Confucianism Reflection Essay Example | Topics and Well Written Essays - 500 words

Confucianism Reflection - Essay Example If we were to look back into the history of China as a people, what becomes evident is that they have a deeply rooted respect for their elders and ancestors that continue to this very day. It is this sense of respect that has created a strong family bond among the Chinese. The aforementioned Confucianist belief conveys the message that respect for parents is not only something that should be done in the presence of others, but it is something that must be embodied in order to be an effective tenet of the human relationship or relationships between senior and junior members of the family. The idea behind the passage that I chose to reflect upon is simple. My understanding is that children are being trained to know, from an early age, that if one shows respect to his elders, then he will not need to demand that his elders respect him as well. The true respect and family relationship is built when the young generation shows support for his elders, without feeling obligated to do so. It then becomes important for children to understand that showing respect for their elders, and not showing them a bad face is the kind of payback that is expected or accorded to people who have nurtured them since conception and helped them become contributing members of society. Parents, are known to do everything that they can for their children up until the time when their age no longer permits them to do so. Once they become feeble and weak, it then becomes the responsibility of their children to sacrifice for and respect their parents until their last day on earth. Some children these days often show their parents a bad face once they are asked by their elders to perform certain tasks, because of the sense of privilege and self-centered attitude that modern parenting styles have bestowed upon them. Thus showing a lifelong disrespect for their parents rather than showing thanks for the sacrifice that the elders committed themselves to for the benefit of the younger

M 25 Assignment Example | Topics and Well Written Essays - 750 words

M 25 - Assignment Example These have practical purposes throughout the course (Data Collection, n.d., pp. 113-115). II. Why I Chose M25 As I have learned from my experience teaching language and Arabic especially as a second language to my students, immediate feedback is necessary, because the topics build on each other, and because I believe that language teaching ought to be dynamic and relevant at every turn and moment of the teaching sessions. Because the teaching classes and topics build on one another, where a student or a group of students fail to grasp the essence of particular lessons, then they are unable to follow through to the rest of the sessions. This is problematic for those who are left behind. The only way to prevent this is to make sure that students are able to grasp the main lessons for the day. This is very hard to determine if evaluations and feedback occur infrequently. If the teacher only gives out periodic but infrequent assessments of student learning, then for many it might be too late, and interventions to correct the deficiencies in learning may be worthless as well. Mistakes and deficiencies in learning the nuances of a particular lesson must be corrected as they occur, in other words. Mistakes can pile up and the student can be left with less than optimal learning of the language as a result. It is therefore very important that the teacher has within his power the ability to gauge understanding and learning as the sessions unfold. The quick way to do this is via collection methods for data that are as prescribed in M25. The power of the M25 data collection modes is in the ability to be able to rapidly gather feedback and to gauge progress in learning. This has very pragmatic applications in tuning the course work and the content and manner of the teaching of the language so that those are in line with the pace of learning of the students, and with the deficiencies that the students have as far as learning the new language is concerned (Data Collection, n. d., pp. 113-115). As discussed above, also, I chose M25 because of the way the class sessions are structured, and also because from time to time I want to be able to revisit the learnings from previous sessions in order to reinforce them, and to correct the deficiencies in the learning of my students. The M25 methods allow me to be able to find out just what the deficient areas are, and then tailor the review parts of the sessions to be able to tackle those areas that are deficient. Student inputs and feedback are very essential in this case (Data Collection, n.d., pp. 113-115). III. How I Used M25 To gauge the effectiveness of the different methods, this researcher made use of all of the prescribed methods in M25 in different sessions. This is to gauge not only the effectiveness of the teaching methods and the level of progress of the students, but also to get a feel of what methods work best in settings where students learn a second language in classroom settings. This is a two-ed ged purpose in other words. For different sessions I made use of 2 plus 2, the â€Å"Muddiest Point†, the â€Å"Minute Paper†, the â€Å"Plus-Minus-Question Mark†, and the RSQC2 (Data Collection, n.d., pp. 113-115). IV. Sample Data It is important to note that as far as getting feedback is concerned, the general