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Medium 9781855757035

Chapter Seven: Problems with peers

A.H. Brafman Karnac Books ePub

This is perhaps the most difficult aspect of school life. The “typical” 5-10-year-old will not usually give a full report of school events, particularly when starting at a new school. When first joining primary school, the child is aware of plunging into a new world and comparisons with family life are inevitable. Sometimes, the experiences of nursery school make this transition easier, but now classes are bigger and adult supervision tends to be well below the ideal level. Whether the child goes to a local authority school or to a private one, the chances are that he will meet a much wider range of children, many of whom feel insecure and are keen to “score points” that might heighten self-esteem and produce some sense of good status and self-confidence. If your child happens to dislike confrontations and conflict, he may feel intimidated by these new encounters. Sadly, this spells trouble, because the children who go in for tormenting and “scoring points” promptly feel in a position of power, having discovered someone they can bully.

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Medium 9781934009055

Appealing to the Heart

Robert Eaker Solution Tree Press ePub

IF SCHOOLS ARE TO IMPROVE, they need educators who believe in the possibility of a better future—and in themselves.

PLC at Work

THE CONCEPT OF HIGH EXPECTATIONS rests upon neither unwarranted optimism nor additional unsupported demands on students. It is not the perception of a staff regarding the ability of their students that is paramount in creating a culture of high expectations. The staff members’ perceptions of their own personal and collective ability to help all students learn is far more critical.

Whatever It Takes

A SCHOOL DOES NOT BECOME a learning community simply by advancing through the steps on a checklist, but rather by tapping into the wellsprings of emotions that lie within the professionals of that school. The professional learning community makes a conscious effort to bring those emotions to the surface and to express explicitly what often is left unsaid.

PLC at Work

WE SHOULD INDEED PROMOTE HIGH LEVELS of learning for every child entrusted to us, not because of legislation or fear of sanctions, but because we have a moral and ethical imperative to do so.

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Medium 9781588438737

DeLand

Janet Groene Hunter Publishing ePub
Medium 9781574412314

18. Procuring Mules and Mounts

Edited and Annotated by Charles M. Robinson III University of North Texas Press PDF

PROCURING MULES AND MOUNTS

367

BY COMMAND OF BRIGADIER-GENERAL CROOK:

ROBERT WILLIAMS,

Assistant Adjutant General.

OFFICIAL:

(Sign.) Robert Williams

Assistant Adjutant General.

Friday, March 5th. Breakfasted at 5 A.M. with Colonel Royall, and then in company with him and Mr. Chambers left Fort Omaha, at 6 o’clock to catch the early “dummy” for Council Bluffs, Iowa. There we took the local or morning train, over the Kansas City, St. Joseph and Council Bluffs R.R., for Saint Joseph, Missouri.

Reached our destination at 12:30 p.m. The only good hotel in the place, the Pacific House, was undergoing renovation from which reason we were obliged to take our quarters at the Halpin House, a wretched little rookery, of squalid surroundings.

Saint Joseph is usually a good horse and mule market, but at the time of our visit the demand for the mines of Leadville, Colorado, had completely exhausted the supply on hand, making it necessary for us to proceed to Kansas City. Saint Joseph is a fine town of some

35.000 to 40.000 inhabitants, the centre of an extended rail-road system and the seat of a thriving trade, especially in groceries.

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Medium 9781780491653

Chapter Ten - The Inner Voice: Building the Institution in the Mind

Liz Bondi Karnac Books ePub

Eileen Francis

Introduction

This chapter is concerned with how we talk with each other in professional relationships and how we think about dialogue and discussion in education and society. It is about managing the voice in the mind and being mindful about the voice we use to communicate our needs and wants in organisations. The meaning that we, as human beings, give to our voice is framed as much by our values and emotional and intellectual insights as by our communicative abilities. This chapter begins by thinking about the physical voice but concludes that voice also has meaning as a metaphor for being listened to as a person. It reflects on the paths taken on a personal professional journey through four decades of group and institutional work illuminated by psychoanalytic thinking. A series of narratives illustrates the nature of the inner and outer voices that build the psychoanalytic concept—an “institution in the mind”.

Developing a professional self

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