Chesapeake Society (Maryland And Virginia) Example

Chesapeake Society (Maryland And Virginia) Example Chesapeake Society (Maryland And Virginia) – Coursework Example Chesapeake Society Chesapeake Society Chesapeake society refers to colonizers from England who moved to North America tocolonize the newly discovered America. The Society covered the states of Maryland and Virginia whose inhabitants were farmers. In their need for labor, planters sought immigrants who had moved to America in search of better livelihoods1. Their desire for better livelihoods made the immigrants work for their masters for an agreed period usually between four and seven years. The farmers considered immigrants their personal property and their descendants were sold like any other property. Chesapeake society believed in servants and not slaves.The life of indentured servants was very harsh, and they endured difficult working condition with no pay until the period end, however, they were not slaves. Laws governing the stay of servants were set and followed to the later. When servants broke these laws, punishment involved working for more years. Some laws applied solely t o women servants if they had children with their masters; they were made to work for two more years after the expiry of their masters’ term2.The servants were mainly immigrants who came looking for a better life requiring them to work for possession after a given period. Upon expiry of the agreed period, servants were given their freedom package. This was as per the contract and included land, livestock’s and other necessities for settlement in the new world. Many of the servants had undergone much suffering and would just be satisfied to earn their freedom while others rose to become part of the leadership. When the cost of servants and demand for labor rose, landowners were threatened by the demand for the freedom package and turned to African slaves because of their number and cheap services.BibliographyTate, Thad W., and David Ammerman. 1979. The Chesapeake in the seventeenth century: essays on Anglo-American society. New York: Norton.Russo, Jean Burrell, and J. El liott Russo. 2012. Planting an empire: the early Chesapeake in British North America. Baltimore: Johns Hopkins University Press.

Guide to Microteaching

Guide to Microteaching Microteaching is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, simulated classroom environment. The method,  also used for retraining or fine-tuning the skills of practicing teachers,  was developed in the late 1950s and early 1960s by Dwight Allen at Stanford University. How Microteaching Works Microteaching sessions involve one student teacher, the class instructor (or school supervisor), and a small group of peers. These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment  before putting them into practice with students. Using the teaching method, which was revised and simplified in the late 1980s and early 1990s, student teachers conduct a short lesson (usually 5-20 minutes in length). Microteaching  sessions focus on one teaching skill at a time. This singular focus provides the opportunity for student teachers to master each  technique by  planning and teaching the same lesson multiple times, making  adjustments based on peer and instructor  feedback.   Benefits of Microteaching Microteaching provides ongoing training for student teachers and retraining for classroom teachers in a simulated environment. These practice sessions enable student teachers to perfect their teaching techniques before applying them in the classroom. Microteaching sessions also allow student teachers to prepare for a variety of classroom scenarios, including working with students of different skill levels and socioeconomic backgrounds. Lastly, microteaching provides valuable opportunities for self-evaluation and peer feedback. Disadvantages of Microteaching Microteaching is considered one of the most effective techniques for teacher training, but it does have a few drawbacks. Most significantly, microteaching requires the presence of an instructor and a group of peers, which means that not all student teachers (or current teachers) can consistently complete microteaching sessions. Ideally, microteaching sessions are repeated multiple times so that the student teacher can refine his or her skills. However, in larger education programs, there may not be time for all student teachers to complete multiple sessions. The Microteaching Cycle Microteaching is accomplished cyclically, allowing teachers to practice new skills in order to attain mastery. Classroom Instruction First, student teachers learn the basics of  an individual through lectures,  textbooks, and demonstration (via an instructor or video lessons). Skills studied include communication, explanation, lecturing, and engaging students. They may also include organization, illustrating lessons with examples, and answering student questions. Lesson Planning Next, the student teacher plans a short lesson that will enable her to practice these new skills in a mock classroom situation. Though the classroom environment is simulated, teachers should consider their presentation an actual lesson and present it in an engaging, logical, and understandable manner. Teaching and Feedback The teacher conducts the lesson for her instructor and peer group. The session is recorded so that the student can watch it later for self-evaluation. Immediately following the microteaching session, the teacher receives feedback from her instructor and peers. Peer  feedback should be specific and balanced (include  observations on strengths as well as weaknesses)  with the goal of helping the student teacher improve. It’s helpful for peers to focus on their personal experience using â€Å"I† statements and to provide specific detail in their feedback. For example, when providing constructive criticism, I had trouble hearing you at times is more helpful than â€Å"You need to speak louder.† When offering praise, â€Å"I felt confident commenting because you made eye contact with me† is more helpful than You engage well with students.† Re-plan and Reteach Based on peer feedback and self-evaluation, the student teacher plans the same lesson and teaches it a  second time. The goal is to incorporate feedback from the first  microteaching  session to  master the  skill being practiced. The second teaching session is recorded just like the first. At the conclusion, the instructor and peers offer feedback, and the student teacher can watch the recording for self-evaluation. Microteaching often results in better-prepared, more confident teachers with a strong working understanding of the skills they need in the classroom.