Essay about The Life of Wolfgang Amadeus Mozart - 899 Words

Wolfgang Amadeus Mozart was born on January 27 1756 in Salzbury, Austria. His father Leopold Mozart was a successful composer, violinist and assistant concert master at the Salzbury court. His mother Anna Maria Pertl was born into middle class. Her family was local community leaders. He had a sister named Maria Anna Mozart. Her nick name was Nannerl. She was 4 years older than Wolfgang. At the age of 3 Wolfgang mimic his sister playing the piano. He showed that he understood cords, tonality and tempo. That when his father began tutoring him. At the age of 5 Wolfgang demonstrated outstanding playing on the clarinet and violin. In 1762 at the age of 6 Wolfgang and his sister started touring throughout Europe from Paris to London. On his†¦show more content†¦In March 1781 he was asked by Archbishop von Colloredo of Vienna for Joseph the 2nd of Austrian throne, while he took the job, he was treated like a servant. After getting out of that job with the Archbishop’s. He de cided to stay in Vienna and work as a freelance performer and composer. Where he live with his friend an at the home of Fridolin Weber. Wolfgang found work in Vienna. His work ranged from teaching, writing music and playing in concerts. He also being writing an opera call die Entfuhruing aus dem Serail (The Abduction from the seraglio). In 1781 he fell in love with Fridolin Weber’s daughter Constaze. They were married on August 4 1782. Constaze and Wolfgang had 6 children, but only 2 kids’s survived infancy. There names are Karl Thomas and Franz Xaver. Wolfgang followed the music of Johannes Sebastian Bach and George Frederic Handel. Which influenced his own music such as Die Zauberflote (The Magic Flute), and symphony number 41? Along that time Wolfgang and Joseph Hergdn meet and became good friends. When they got together they performed impromptu concerts with string quartets. Wolfgang wrote 6 quartet dedicated to Haydn between 1782 and 1783. In 1783 Wolfgang’ s music started to take off. He and his wife started living the lavish lifestyle. With his new wealth he had servants, exclusive apartment building in Vienna and expensive boarding school for the kids. In 1784 Wolfgang wrote a Mass in C minor, and only twoShow MoreRelatedThe Life and Story of Wolfgang Amadeus Mozart1603 Words   |  7 PagesThe Life and Story of Wolfgang Amadeus Mozart Johannes Chrysostomus Wolfgangus Theophilus Mozart better known as just Wolfgang Amadeus Mozart was baptised January 27, 1756 in Salzburg on Getreidegasse street in the ninth house, which at the time was a part of the Holy Roman Empire but is now Austria. He was born to Leopold and Anne Maria Pertl Mozart in the same house he lived in until he was 17 with his mother, father and his big sister Maria Anne, she was his only sibling to survive infancyRead More Life Of Mozart Essay670 Words   |  3 Pages The Life of Wolfgang Amadeus Mozart nbsp;nbsp;nbsp;nbsp;nbsp;Wolfgang Amadeus Mozart (1756-91) is regarded as the greatest composer who ever lived. He began writing minuets at the age of 5,and by the time he died in 1791 at the age of 35, he had produced 626 cataloged works. â€Å" Mozart has enriched the concerto form with a larger number of masterpieces than any other composer.†1 nbsp;nbsp;nbsp;nbsp;nbsp;Wolfgang Amadeus Mozart is said to be the greatest genius in western music history.Read MoreThe History And Transitions Of Music933 Words   |  4 Pagestransitions of music has had many talented persons that have influenced music but none are so well known as Franz Joseph Haydn, Wolfgang Amadeus Mozart and Ludwig van Beethoven. All three of these great composers performed during the Classic period and it would act as the base of classic music for the next one hundred and fifty, to two hundred years. The names of Haydn, Mozart and Beethoven are so well known that people who have little to no knowledge of music will recognize their names. The urban communitiesRead MoreJennifer Persaud. Professor Adams . Music 101. April 2017.1148 Words   |  5 Pages Wolfgang Amadeus Mozart Johann Chrysostom Wolfgang Amadeus Mozart was born in 1756 and died in 1791. Shortly after his birth in Salzburg, Austria, he was baptized as Joannes Chrysostomus Wolfgangus Theophilus Mozart however, he just went by Wolfgang Amadeus Mozart. As aforementioned, his baptism refers to the religious rite of a person that belongs to a Christian Church. His mother, Anna Maria Mozart and his father, Leopold Mozart had seven children together howeverRead More Wolfgang Amadeus Mozart Essay1202 Words   |  5 PagesWolfgang Amadeus Mozart Wolfgang Amadeus Mozart, as he is generally known, was baptized in a Salzburg Cathedral on the day after his birth as Joannes Chrysostomus Wolfgangus Theophilus. The first and last given names come from his godfather Joannes Theophilus Pergmayr, although Mozart preferred the Latin form of this last name, Amadeus, more often Amadà ©, or the Italiano Amadeo, and occasionally the Deutsch Gottlieb. Whatever the case may be, he rarely - if ever - used Theophilus in his signatureRead MoreThe Classical Music Genre1271 Words   |  6 PagesClassical genre is the same, they are just as different as the composers are to one another. Wolfgang Mozart is a very well known composer. He was not only popular in the time period in which he lived, but he continues to be one of the better known composers in today’s society. Wolfgang Amadeus Mozart was born on January 27, 1756, in Salzburg, Austria. He was the only surviving son of Leopold and Maria Pertl Mozart. Wolfgang’s father, Leopold, was â€Å"a successful composer, violinist, and assistant concertRead MoreThe Classical Era Of Music1012 Words   |  5 PagesJoseph Haydn, Wolfgang Amadeus Mozart, and Ludwig Van Beethoven. A very important composer whose music is still heard today is Wolfgang Amadeus Mozart. His fame and great works in music changed throughout his childhood, middle age, and his final years. Wolfgang Amadeus Mozart was born in Salzburg, Austria January 27, 1756. His father Leopold Mozart was a violinist to the court. Wolfgang Amadeus Mozart was the child that Leopold was waiting for because he would construct little Mozart into the greatestRead MoreEssay about Wolfgang Amadeus Mozart799 Words   |  4 PagesWolfgang Amadeus Mozart baptized as Johannes Chrysostomus Wolfgangus Theophilus Mozart lived from January 27, 1756 to December 5, 1791. Mozart was a very influential and prolific composer of more than 600 works, including symphonies, concertante, chamber, piano, opera, and choral music. Regarded as a child prodigy, Mozart composed and performed in the European courts from the age of five, and was engaged at the Salzburg court at 17. Mozart’s musical style can be classified as Classical, althoughRead More wolfgang amadeus mozart Essay1190 Words   |  5 Pages Mozart was considered to be the best musician/composer of all time. Mozart was a genius when it ca me music and composing, he was said that no other could rival him and to this day people still say that he is the best. The reason why I choose to do Mozart is the fact I do believe he is the best musician/composer of all time, and his life story is of a tragic but gifted young soul. Later on you will find out about his family, his teachings, his tragedies, and of course his accomplishments. WolfgangRead MoreAnalysis of Mozarts K. 515 Mvt. 11279 Words   |  6 PagesWolfgang Amadeus Mozart Quintet No. 3 in C major, K. 515 Andrew McGuire Dr. Burkart MUSHIS 200 11/19/2012 Wolfgang Amadeus Mozart was a prodigy of his time, and arguable the greatest of all time. This paper will discuss an analysis of his third string quintet in C major, K. 515. Through this piece in Sonata Form we will dissect the exposition, the development, the recapitulation, and the coda; along with an analysis of the quintet we will briefly discuss parts of Mozart’s life, as well as

IOT Garbage Monitoring System-Free-Samples-Myassignmenthelp.com

Question: Using an internet search, explore an internet of things project currently underway or already in place. Provide a detailed account of the issues it respond to and outline its key features. Answer: Introduction The IOT is a paradigm where the objects of our daily use would be equipped with the technology of sensing, identifying, networking as well as communicating among themselves as well as to the users in order to accomplish certain objectives(Agarwal, 2014). The following article reports about some of the fantastic projects going on, which would ease the work of humans and will provide a more efficient system. This article also highlights the inherent challenges of using the technology in our day to day activities. Problem Monitoring Of Garbage System : Maintaining The Appropriate Moisture Level In Fields. Street Light Maintenance Iot Garbage Monitoring System Features The system monitors these bins and reports about the garbage level that got collected in the bins through a web page. For this purpose, this system makes use of ultrasonic sensors that are placed in those bins to detect the level of garbage and to compare it with the depth of the bin. It makes use of AVR family micro controller, Wi-Fi modem to send data, a buzzer and LCD screen. It gets power by the help of a transformer of 12V. LCD is used to display the garbage level in those bins. At the same time, a web page built is used to show the status of the system to that user who is monitoring it. This web page provides a graphical view of the bins and highlights the amount of garbage collected in a different color to show the garbage level that got collected. A buzzer is put on by the system when the garbage level crosses the set limit. Pros: The project IOT Garbage Monitoring system is an innovative system that will help in keeping the cities cleaner. Hence this system assists to keep the city neat by reporting about the level of garbages of those bins by giving a graphical view via IOT based system(IOT Garbage Monitoring System Project, NevonProjects, 2017). Cons: However, the system faces the common challenge of compatibility and longevity, connectivity and intelligence analysis and actions. The IOT is supposed to last long, and hence the standardization of equipment used is necessary to prevent the system from being obsolete. At the same time, intelligence analysis and actions present a challenge in the situation of data flaws(IEEE Internet of Things Journal, 2017). Iot Based Irrigation Features The system uses wifi, Arduino Uno board to send the signals to control and connect to the website. The system enables the user to modify and view the status of moisture and motor. The moisture level can be checked from a remote distance and can be altered in a desired manner. It enables the farmer to operate the water-motor from a distant area and will thus increase productivity as well as would stop the degradation of land and water resources(IOT Irrigation Monitoring Controller System, NevonProjects, 2017). Pros Farmers work on the large area of land to produce different varieties of crops. It is always not possible for a single person to keep track of the entire farm area at all the times. At times it may be possible that a given tract of land gets more water which may lead to waterlogging, or it may get far less or nil water at all which may lead to the arid soil. In both of the situation, the crops may get affected adversely, and the farmer might suffer losses(Dlodlo, 2017). An IOT based solution can be used to solve the above-mentioned problem, which can monitor and control the supply of water in order to maintain the perfect level of moisture as well as assuring the judicious use of water resources. Cons However, the system faces the challenges of its compatibility over a vast area having different requirement of water. The connectivity will remain a major issue, and would need deployment of extra hardware and will thus enhance the complexities. The other factors like its longevity will also remain a major challenge, and therefore standardization of equipment is of utmost importance because the lot things are meant to serve for a longer period even if the original manufacturers stop production(Dickson, 2016). Iot Street Light System Features The proposed system consists of smart street lights that have the ability to sense the external light and automatically adjust the intensity of light as desired according to the external environment. In this system, each unit has the load sensing functionality which would help it to detect any fault in the system. It automatically flags that light, and the data is sent over to the IOT monitoring system, which then fixes it. In this system, there is the use of IOTGecko development platform for the online system and Kotecki API to send data and view it online. The system uses wifi module, at mega 328 micro controllers, rectifier, regulator, power supply, street lights, a light sensor as the main hardware whereas programming language C and Arduino compiler are the principal software in use. Pros An IOT based street light system can be helpful in controlling and monitoring effectively. It will ensure consumption monitoring, low consumption of power instant detection of faulty lights and light dimming according to external conditions. The proposed system also enables the user controlling and monitoring the system to predict the daily consumption by the intensity of light as well as monthly requirement. Cons The above system may face the challenge of data flaws due to the failure of intelligence analysis and requisite action. It may also face issues like security of the system from other anti-social elements. At the same time, the issue of longevity remains and therefore requires the use of standard products, such that the system doesnt become obsolete with time(Narayanan, 2017). Conclusion The IoT promises to make the lives of people better by automation and augmentation. However, at present, it also faces some challenges. It needs proper attention to make this an enduring technology. References Adinarayana E. Huh Y Wan T. Kiura. (2014). Becoming technological advanced - lOT applications in smart agriculture Dickson, B. (2016).4 Major Technical Challenges Facing IoT Developers SitePoint.SitePoint. Dlodlo, N. (2017).The internet of things in agriculture for sustainable rural development - IEEE Xplore Document. Narayanan, k. (2017).Addressing The Challenges Facing IoT Adoption | 2017-01-15 | Microwave Journal Anagnostopoulos, T. (2015).IOT Garbage Monitoring System Project IOT Irrigation Monitoring Controller System NevonProjects. (2017). IOT Streetlight Controller System | NevonProjects. (2015. Agarwal, a. (2014).The Internet of ThingsA survey of topics and trends.

Learn How To Answer These 5 Hard Job Interview Questions

Job interviews are hard and no matter how many you do they can still be very nerve-wracking. Employers like to use the interview process to ask specific questions which will help them find out more about you as a person and what you can bring to their company. At Essay Writing Service UK we have come up with solutions on how to answer some of the most common and trickiest interview questions. (source) What is your biggest weakness? Never never never answer this question with I have none'. An employer will like to trick you with this question because, after all, you'll want to downplay any flaws or weaknesses. A good way to approach this question is to think how you have overcome any weaknesses. If you're not so good at public speaking for example, explain how you are trying to improve, using examples. Another solution is to take one of your strengths and consider any potential downsides. Look at strengths and weaknesses like different sides of a coin. If you work well in teams then emphasise your role as a team player but explain that you may find it difficult to take on a leadership role or manage disagreements and conflict. What has been your greatest achievement? (source) If you're fresh into work from university you are likely to be stuck with this example but employers aren't necessarily looking for work-related successes. Think of a recent example of something you have completed, achieved or succeeded in that you are proud of. Some perfect examples include any awards you have won, high grades you have received, sports-relating activities, and charity work. Even if it's not a professional achieve make the most of it to demonstrate your values and skills to an employer. Describe yourself in three words... (source) This often leaves people stuck with an answer. Choose your words wisely because these will give an indication of your character to an employer. In its basic form it's a getting to know you' question and three simple words can tell a lot. Use positive words that are actually relevant to you as a person but be sure to avoid adjectives that have negative or adverse effects. Words such as humble' or fearless' can sound ironic and arrogant, whilst describing yourself as independent' suggests that you only work well on your own and aren't a good team player. Think carefully about which words to avoid and choose ones that can be applied to a professional environment. There are variations to this question such as how would your friends/family describe you?'. Learn what words to say before your interview to prove positive aspects of your personality. Describe a time when you made a mistake... (source) Everyone makes mistakes and your employer will understand this. What they are looking for is how you overcame the mistake or resolved this issue, rather than caring about the mistake itself. This is a chance to show off your problem-solving skills to demonstrate that you can succeed in times of strain. Think of a time when there was a problem and describe the process of getting over this. Whether there was a dispute during a teamwork activity, or you forgot your lines during a presentation, utilise these examples to show your initiative at coping with the challenging situation. Employers are looking for evidence of how you handle pressure and remain calm. It is not a chance to criticise your classmates or co-workers, or pass the blame though, so be diplomatic about your answer. Where do you see yourself in five years' time? (source) Perhaps a bit of a daunting question, particularly if this will be your first job; there are clear ways on how to answer and how not to answer this question. Employers want to see your ambition and determination to pursue a career path you are genuinely interested in. Prove your enthusiasm for the job role, show off any of your knowledge about the sector, and have an understanding of where the company fits into this. There is a fine line between showing enthusiasm and seeming somewhat false though. It is not an issue to explain how keen you are about continuing the role for some time but that you also want to pursue further progression. Progressing in your chosen job path proves to an employer that you are determined to succeed and understand that it may take time to move through the ranks. Avoid making it sound like you will be hopping from company to company though. Now that you are armed with these solutions to some of the toughest interview questions we wish you luck in your latest career path. For any help with your assignments, get in touch with us here at Essay Writing Service UK. Have a read through the rest of our blog for more study and career advice. Visit TARGETjobs, a valuable resource for recent graduates, for further job guidance and interview help.

White Paper For Vietnam Essay Example

White Paper For Vietnam Essay Example White Paper For Vietnam Essay White Paper For Vietnam Essay History of Vietnam is the history of scourge and wars starting with the formation of the Democratic Republic of Vietnam, also known as North Vietnam by Ho Chi Minh in Ha Noi on 2nd September, 1945 with the declaration of Independent State with Tonkin and Anan provinces also taken over. This was a starting phase of the aggression, which began to take shape into full-fledged war between South and North Vietnam and turned the course of history of Vietnam. Geneva Peace Accord signed under the gloominess of Korean War by France and Vietnam in 1954 shows the signs of the beginning of the Cold War. And due to the pressures exerted from Soviet Union and the People’ Republic Of China, Vietnam delegation promised to create a temporary partition of their nation at the seventeenth parallel. Moreover, Communists also began to believe that with their superior position and better organization, they can take over Southern Vietnam politically but this did not happen. On 2nd September 1945, the day was the mark of the French colonial rule over Vietnam, Statue of the Frederic Auguste Barholdi’s Liberty Enlightening the world was placed at the avenue Pugiener and gathered was the crowd of 400,000 people to mark the failure to oust France in 1880’s. From the place, Ho Chi Min showed independence of Vietnam and Liberty ensued. Under the shadow of international turmoil at the aftermath of First World War and the Communists regime: Soviet Union and China, The Vietnam War also known as the Second Indochina War was one more step to make United States raise their brows and reconsider their international relations. After the Geneva Peace Accord was signed, the Democratic Republic of Vietnam land reform programs took the shape of mass killings on their prospective enemies. Later Ho Chi Minh apologized and in the South, Emperor Bao Dai formed the non-communist state who was an ardent supporter of France and Japan and made Ngo Dinh Diem his Prime Minister. In the back drop of this turn over, Catholics and around 90,000 Viet Minh fighters entered North to regroup themselves. According to the Geneva Conference of 1954, the partition of Vietnam was only temporary, making waves for the National Assembly elections on 20th July 1956. The agreement that ensued led to the division of two Military Zones to be separated by the Demarcation line known as Demilitarized Zone. Among other Nations, United Nations refused to became signatory to Geneva agreement and the President of South Vietnam Ngo Dinh Diem refused to hold elections. This raised the question over United States commitment for democracy and also possiblity of any elections that can be run in Communist North. In 1954, just two months after the Geneva convention, North Vietnam formed what is known as Group 100 with its headquarters at Ban Nameo. After 1954, South Vietnam became part of Asia and Senator John F Kennedy followed parenthood approach as the Middlebrow logic of political obligation in his 1956 speech to the American friends of Vietnam. As the events unfolded, Vietnam was on the verge of war and bloodshed. In 1955, North Vietnam started with the ‘anti-landlord’ campaign, whereby they either imprisoned or killed number of counter-revolutionaries, according to the various historical versions ranging between 6, 000 to 200, 000. Vietnam became the land where new kind of aggression was unleashed against the advocators of independence and the very concept of democracy. The brutalities and armed attacks were leashed at the behest of the Communist regime in Hanoi and in 1965, the aggressions became more severe. Just like Greece, the Guerrilla warfare forces began to use neighboring territories as their place of their activities. North Vietnam was striving to use any means to control South Vietnam and to support them were the Communist China and other Communist states supplying them with new weapons. To support the regime was the Lao Dong, who set up complete machinery in South Vietnam to run their espionage and subversion activities in 1960. It was mainly because of the malicious reasons. And for ten years to the date 1960, South Vietnam confronted their aggressors. In a report titled Threat to the State issued by the Central Research Agency with evidence clearly stated North Vietnam designs over South Vietnam. At the behest of South Vietnam, United States took its stand to give this part of Vietnam his military and strategic support.

Report Essay Example | Topics and Well Written Essays - 1000 words - 1

Report - Essay Example Therefore, Daphnia and humans experience similar effects when exposed to specific toxic or chemical components (Grant, 2000). Daphnia magna is generally used by scientists because the species is fairly easy to care for and provides accurate investigation results for water quality and toxicity. Thus the assessment of the effect of different chemicals on Daphnia magna will give indications on the impacts of these chemicals on human body. The objective of this report is to determine and distinguish the effect of toxicity on the heartbeat by testing the effect on Daphnia magna. Hypothesis The interaction of foreign chemical components with the physiology of Daphnia magna affects its heart beats Non hypothesis The interaction of foreign chemical components with the physiology of Daphnia magna does not affect its heart beats Method:- As described in the practical handbook as well as time course events. Results Heartbeats of Daphnia magna after adding 3 chemicals and their combinations were recorded at different time intervals. The results have been tabulated in the table below Heartbeats min-1 Control A B C A+B B+C A+C Time 2 minutes 94 125 75 93 248 211 131 4 minutes 96 135 68 98 369 22 128 6 minutes 95 134 75 95 354 213 134 8 minutes 90 129 68 94 328 198 129 10 minutes 86 136 68 87 311 168 138 12 minutes 92 126 91 85 321 179 121 14 minutes 94 129 73 92 341 189 128 16 minutes 96 130 72 94 - 196 124 18 minutes 95 142 74 95 - 201 131 20 minutes 98 136 75 97 - 204 134 The following graph compares the changes in heart rates on addition of 3 chemicals and its combinations. Graph 1: Changes In Heart Rates On Addition of 3 Chemicals And Its Combinations. Additivity Graph 2: Comparison of the effect of A, B and the combination of A & B Graph 3: Comparison of the effect of C, B and the combination of C & B The graphs above compare the effect of chemicals in relation with the effect of their combination. Antagonism Graph 3: Comparison of the effect of C, B and the combination of C & B Discussion:- Graph 1: Heart rate count per 15 seconds Graph 1 indicates the effect on the heartbeat rate of Daphnia when exposed to chemical A, B and C and different combinations of A B and C. The graph results show that all the chemicals and their combinations. In comparison with the control, the combination of A and B had relatively higher impact on the heart rates. Chemical B individually reduced the heart rates of Daphnia. The combination of A and B and also the combination of B and C exhibited additivity. In both the combinations, the interaction of these chemicals was equivalent to the added impact of both the chemicals. In the case of the combination of A and C, A interacted with C to reduce the effect of C. This is a case of antagonism. This combination is of clinical relevance as one chemical reduces the impact of the other. Conclusion From the observations, it is evident that all the chemicals and its combinations cause interactions with heart functioning and aff ects heart rates at varied levels. All the combinations including the individual addition of chemical affected the heart rate of Daphnia. However, some of the effects were very less compared to others. Antagonic interaction was observed between the chemicals A and C. Additivity was observed between the chemicals A and B and also between B and C. Thus the hypothesis of the report is supported by the findings of the study.

Social Control, Discipline and Regulation Assignment

Social Control, Discipline and Regulation - Assignment Example 71). Divided into four parts, this paper will evaluate the concepts of crime and crime control; access Foucault’s contribution critically; analyse and assess the 1960’s anti-institutional consensus; and critically assess the alternative method of social control as proposed by Braithwaite. Crime entails unlawful acts or omissions that are punishable by the laws of the concerned states in which the acts and omissions take place (Valier 2001, p. 425). The acts and omissions are not only harmful to specific individuals, but also the community and state as well. On the other hand, crime control involves the plans instituted to work towards removing criminal activities from the community. The emphasis of crime control is on the use of sanctions, seeking to deter the occurrence of crime by threatening harsher punishments such as the death penalty. Conservative measures of crime control include incarceration, boot camps and capital punishment. The concept of crime control puts emphasis on the protection of society and taking care of victims as the criminal justice system’s priority. However, a critical evaluation of crime control reveals that it condemns modern criminal justice systems and law enforcement (Clarke & Guerette, 2007, p. 230). This is because crime contro l focuses on the creation of comfortable environments at the expense of increasing legal consequences of crime, police manpower and efficient programs to care for victims. The model of crime control often conflicts with the legal system, with its proponents arguing that the legal system affects the way law enforcement perceives criminal justice, compromising its efficiency. As proposed by advocates of crime control, the police must be given more power and allow harsher punishments for perpetrators of crime, hence reducing the legal system’s power over criminal justice. This model may have had its effective era when stricter punishment meant less crime but, taking the United States as an

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.