Ebt Classroom Management Essay Example for Free

Ebt Classroom Management Essay This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

Aetna: A Target Market Analysis Essay -- Market Research

Overview: With an evolving market in the various fields marketing, companies needed to readjust their and update their marketing strategies. Centuries ago, a company that needed to market for its products would just post a paper note at the main town street and if people liked the product it would be sold. In the 21st century, marketing became an essential field and necessary branch in any company that plans to succeed. Aetna recognized this necessity and while analyzing the company’s strategies and structure, one can recognize the un-doubtful organization in identifying their target market. Through the creation of different subsidiaries, Aetna, Inc. is able to organize its target market and classify their various services based on the target market’s specific demographics. Primary and Secondary Target Markets Being a giant in the insurance market in the United States, Aetna, Inc’s target market is widely spread and can’t be simply classified in primary and secondary targets. The company’s target market’s however, can be divided into two general markets with each having different classifications. Aetna’s target markets can be divided into an American market and an international one. Within the American market, Aetna divided itself into subsidiaries each concentrating on a specific target market. Outside of the American market, Aetna created Aetna International to specifically target various non-American markets. Within Aetna’s primary target market, there are seven subsidiaries that target the various American markets. Six of these subsidiaries aim at the various markets in the United States while the seventh aim towards improving the collective services offered by Aetna through the delivery of various health ... ... About Medicity. (2011). In Medicity. Retrieved March 10, 2012, from http://www.medicity.com/about-medicity.html About Us. (2012). In ActiveHealth Management. Retrieved March 10, 2012, from http://activehealthmanagement.com/ Aenta History. (2012). In Aetna. Retrieved March 9, 2012, from http://www.aetna.com/about-aetna-insurance/aetna-corporate-profile/aetna-history/index.html Aetna Subsidiaries: Standalone Companies Owned by Aetna. (2012). In Aetna. Retrieved March 9, 2012, from http://www.aetna.com/about-aetna-insurance/aetna-corporate-profile/subsidiaries.html Miles, J., & Armstrong, R. (Narrator). (2011). Rivalry: Aetna vs Humana [Online video]. Fox News: Business. Retrieved April 6, 2012, from http://video.foxbusiness.com/v/3893197/rivalry-aetna-vs-humana/ Our Mission. (2012). In SRC. Retrieved March 10, 2012, from http://www.aetna.com/src/about/index.html

Web Site Structure

The purpose of this paper is to discuss and compare three Web site structures from the student textbook â€Å"New Perspectives on the Internet† by Schneider and Evans. This student will identify the preferred structure and why; provide two Web site locations with URL addresses, and discuss advantages to Cascading Style Sheets in the creation of a web page. A hierarchical structure is where the â€Å"pages are linked going from the most general page down to more specific pages†¦In a hierarchical structure, users can easily move from general to specific and back again.† (Schneider/Evans. 2006. p. 65). A linear structure is where â€Å"each page is linked with the pages that follow and precede it in an ordered chain.† (Schneider/Evans. 2006. p. 64). Linear structure does allow for augmented pages â€Å"in which each page contains an additional link back to an opening page.† (Schneider/Evans. 2006. p. 65). The third type of structure is called Mixed structure where â€Å"the overall form is hierarchical, as users can move from a general introduction to individual†¦however, links also allow users to move through the site in a linear fashion. (Schneider/Evans. 2006. p. 66). A Mixed structure provides the up and down and side to side movement within a site. The preference of this student would be Mixed structure and Hierarchical structure as these two types of structures provide maximum movement throughout a Web site. Formatting links, home pages and paths are unique to each Website; but, however, are similar depending on structure. A web site that this student enjoys to peruse is the National Geographic Web site, with the URL located at http://www.nationalgeographic.com. This site appears to be styled in a hierarchical structure, as it allows general to specific inquiry. It also allows the movement of backward and forward. Another web site of interest to this student is Facebook, with the URL located at http://www.facebook.com. This web site is designed on the linear structure with augmentation. Facebook pages are linked with pages that â€Å"follow and precede it in an ordered chain.† (Schneider/Evans. 2006. p. 64) Because Facebook does support an augmented style, links to outside sources and other available pages are available to the user. This design, however, from the user opinion, is lacking in personality and compatibility with the user. The design appears to be generalized, and simplified, allowing for many users in many locations and of many cultures. It is, therefore, very generic. Both Web sites provide home page links; but, because of the differences in structure, movement within each web site page is different. After some research in Cascading Style Sheets (CSS), this student has discovered several advantages in creating web pages. âž ¢ Cascading Style Sheets are written outside of the HTML codes and are therefore easy to access, change and manipulate. âž ¢ Cascading Style Sheets provide the designer the ability to change one section within the one sheet and having all similar sheets change as well in numerous locations. In closing, Cascading Style Sheets are a must in the creation of a web site. They provide ease of movement; top to down, back and forward and specific movement side to side. This ability provides a user-friendly web site. Depending on the information provided by the Web site and the audience to which it is geared, determines how the structure of the web site is designed.

A Good Man is Hard To Find Essay - 903 Words

When are people responsible for their actions? According to Simon Blackburns theory of Soft Determinism people are responsible for their actions as long as true and available information is possessed. Blackburns short story revises the compatibilist definition several times. The revised revised definition reads as follows: The subject acted freely if she could have done otherwise in the right sense. This means that she would have done otherwise if she had chosen differently and, under the impact of other true and available thoughts or considerations, she would have chosen differently. True and available thoughts and considerations are those that represent her situation accurately, and are ones that she could reasonably†¦show more content†¦I recognized you at once(OConner 1208). She should have considered what would happen before she spoke. This may have saved her family from what was about to happen. The grandmother then tries to recover her mistake be saying I know youre a good man. You dont look a bit like you have common blood. I know you must come from nice people. (OConner 1208). By this time the grandmother is desperate, she seems to be saying these things only to fool herself, and her family is assassinated one by one. According to the revised revised definition the grandmother could have made a different choice with the true and available information that is provided to her by the misfit. A different choice may have led to a different outcome. Although she was not responsible for the murder of her family, her choices are the reason the family was on that particular road at that particular time. On the other hand Bailey knew his mother is pushy and manipulative. Bailey gives into his mother and his children by conceding to stop at the plantation at his mother’s request saying â€Å"All right, but get this. This is the only time we are going to stop for anything li ke this. This is the one and only time (OConner 1206). Bailey had the choice, he obviously didn’t want to take the detour, yet he complied with the help of his mother’s manipulation. According to Blackburns theory, Bailey is responsible once he has true and available information. BlackburnShow MoreRelatedIs It Hard For Find A Good Man?1739 Words   |  7 PagesHadleigh Garza Ms. Vernon English 1302.05 March 26, 2015 Is it Hard to Find a Good Man? In the short story â€Å"A Good Man is Hard to Find† Flannery O’Conner introduces the story with the characters, the grandmother, her son Bailey, his wife, his two children June Star and John Wesley, and the baby, on the way to Florida for a vacation. Soon after the trip begins, the grandmother states that she wants to go Georgia to see a friend, but with her awful memory, she remembers it is actually in TennesseeRead MoreA Good Man Is Hard To Find1451 Words   |  6 Pagesï » ¿What makes a good man How many people do you encounter each day whom considers themselves to be a righteous person? Do you agree or disagree with this persons judgement of their own character? Often a person might hide behind his or her religion as a justification for the actions made in every day life. Perhaps some people may decide that commiting enough positive actions can some how cancel out their negative actions, allowing them to consider themselves a righteous person. In Flannery OConnorsRead MoreA Good Man Is Hard To Find1460 Words   |  6 Pages1102 Society and Class in â€Å"A Good Man is Hard to Find† In Flannery O’Connor’s short story, â€Å"A Good Man is Hard to Find† the grandmother and the Misfit become the main focus even though the other characters are involved in the story. Throughout the entire story, The Misfit is portrayed as the symbol of evil because he was in jail; he escaped from jail, and he committed murders. The grandmother believes to be greater than the people that she are around because of the â€Å"good† that she portrays. 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In O’Connor’s Introduction to a â€Å"Memoir of MaryRead MoreA good man is hard to find2745 Words   |  11 Pages#1 A Closer Look Into â€Å"A Good Man Is Hard to Find† By James ENC-1102 The short story I chose for my critical essay is a story that caught my attention with a gentle and inspiring title and as I began to turn pages it suddenly evolved into a theme that caught me off guard and I quickly became intrigued by elusive style of writing the author used to express this story in a unique form of literature. After reading Flannery O’Connor’s â€Å"A Good Man is Hard to Find†, I will discuss the vividRead More A Good Man Is Hard To Find Essay638 Words   |  3 Pages Good Man Is Hard To Find A Good Man is Hard to Find Flannery O’Connor’s A Good Man is Hard to Find is filled with foreshadowing which the first time reader will not grasp, but leaps out of the pages for repeated readers. When first read, A Good Man is Hard to Find, the reader does not value the importance of the grandmother charter and her warning. She is thought to just be a rambling, nagging old lady. Even the grandmother does not realize the importance of what she is saying. The grandmotherRead MoreA Good Man Is Hard To Find Analysis743 Words   |  3 PagesIn the Flannery O’Connor’s short story, â€Å"A Good Man is Hard to Find† we find out that the title indicates of what the story is about. The title actually came from the lyrics of a song written by Eddie Green in 1918. The title of â€Å"A Good Man is Hard to Find† by Flannery O’Conner is quite ironic really. The reader expects to eventually find a good man in the story, but is quite surprised at the ending of the story. The title A Good Man is Hard to Find is expressed clearly in this story by introducingRead MoreAnalysis Of A Good Man Is Hard To Find1071 Words   |  5 PagesFlannery O’Connor’s â€Å"A Good Man Is Hard to Find†, the definition of good can only be determined if we understand two things, the typical definition of good and what to make of the main character known as the Grandmother. The definition of good should first be noted as, â€Å"that which is morally right; righteousness.† This will be the analysis of the grandmother and the ultimate decision as to the definition of good throughout this story. In the Secular Meaning in ‘A Good Man is Hard to Find,’ the discussionRead MoreEssay On A Good Man Is Hard To Find851 Words   |  4 Pages Review on a story â€Å"A Good Man is Hard to Find† In the story â€Å"A Good Man is Hard to Find† by Flannery 0’Connor, a southern family planning a road trip to Florida portrays the hypocrisy of the society through their actions and dialogues. Major question that rose in the story was what is considered good and how there aren’t enough good men left in the world.† A social science major with several courses in English, O’Connor is remembered by her classmates as obviously gifted but extremely shy. HerRead MoreEssay on A Good Man Is Hard to Find708 Words   |  3 PagesSince the beginning of mankind there is been an unsolved issue of good verses evil. We see this controversial issue in everyday life, Such as Television, Newspaper, etc. It is not difficult to label the agent of evil in Flannery O Connors signature story, A Good Man is Hard To Find, says John, Desmond. The family is described as a typical modern family, which has all type of problems. Agreeing with each other is one of the biggest p roblems the family faces. The story starts of where Grandma