP), the academic language. This tells me that my students go away pick up the structures of language and patterns of conversing by the way (and at three years of age they atomic number 18 very receptive to it), but even most of my native English speakers break limited vocabularies due to their age and experiences. So it is my job to bolster their fellowship of the world and to give them the run-in to discuss it. Different speakers in online videos suggested strategies for mak e language and mental lexicon. However, I wanted to focus more intensely on this as I prep atomic number 18 for the beginning of a sweet inform year with all- saucy students.This paper addresses strategies that pass water proven successful in mental synthesis expression in English language learners, from infer-alouds foc exploitation on invigorated style to activating prior pick outledge and selecting leveled text. Vocabulary instruction give the gate be explicit, or after a certain level is reached, it emits incidentally as students say. There are some(prenominal) strategies to assist EESLVocabulary is with verboten a doubt a fundamental building block if a student is to be successful in the land of literacy. Yet this area is a major struggle for students who are tonic to the country or who control yet to master English. Teachers enkindle tutor strategies for decoding and terminate get wind children to take on, but without a unwavering diction the spoken ha ggle exit have little meaning to the student. Although many of these students possess a facile oral style, many English as a second language (ESLs) struggle with achieving the interpretation level necessary to function at the enamor grade level, (Wallace, 2007). Before students are able to read and comprehend text, they mustiness have a large repertoire of lyric poem that they bottom read and understand. The minimum number of watch intelligence activitys needed for commodious reading to occur is believed to be somewhere around 3,000 to 5,000 book of accounts (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 talking to (Wallace, 2007). This very plainly leaves a large gap between the brisksworthinesss known by ESL students and EO students, making reading a much more difficult project for the former group. ESL students need both breadth and depth of tenders shows, as dictionary knowledge is a strong pred ictor of reading light. It also impacts comprehend comprehension (Wallace, 2007).In one study the Text Talk come out was use in a kindergarten classroom. Prior to the intervention in that location was a significant difference in the dictionary knowledge of the English-only (EO) students as oppose to the English language learners. Using the Text Talk set out on with English as a Second Language (ESL) techniques such as visual illustrations and acting the wrangling out, the English language learners were able to pixilated the gap. Additional research has constituten that specific vocabulary strategies have yielded homogeneous gains for EO and ESL students (Manyak, 2009). non only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. most office minimise the need for specific instruction in vocabulary, but studies show that students public assistance from specific vocabulary instruction. For exercising, instructors should point out and back up students become conscious of cognates. Cognates are vocabulary items in two contrasting languages that are similar both orthographically and semantically(Wallace, 2007). To educators, it might takem quite obvious that words that intuitive feeling similar in an opposite language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less(prenominal) than half the cognates in corporal they were presented (Manyak, 2009). Languages such as Spanish component many cognates with English, giveing for a large amount of transfer for students who know to mind for them. Students would benefit from explicit instruction of even fundamental vocabulary victimisation materials from Increasing Fluency with High Frequency Word Phrases. This includes apply child-friendly definitions and bounteous examples of word usage. These Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests victimization pictures or other(a) visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are in particular suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 soaring-frequency words should be examine until they become sight words. This starts with the 220 Dolch words that teetotum very basic words.In addition to basic words, instruction should also cover some higher-level words, particularly those that are unfastened-matter specific and think to the content existence covered (Cummins CALP). aft(prenominal) Dolch words are master there is a General emolument List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of e ach entry. Since students must learn many more words than can be explicitly taught, it is also valuable that instructors give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007).As with anything taught to ESL students, basic strategies can resurrect presentation, such as slowing speech, using realia, simplifying speech, and using putzs such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable share-out without the fear of ridicule or criticism, which lead keep the affective pick up for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. M aking sure to retread and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher- transfered activities in language development. Due to limited eon, student-directed activities are also importance (Wallace, 2007).simplify reading materials are particularly in force(p) to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate establish on students abilities, with the best fit being a text that is about difficult the text should be comprehensible to the student but only when difficult enough that the student will have to put ahead effort and can pick up some new vocabulary from it. The number of new words should be limited s o students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word copyedly and have opportunities to read it, release it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007).Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as impertinent to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and every a picture or a sentence using the word. This allows the student to specify about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a metrical foot of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically pen for ESL students. Shorter passageways may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006).Some research has shown intentional teaching of vocabulary strategies is more effective with sr. students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word no tebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate in writing.When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is m ore learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain discretion of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing.Teachers should also provide students with opportunities to read and create verbally new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it brotherly to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction.New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by gift students a preview of the reading. The teacher can select material that will capture the students interest, and wherefore ask a question to prompt discussion. Finally, the teacher can give an overview in the lead the class begins the new reading material (Swanson, 2007).Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not transubstantiate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. selective service on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Tea chers might find themselves steering away from vocabulary that is more plagiarise and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004).Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlighting vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels to a higher place what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a land from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be br oken into three to five segments of 200-250 words each being read on successive days, with the entire filling being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review quaternion or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004).The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. later on the read-aloud, students are encouraged to restate the text using the key vocabulary words. Students who are listening to assert the accuracy of information other students give with a simple thumbs-up / thumbs-down. original the teacher asks for an account of the text, and then asks an op en-ended question, and then an inferential one.After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a find oneself to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an fortune to discuss the story and related events in their own life. After finale with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow-up activities such as acting out new vocabulary words or matching these words with their synonyms.For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

Business Plan For The Mead Johnson Nutritional Company Marketing Essay

Business Plan For The Mead Johnson nutritionary community commercialiseing EssayAn action re calculate was sponsored by Mead Johnson in collaboration with NGO to access its efficacy in terms of emergence weight of cossets of weaning season in urban slums of Dhaka urban center capital of Bangladesh. The findings of the study states thatInfants weaned on ENFAMIL had much weight and space stumbleed compared to control baseMothers attitude and infants acceptation of ENFAMIL was satisfactory.Storage pests (insects) were found on in one batch of weaning bevyets.Now Mead Johnson wants to access the acceptance of ENFAMIL in terms of its impairment, packaging, taste/ persona among midsection and overthrow optic come apart families.In the context of the current maturity of the play offet and the st ordaingical options available, it is offshoot necessary to assess whether the company is trade the right harvest-tide conformity the point of view of the consumers. Hence eva luation of the convergence is necessary.The circumstantial impersonals of the research are to assess consumer evaluation in the broad areas of packagingProduct tollThe end documental is to identify areas that strike to be strengthened and also the existing strength areas that stinkpot be exploited. loot up summaryStart-up costs of Mead Johnson consist of legal costs, research, Manpower, marketing/ forward motion crossroad is to fund start-up expenses with Companys reserved fund, establishifyer investments and a long-term barter loan.Product Testing- ENFAMILResearch Bud tieItemUnitCost totality (Taka) try out merchandise818150.00122,700.00Consultancy fee28,500.0017,000.00Team leader and light upon members88,000.0064,000.00 champaign practise Supervisor cum information look Controllers165,000.0080,000.00selective information Collectors403,000.00120,000.00 sketch Coordinator27,000.0014,000.00Controller of Field Operation46,000.0024,000.00Focus group discussion64300.0019 ,200.00In-depth interrogate20500.0010,000.00Data Analyst29,000.0018,000.00Daily allowance40120.004,800.00Particulars2,000.002,000.00 feeling of Data Collection Instrument5,000.005,000.00Stationary4,550.004,550.00Photocopying and binding of reports2,750.002,750.00Pre- testing of Data Collection instrument3,000.003,000.00Total expenditure511,000.00Source of Capital The beginning of capital is as followsFunded by company 45% 270000.00Owners investment- 20% 120000.00 im array from Bank- 35% 2 cytosine00.00Total Capital 600000.00RESOURCES REQUIREMENTS FOR OPERATIONPhysical resourcesThe physical resources of this put allow for be include all essentials office equipments such as, computers, telephone and fax, internet connection for data transfer, data collecting equipment. The costs of the physical resources Taka 140,000.00 ( 1320.00)PHYSICAL RESOURCESUNITTOTAL COSTSSample harvest-tide818122700.00Printing of Data Collection Instrument25000.00Particular102000.00Pre-testing of Dat a Collection instrument53000.00Stationary7300.00Total140,000.00Human ResourcesPOSITIONS progeny OF EMPLOYEESAdministrative Assistant1Team loss leader and key members8Supervisors cum Quality controllers16Data collector40 playing area Coordinator2Controller of Field Operation4TOTAL71Initially at that place will be a Team Leader who is responsible for the operational work. One will be an administrative protagonist who will deal with all the paper work and who will apply care of the administration duties. The roosting people will be shared into few groups. After taking all the necessary information members of the each group will forward these information to team leader to bear upon the activities.Financial ResourcesThe funding and investments for this project will be received from the companys own fund, owners personal investment and loan from the Banks. Research budget with take harvest-tides sign expenses is taka 511,000.00 ( 4820.00)RESEARCH DESIGNThe research purport is e ssentially a imagination cum usage test. The details are discussed in turn.New harvest-tide development The development of original productions, product improvements, product modifications, and mod brands with the firms own RD efforts.The study criteria of sassy development are written infra with a short descriptionIdea generationThe systematic search for new product ideas-Idea screeningScreening new product ideas in order to spot faithful ideas and drop poor ones as soon as possible.Product conceptA detailed transformation of the new product idea started in meaningful consumer terms.Concept testingTesting new product concepts with group of target consumers to find come to the fore if the concepts live strong consumer appeal.Product development is a major part on marketing. The RD of any company does the mainly product development. In Bangladesh Mead Johnson weent have any RD departments. Mother company of Mead Johnson well known non- brass social disposal have innova ted the product according to the consumer need, and analyzing the subdivision, culture and the other part of marketing.Study DesignWe have conducted a phratry-to-house random survey development structured questionnaires through personal interview. In our case Monadic test normal as followed i.e. each respondent would tried one test product only. Prior to the main quantitative survey qualitative exploration was through through Focus Group Discussions (FGD). The opinions were quiet in undermentioned place in the main surveySelection of RespondentsDiscussion on need need gaps on weaning foodIntroduction to concept reactions therefromProduct placementReactions to productReaction to priceMETHODOLOGYThe room proposed a house-to-house random survey to be conducted using a structuredquestionnaire through personal interview. In this case Monadic test design would be followed i.e. each respondent would try one test product only. Hence, we propose to place the product to the respond ents for a stream of 15 eld after which their opinion on the product will be gathered. During this period they will use the product as suggested. Prior to doing the quantitative product test 8 Focus Group Discussion (FGD) will be conducted to have an in-depth understanding of the choice factors and to generate consumer vocabulary for the same.Measuring tools to employFor rating on choice factors an 11-point scale (0-10) was used. Consumers will give mark out of ten. This scale has equality of interval properly and is reliable. This is also hand-to-hand to reality because consumers are familiar with this scale and arsehole easily rate on any factor.Sampling UniverseConsidering the geographic spread the Company has proposed that the following towns would be covered in the study.Dhaka( Capital city )Chittagong rangpurSyhlettIn sum, the sampling universe for this study is all households having infants aged 4 to 10 months belonging to socio-economic classes B and C (appendix) in the selected towns.Sample size of itQualitative (FGD)QuantitativeMetro Dhaka2156Large Chittagong285MediumRajshahi284Small Syhlett284Total8409The allocation of sample size across the selected towns was through with(p) on the origination of sampling error ranges and also of heterogeneity of households indoors the town classes. For larger towns higher numbers of samples were covered to capture its innovation/ heterogeneity. In all there were a total of 8 FGDs and after 409 respondents for quantitative study. Standard error ranges for different percentage estimates at the 95 % direct of confidence ground on simple random sample size.Sampling TechniqueWe followed a multi stage, stratified sampling method to condition representative samples. Within a town, households were selected by the Random Route technique (Cluster sampling). In each cluster/ area (smallest urban unit) 5 households were covered. olibanum a total of 17-31 clusters/ areas were covered in each town, depending on s ampling size.Target GroupAs mentioned, ENFAMIL targets the place class and lower essence class consumers. Middle and lower middle class consumers are more concentrated in the urban towns than in the semi-urban towns or rural villages and accordingly urban target consumers are more accessible to the marketers for a new brand. Therefore, this study would be limited to urban towns only. Hence, primary target segment for ENFAMIL is all the households of the urban towns having at least one peasant between 5 to 10 months age and belonging to the middle and lower middle class.Time Plan for the StudyWeeksActivities123456Sample subjectPreparatory Work for Sample SurveyInstrumental DevelopmentField Briefing, preparation Field Work For Sampling SurveyData Entry Analysis for Sample SurveyreportageFocus Group DiscussionDesk Research for the program Training ModulePreparatory WorkCollection of Reports, documents and historical DataReportingDraft ReportFinal ReportHead of the householdThe compend of the respondents is given center-wise and on the basis of socio-economic mixture. Standard market research classification of income is provided below.Center randomness mature of the Child (In Month)DhakaChittagongRajshahiSyhlettSEC BSEC C5-8 Months8+ MonthTotalTotal1568584841882212181914091. Less than Tk 300015%9%13%4%4%17%12%10%11%2. Tk 3001-400021%20%35%14%12%30%23%21%22%3. Tk 4001-500018%26%31%26%20%27%22%26%24%4. Tk 5001-600011%14%6%19%13%11%10%15%12%5. Tk 6001-700010%8%6%13%14%5%9%10%10%6. Tk 7001-80006%5%6%4%9%2%5%6%5%7. Above Tk 800019%18%4%20%27%6%20%11%16%Mean Score(In Taka)71996682.948649.46567.98422.54834.46968.55930.46483.7 plank Monthly disposable incomeIn majority of the market research projects we strike disposable monthly family income (DMFI). This is the amount of total earning of the family left after give house rent, if any. This is a very good index of purchasing power. unneeded to mention, average DMFI of the residents of Dhaka is more. And, qui te obviously respondents belonging to SEC B had higher DMFI than their SEC C counterparts.However in all the centers, veto Dhaka, majority of respondents live in own houses especially at Chittagong and Syhlett (around 76-87%). In Dhaka 77% of the respondents live in rented houses paying an average house rent of Taka 574 per month.Family sizing Number of ChildrenThe respondents had standard family size in around cases ranging from 4.7 to 6.2. In other words the average family size was 5.3.The following bow will give an idea or so the number of children the respondents have.Table Family SizeCenterSECAge of the Child (In Month)DhakaChittagongRajshahiSyhlettSEC BSEC C5-8 Months8+ MonthTotalTotal156858484188221218191409Mean Score4.75.956.25.65.15.45.35.3List of Children boyGirlList of ChildrenBoyGirl05 Months16%10%08 historic period12%12%06 Months13%17%09 historic period8%7%07 Months12%13%10 long time6%8%08 Months10%15%11 old age3%609 Months18%17%12 long time6%4%10 Months30%28%13 Years2%1%01 Year*%*%14 Years1%3%02 Years4%3%15 Years2%1%03 Years6%9%16 Years1%-%04 Years11%9%17 Years-%*%05 Years12%16%18 Years*%-%06 Years11%13%07 Years4%6%Total207202On an average the respondents have two children. Among the 409 respondents interviewed 298 had children below 8 months and 191 had children higher up 8 months on the basis of which they were selected.The Respondent99% of the respondents were housewives. The respondents were primarily young and 65% of them belong to the age group of 18 to 25 years whereas rests are between 26 to 35 years.able Occupation of the RespondentCenterSECAge of the Child (In Month)DhakaChittagongRajshahiSyhlettSEC BSEC C5-8 Months8+ MonthTotalTotal1568584841882212181914091. homemaker99%100%98%100%98%100%99%99%99%2. Student-%1%-%2%2%-%-%2%1%3. Part time subscriber line-%1%2%1%2%*%1%1%1%4. Full time job1%2%2%2%2%1%2%1%2%5. Others1%1%1%1%2%*%*%2%1%INFORMATION AREACONCEPTPACKAGING harvest-festivalstatus motive needs.overall measures-Likeabilit yUniqueness-Nutrition-Modernity- boilers suit rating-AttractivenessAttractiveness-Physical demeanor (looks, granularity, etc.)-Dynamism- goal to try-UniquenessPack size-Preparation convenience (easy to mix with water, does not form lump, etc.)-Friendliness-Intention to use officially-CredibilityPackshape/Graphics/Design/ color-Taste, aroma, etc-AgeInformation literary works/information-Storage convenience-TrustworthinessOverall acceptabilityAbility to preserve sum-Longevity, not forming lump-PremiumUsefulness of information given on the packInsect growth, etc.-SophisticatedCredibility of informationCan be combine with milk, soup, etc.-Natural/freshUsage ExperienceMajority of the respondents (61%) had consumed al closely twain the big moneys given for usage. Some 27% had consumed at least one packet in the 15 days, the time given to them to try the product. During this time phase, on average the product was given two times daily to the child mixed with only water (about average of 253ml) in most cases (69%). most 26% of the mothers had also mixed sugar or other items with ENFAMIL. yearning water was preferred most by the respondents (79%), whereas 14% used tepid water.DIAGNOSTIC OF PERFORMANCEIt is clear that the respondents had adequate product experience. Their views on the product therefore are meaningful. We first examine the overall performance indicators of the product. For this we shall make iii indicators- Intention to regular use, Intention to try, and overall rating. Of these three, intention to regular use is the strongest indicator as it expresses the probability of clouding and using the product. Intention to try comes next. And overall rating is the third most burning(prenominal) indicator as it signifies how much the product is likedSpontaneous ReactionOn exposure to the concept the respondents were asked to express their feeling about good or bad. The major reactions are shown belowCenterSEC%ReactionsDhakaChittagongRajshahiSyhlettSE C BSEC CTOTALChilds wellness will remain good if fed along with breast milk4145427363435Liked the publications which states this is necessary along with breast milk2512138112116Child will get nutrition29667131715Has Vitamin1712158141414Literature gives Impression that it will be a quality product32241712910Balanced diet137849109Helps in rapid1016649109Base156858484188221409At a top of mind level, childs health has registered most. It is understood that if fed along side continued breast-feeding ENFAMIL would ensure good health. It nutrition, being balanced diet, and helping in babys growth have also registered moderately.Likes and dislikes of the conceptThe respondents were also asked to describe what they liked and disliked of the concept. Only about 2% had any dislike while all had one or more likes of the concept. The major likings are picture of the baby (70%), literature on childs food requirement (26%), the packet (21%).MARKETING MIXAttempting to target comparatively high-pri ced offerings to rural families on the margins of the cash economy, or to the poorest of the urban poor, is only if bad marketing. But Mead Johnson developed this new brand of ENFAMIL so that middle class families can purchase this product at a lower price but meet nutritional demands for infants. The next section will emphasize the 4Ps of ENFAMILProductNature of product ENFAMIL milk-based, lactose-free, iron fortified infant formula for first 12 months.Product Features The only lactose-free, milk-based formula, which includes LIPIL, a uncommon blend of DHA and ARA Lactose-free and sucrose-free No sucrose (table sugar)Nutrition valueNUTRIENTS(Normal Dilution)Per 100 Calories(5 fl oz)Protein, g2.1Fat, g5.3Carbohydrate, g10.9Water, g134Linoleic acid, mg860VitaminsVitamin A, IU300Vitamin D, IU60Vitamin E, IU2Vitamin K, g8Thiamin (Vitamin B1), g80vitamin G (Vitamin B2), g140Vitamin B6, g60Vitamin B12, g0.3Niacin, g super CFolic acid (Folacin), g16Pantothenic acid, g500Biotin, g3Vitami n C (Ascorbic acid), mg12Choline, mg12Inositol, mg6MineralsCalcium, mg82Phosphorus, mg55Magnesium, mg8Iron, mg1.8Zinc, mg1Manganese, g15Copper, g75Iodine, g15Selenium, g2.8Sodium, mg30Potassium, mg110Chloride, mg67Core value the product is giving to its customerEnfamil the first infant formula in all over the globe, which contains the nutrients DHA (docosahexaenoic acid) and ARA (arachidonic acid). similarly naturally found in breast milk, DHA and ARA have been clinically shown to support infant brain and eye development.Performance of the PackLikes and dislikes, property rating, and overall rating of the pack are examined below to assess the packs acceptability.Overall rating The rating on the pack on overall was collected on a 7.0-point scale. The ratings are as below. %allVery worthless to moderate 1Good 2Very Good 36Excellent 1Mean Score (1-7) 6.6The pack is excellent on overall consideration. Hence it is quite obvious that it would have few dislikes.PricePrior to exposure to the stipulated price, an effort was made to identify the price most suitable for the brand, via Psychological Monetary Demand (PMD) technique. The respondents were offered a range of price from Tk. 100 to 200 with and increment of Tk. 5, and asked above which price, and at which price or below they would not purchase the brand. The analysis provides the counterbalance of the target group uncoerced to purchase ENFAMIL at each price level and match pecuniary demand. For a marketer profit maximization is likely to give at the highest level of monetary demand. The analysis depicts that maximum monetary deduce can be ensured if the price of ENFAMIL is at Tk. 75. Above this price symmetry of buyers and monetary value of sales fall drastically. On the other hand, if the objective is to maximize number of users, one can reduce the price worst to the level of Tk. 60. Beyond this, interested buyers will be fewer.PriceMarket price lineENFAMIL TK 75TIMEFigure market perspicacity strat egyDemand traffic patternAccording to the market dynamics, the demand for consumable products depends on the price factor along with other related factors i.e. test and preferences, character of the product, and economic condition of the target customers. After analyzing the market pattern and relationship of price to quantity through sample survey questionnaire the following demand pattern was observed. The analysis provides the proportion of the target group willing to purchase ENFAMIL at each price level and corresponding monetary demand. For a marketer profit maximization is likely to occur at the highest level of monetary demand.Proportion of consumers Monetary DemandPrice (%)willing to buy (Assuming pop=100)Tk.50 67 3337Tk.55 76 4135Tk.60 83 4958Tk.65 83 5419Tk.70 82 5716Tk.75 82 6125Tk.80 69 5535Tk.85 60 5071Tk.90 46 4137Tk.95 42 4018Tk.100 17 1711Tk.105 15 1540Tk.110 10 1103Tk.115 9 1012Tk.120 0 0The analysis depicts that maximum monetary gain can be ensured if the price of ENFAMIL is at Taka 75.00 Above this price proportion of buyers and monetary value of sales fall drastically. On the other hand, if the objective is to maximize number of users, one can reduce the price crush to the level of Taka. 60.00 Beyond this, interested buyers will be fewer. Thus it can be concluded that the demand for baby food ENFAMIL is elastic.Place The nature of distribution of the product and the market accessibility also plays a major role after generating awareness of the product among the target customers. If the customers dont have the product at the right place at the right moment than there exists the possibility that those customers will switch to another brand and have acidic experience while purchasing the product . To reverse the effect of the above situation the company should use both direct marketing and corroborative marketing impart to promote ENFAMIL. For distributing ENFAMIL the company should use following methods makerWholesalerRetailersCustomersMa nufacturerCustomersManufacturerPharmacyCustomers1)2)3)Figure Distribution channelsPromotionThe range of promotional activities available to todays manufacturer or companies can be overwhelming. The promotional action plan for ENFAMIL is listed below.Advertising Newspaper, Billboard, Electronic media receiving set TVPublic relation- Social activities, Sponsorship, Awareness campaign about the benefits of baby food productDirect marketing- Promoting via doctors through medical representativesENFAMIL is very new in the market it requires specific events such as the launch of an advertising campaign or a press conference to announce the entering of the new product. In other cases promotional activities necessarily be take for the NGO to carry out in different local government and private hospitals, clinics, pharmacies and aware rural, urban middle to lower middle class families about the product. In other cases promotional activities involve putting mingled elements into place for the long term, such as training salespeople for directing marketing to promote this product via doctors through medical representatives. In all cases, it is important to integrate companys promotion efforts doing so can decrease costs and increase communication effectiveness.SALES FORCASTThe sales forecast has been done in three levels. First level depicts optimistic forecast if all other factors alter sales are favorable. The second level of sales forecast is based on normal ongoing condition of the economy and the next level of forecast is done based on the pessimistic approach.YEARLY ESTIMATED engagePrice remains fixed as the product is price elastics metre demanded (units in hundreds)Economic conditionPortion of Expected customer (assumption) gross sales forecast (Units in hundreds )TK 75.006125Optimistic90%5512TK 75.006125Normal75%4593TK 75.00

Domestic Violence

home(prenominal) frenzy domestic help ViolenceWhat is your definition of savor? Domestic forcefulness is not considered erotic love or affection. It is violence ab employ. In your eyes what is domestic violence? Domestic violence is a recitation of behaviors used to establish reason and operate over another person through fear and intimidation (thehot tonal pattern,org). If youre experiencing this you might welcome been hit, kicked, choked, and/or controlled. Physical, sexual, emotional, psychological, and economical abuse are signalize warning signs. Abuse is a repetitive pattern of behaviors to maintain power and control over an intimate quisling (thehotline.org).The following are behaviors that physi environy harm, arouse fear, prevent a partner from doing what they wish, or force them to conduct in ways they do not essential (thehotline.org). This also implicates threats and intimidation. process of monition signs you are in an abusive race overwhelm forbidding you from eating or sleeping, damaging your property when theyre angry by any throwing objects, punching walls, kicking doors, etc., and or using weapons to threaten to have you, or really hurting you with weapons (thehotline.org). A woman of the name Jessica was stuck in an abusive relationship. She said, I was a prisoner in my own home (Axelord). Her boyfriend vanquish her, verbally abused her, and controlled her. He made sure she didnt word of farewell the house without him. He tapped her phone and made sure she knew not to eat, sleep, or shower without him being home to watch her every move. He installed cameras somewhat the house to make sure Jessica wasnt doing anything behind his back. If they trap you in your home or keep you from leaving, youre in an abusive relationship. Jessicas boyfriend claimed abusing her was his sign to show her he love her and didnt want to lose her (Axelord). Jessica said, His excuse was he was afraid to lose me vex he love me so much and tha t was his way of showing me that he loved me (Axelord). This is what goes on in the minds of abusers. Jessica knew she was in a domestic relationship, but she had no way to get out until one day Jessicas baby called the cops on her boyfriend and got a restraining order (Axelord).Not everyone knows they are in a domestic violence, the victims are manipulated into thinking it is a sign of ruth and love. More red flags include abandoning you in unfamiliar places, driving recklessly or dangerously when you are in the car with them, and or forcing you to use drugs or alcohol are red flags (thehotline.org). Calling you names, insulting you or continually criticizing you, refusing to trust you and acting jealous or possessive, and or toilsome to isolate you from family or friends are the first warning signs (thehotline.org). Monitoring where you go, who you call and who you spend time with, demanding to know where you are every minute, threatening to hurt you, the children, your family or your pets is when you try on help (thehotline.org). The first people to notice what is dismissal on are family, friends, and neighbors. Domestic violence happens to both men and women on a daily basis. Women 20-24 years old are at the superior risk. 1 in 3 women are homicide victims and murdered by their partner each year (SafeHorizon.org). Four million women experience physical infract and rape by their partner each year (SafeHorizon.org).517 children witness domestic violence each year. Three in four children see the violence happening to their mother or father. 21% of children hear the violence deprivation on. 3.3-10 million children are exposed to domestic violence yearly (SafeHorizon.org). many children are not safe from this violence. Most of the time, the abuser also goes subsequently the child. More likely than not the child is emotionally scarred for life. match to race, 53% White people are abused, 20% African American people, 16% Latino, and 6% Other (SafeHoriz on.org). According to income the following are abused, 28% under $20,000, 30% do $20,000-$50,000, 18% making $50,000-$75,000, and 24% making more than $75,000 (SafeHorizon.org). Some risk factors related to domestic violence include young pregnant women because they are more likely to be targeted compared to erstwhile(a) women (apa.org). The younger the easier to be manipulated and used. Domestic violence takes place between 6pm and 6am (apa.org). 60% of incidents happen at home (apa.org).30%-60% of families experiencing domestic violence include poverty, substance abuse, and other violence (SafeHorizon.org). Domestic is the third leading cause of homelessness among families (apa.org). 1/3 of abusers are using New York shelters (apa.org). This is what you can do to help yourself when the abuser is not around call a local anaesthetic battered womens shelter or domestic violence hotline and tell them what happened, choose them what your choices are to protect yourself, and what to do to end the violence (venetiservices.eu). Discuss the abusers pattern of violence with someone at a shelter or crisis line and think somewhat what risks, there might be if you talk about leaving (venetiservices.eu). You should encourage your abuser to go to a group for batterers (venetiservices.eu.)If youre a friend or family member you can encourage the victim to get to safety and help keep that person safe. Confront the abuser if you can do it safely (SafeHorizon.org). Dont accept excuses for violence from the people you love. If your loved one starts controlling your life and taking advantage of you, it is time to leave. Your world-shaking other should always be there for you and care for you. If they ever set a top on you immediately call the police. On mean(a) it is said that it takes 7 tries to officially get out of an abusive relationship (Axelord.) A significant other should never lay a hand on you if it is not for comfort or affection. If you are physically, mentall y, or emotionally abused, it is not love. That does not show that your significant other cares for you. You need to brook up for yourself and get help.Being in an unstable relationship may cause harm to you or your family. People have died, and people have been injured. Children are scared for the rest of their lives. Pay attention to the warning signs and seek help immediately if there are any red flags. The ones you love should respect you and care for you and your family.Works CitedAbuse Defined. The National Domestic Violence Hotline RSS2. Web. 28 Apr. 2015. http//www.thehotline.org/is-this-abuse/abuse-defined/.Axelord, Jim, I was a prisoner in my own home. 17 May 2013. CBS News.Carter, Lucy, Weitnom, Louis, and Behman. Domestic violence and children. Volume 9 number 7 Winter 1999.Domestic Violence Statistics Facts. Safe Horizon. Web. 28 Apr. 2015. http//www.safehorizon.org/page/domestic-violence-statisticsfacts-52.html. spouse Violence What Can You Do? Http//www.apa.org. Web . 28 Apr. 2015. http//www.apa.org/pi/women/programs/violence/partner.aspx. confederate Violence What Can You Do? Veneti CPT Services Ltd. Web. 28 Apr. 2015. http//www.venetiservices.eu/nuepsilonalpha/partner-violence-what-can-you-do.

Instructional Leadership Supervision Education Essay

instructional Leadership watchfulness Education Es regularizeAbstractLeadership is a treation in every issue and everybody recognize how essential and valuable lead is. wherefore some companies, teams, and tutors do substanti in ally as other fails? The credit or fault gener whollyy goes to the manager, coach, or jumper cable. In naturalise scenario the principal has to undertake these consequences, as he occupies a distinct and key responsibility that has an load on the lumber of schoolinging. The questions about school scenario argon (i) what is the main get of school (ii) How their students learn in the school (iii) How he coordinates all the activities i.e. students, instructors and computer chopine. The concentrate on of this article was on the theoretical basis of the instructional leadinghip and to critique the model to build up the understanding of instructional leadership.Objectives avocation were the major(ip) objectives of the memorizeTo explain the conc ept of instructional leadershipTo review the throng Weber instructional leadership modelWhat is leadership?Leadership is delineate differently by different authors (Terry, 1960) called it the activity of influencing great deal to strive willingly for group tendencys. In the con text edition of this definition the knowledge, values, structure, and skills ar required for a principal as a leader to inspire all members of the school community to figure out together toward the goal of an excellent education for all students. According to (Thomson, 1980) Leadership is best defined as getting the military control done by hold still fors of people. This definition means that two things argon necessary for effective leadership accomplishment (getting the job done) and influencing the others (through people).According to (Weber, 1987) leadership is exposit as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a c ourse of moral and transformational power over the organization.In most definitions of leadership the two functions argon generally considered indispensable to its meaning setting directions and exercising influence. distributively of these functions stop be carried out in different ways, with such differences distinguishing the umteen models of leadership from one some other.(Yukl, 1994) comments, leadership influences the interpretation of events for followers, the choice of objectives for the group or organization, the organization of work activities accomplish objectives, the motivation of followers to achieve the objectives, the upkeep of cooperative relationships and teamwork, and the enlistment support and cooperation from people outside the group or organization. He further explained the popular distinction between doing things office (management) and doing right vault of heaven things (leadership) as largely meaningless accomplishing success as a leader, requires doi ng right things right.What is Instructional Leadership?(Debevoise, 1984) encompasses Instructional leadership as those measures that a principal takes, or assigns to others, to raise growth in student education and consists of pas m tasks describing the purpose of schooling setting school-wide goals providing the resources needed for culture to occur superintendence and evaluating t individuallyers coordinating provide information programs and creating collegial relationships with and among teachers. schoolchild LearningInstructionalLeadership cargonTeacherDevelopmentTeacherPerformance haoma -AThe above figure depicts that Instructional leadership consists of principal behaviors that set eminent expectations and uncontaminating goals for student and teacher performance, monitor and provide feedback regarding the technical hollow out (teaching and learning) of schools, provide and promote master key growth for all stave members, and act up build and maintain a school cl ime of senior high donnish press. (Hoy Hoy, 2003) explained that the principal must communicate a clear vision on instructional excellence and consecutive professional development consistent with the goal of the cleansement of teaching and learning. The instructional leaders be listeners as well as lambasteers they are collaborators with teachers and students, whose needs present the most important demands in an instructional role. The leadership litigate is interpersonal as well as dynamics. Particularly it becomes dynamics when the principals are accountable for whole instructional program. As instructional leader the principal is the pivotal within the school who affects the attribute of individual teacher instruction, the height of student achievement, and the degree of efficiency in school functioning. According to (Mendez, 1989) there are three major forces that help to shape and line a school the public, the staff and the students and that these forces interact thr ough curriculum. The role of the principal is to manipulate these forces in auberge to maximize the quality of instruction.The three key elements of learningTeacher, students and curriculumTeacherCurriculum StudentInstructional leadership is a complex task, it means that becoming a leader of leaders- learning and working with others i.e. teachers, students and parents to correct the instructional quality and curriculum.A Model of Instructional LeadershipThis is a model presented by pile Weber (1987) which is based on two assumptions.The principal is the main instructional leader.The principal works with the leadership functions that are one term(prenominal) shared and sometime not sheared.The functions of the Webers model are as under1. Setting donnish ObjectivesA principal who is an instructional leader provides guidance for the school program, and describe the objectives to the general understanding.Vision for success(Leithwood, Doris, Alicia, 1993) and his colleagues found in a study that teachers commitment to change in instructional programs was affected the most by leadership that gave direction, purpose, and meaning to their work, e.g. the purpose of the school is to educate all students to high levels of schoolman performance. The principals responsibility is to ensure that the school has a clear schoolman mission and communicate it to the staff, which is focused on the academic progress of the students.2. Organizing the Instructional ProgramAfter setting the goals for the school, the next step by instructional leader is to develop the strategies for put uping that goals into reality by allocating the staff, student grouping, and organizing the curriculum. These excessively involve the collaborative planning between instructional leader, students and parents. e.g. conclusiveness to stain a student in one associate or another. Certainly, the decision to place a student in one or another classroom, study group, or program is a decision that involves teachers, principals and the parents. The following are the some principals behavior that proved generally effective.Listen actively to staff and faculty ideas and produces opportunities for staff to implement innovative coaching arrangements.Make unattached resources and a encouraging environment for collaborative planning.Organize planning sessions to discuss grouping and scheduling arrangements with staff.Utilize staff recommendations.Keeps staff informed of form _or_ system of government changes.Expands options by varying periods in school day and days in cycle.3. Supervision and EvaluationThe most important task of principals instructional leadership is teachers supervision and evaluation. Instructional leadership means very little unless leaders are willing and able to observe teachers, offer advice about problems, and betray formative evaluations that support and pinpoint areas to improve. Supervisors must obtain the knowledge of curriculum and instruction to kno w what to look for. According to (Gardner, 1988) To help others believe in themselves is one of a leaders highest duties. Following are the some tips that are effective for supervision.Classroom observations will be used to observe what is truly going on in the class rooms.What is the teacher and what are students are actually performing.Meets with teachers after each visit to discuss what was observed.Encourages teacher to evidence feelings and opinions about observational data and class activities.Offers teacher bowdlerisenatives teaching techniques and explanations of class room events.Give praise for specific development of teachers skill if observed.Recommends resources and dressing programs in areas in which teacher need to improve.4. Protecting Instructional beat and ProgramA study by (Cusick, 1973) found that 200 legal proceeding of a students normal school day were spending on casual or maintenance tasks. He noted that the time spent actively engaged with some teache r over a matter of cognitive importance may not exceed twenty minutes a period for five periods a day. This is a high estimate. I would say that if an average student spent an hour to one and half hours bear on on subject matter that was a trade good day.Teachers use instructional time for taking attendance, distributing materials entering and leaving the classroom, late start or early ending or such non classroom activities as field trips etc. grouping practices, instructional strategies, and the size of the class cigaret all determine how time is spent in classrooms. Finally, achievement and instructional time both suffer when students are not in school or find it hard to concentrate because of disciplinary problems in the environment. Truancy and absenteeism back tooth arise from a great variety of social and personal conditions, ranging from poverty and peer group influence to boredom and poor academic background. assure problems often emerge from conflicts, misunderstandi ng about rules, or the absence of clear boundaries for behaviors. Following are some of the behaviors associated in the research with increasing academic learning time (that is, time spent learning). The list focuses two all-important(a) dimensions for learning time ensuring class attendance and allocated time for instruction.For up attendanceIdentify problems in enforcing rules on attendance and discipline observe that policies are clearly communicated to the staff membersPut together community support specially with parentsHelp teachers to set up a reward system for good attendanceDistribute duty with teachers in informing parents of class absence.Allocated time for instructionHolds staff meeting to discuss common problems in instructional planning and offer solutionsProtects classroom instructional time from interruptionInsists on observing scheduleExpects teachers to start and end classes on time, using the unspoilt allocated time for instructionStreamlines clerical tasks so that teachers back end perform them more(prenominal) quickly.Visits classrooms to observe teachers and students5. Creating a Climate for LearningAll the important factors that start to affect students learning possibly having the greatest influence is the set of beliefs, values, and attitudes that administrators, teachers, and students storage area about learning. When a staff commits to support specific values, the concept of school receipts moves from the future to the present, and from the abstract to the concrete.So important is learning climate that it has been defined as the standard, viewpoint, and attitudes reflected in institutional patterns and behavior routine that improve student learning. The attitude that students shape about academic learning come, at least in part, from the adults in the school. It is clear that the norms for learning come from the staffs necessary of students the amount of time needed for studying, the amount of work assigned, the degree of a utarkical work that students fuel do, the degree of attentiveness students feel about the work given to them. High expectations are the fulcrum point that instructional leaders can use to get involved teachers, students and parents away from unhelpful unencouraging attitudes.Following are elements which are used to raise or lower the expectations fare and quality of praise for correct answersActual amount of teaching that students get a lineContent coveredTeacher throw outment and supportTeacher supporter and willingness to helpWait timeResponse opportunity factor (No of multiplication students are called on)6. Monitoring Achievement and evaluating programsIt is a primary task of instructional leaders to assess and revise the instructional programs in schools. As in the case of supervising and evaluating teachers, whole programs can be reviewed for planning, objectives, success in reaching the objectives, and particular successes and problems. Ultimately the success of any educat ional program comes down to the performance of the students. Are they reaching the objectives proposed? Where are they failing and why? The more specifically that problems can be identified, the more successfully the learning problems can be remedied or traced to particular objectives, units, or course activities.Supervision and Teacher DevelopmentErnest Boyer (in Sparks, 1984) observed that when you talk about school progress, you are lecture about people development. Thats the completely aspect to improve schools unless you mean painting the buildings and fixing the floors. But thats not the school, thats the shell. The school is people, so when we talk about excellence or improvement or progress, were really talking about the people who make up the building.Focusing on people is the most useful way to change any organization. In fact, it can be claimed that organizations do not change, only persons change. It is only when a suitable number of people within an organization chan ge that the organization can be transformed. So, supervision means helping workers by offering professional advice and technical support in speed up efficiency and improving effectiveness of the process of production and product itself. Support and evaluation are the two major function of the instructional supervision. Support provides the support to improve the teaching process in terms of effective use of text books helping materials and methodologies needed for the individual needs of the students. Evaluation is the process of hoard the information for improvement in instruction and analyzing the data which then be used to improve the quality.If this assumption that people are the key to school improvement is correct, then it follows that the fundamental role of the principal is to help develop the conditions which enable a staff to develop so that the school can achieve its goals more effectively. In short, a key to school improvement is the willingness and ability of principa ls to assume the role of staff developers who make it their mission to alter the professional practices, beliefs, and understandings of school personnel toward an articulated end. Supervision and teacher development go hand in hand. Supervision provides support and help to teachers. Principals have a responsibility to help teachers, improve their practice and to hold them accountable for meeting their commitments to teaching and learning. These responsibilities are usually referred to as supervision. Supervision enhances teacher development. The principal should keep in mind that what actions should be taken to bring about greater understanding of teaching and learning?Principals must encourage teachers to acquire new skills, support them during the inevitable frustrations, and recognize their efforts. Procedures must be in place to gather data on the impact of staff development initiatives, and principals must publicly honour indicators of improvement in order to help sustain thos e initiatives.Supervision is primarily formative and collegial, being concerned with improving teaching effectiveness. It is also important that principals be committed to continuous improvement. Schools can become learning organizations capable of significant change only if those within them recognize that school improvement is a complex, ongoing process rather than a task to be completed. While it is important that principals celebrate the attainment of improvement goals, it is even more important that such celebrations serve as motivators for staying the course rather than signal that the improvement process has ended. most importantly, principals must not mistake congeniality with collegiality. They must strive to create a culture in which teachers talk about teaching and learning observe each other teach plan, design, research, and evaluate the curriculum, and teach each other what they have learned about their craft.