Lord Of Flies Essays (435 words) - English-language Films

Lord Of Flies Much symbolism is used in William Golding's Lord of the Flies. The nature on the island is used as the primary source of symbolism. There are three main uses of nature's symbolism: a pink conch shell, a pig's head, and fire. Nature is a symbol that parallels to the real world. It helps prove the author's theory that Humankind is foolish and evil in any situation. The first important part of nature's symbolism is a pink conch shell. At the beginning of the book, it was found by Ralph (13). The conch shell represents power and authority. Ralph uses it to call for the boys to come to the meeting (15). In the meetings, whoever has the shell has the power to speak. The conch shows how people use objects to give power, like a king and his scepter and crown, or other things which show who has power. It is also evident that objects don't give power when people choose not to obey it, like Ralph's conch. The pig's head, or Lord of the Flies, is another important use of symbolism through nature. Jack and his hunters killed a pig and cut off its head (125). To Jack, the head is a sacrifice for the beast (127). This object demonstrates that people make religions and rituals to control their world, even though what they think is not true. Lord of the Flies is a symbol of the Devil, or Satan. When Simon communicated with Lord of the Flies, he found out what real evil was, which is the evil in the hearts of people. The pig's head is a symbol of the thing we make up to be the cause for evil, when those things aren't the real reason. Fire is the last symbol of nature. It stands for hope and rescue. When the fire was burning bright, it was because the boys had hope and were working hard to get rescued. When the fire burnt out, it was because too many boys, like Jack, lost hope for being rescued. In the end, the fire that got the attention of naval officers was ironically not meant for rescue. It was there because Jack was trying to flush Ralph out of the forest by burning down the island (182). The fire at the end shows us that we sometimes get things from luck instead of hard work. Lord of the Flies is filled with symbolism through nature, which makes an important comment about Humankind. The objects parallel to things in the real world like power, religion, pride, hope, and authority. They help to show us that what happened in the story happen anyway, just in different ways. They prove Golding's belief that Humankind is foolish and evil under any circumstances.

Consequences of the Black Death essays

Consequences of the Black Death essays I believe that the Black Death had many consequences, good and bad, on European history. In example, it killed thousands of people, afterwards there were revolutions that led to more freedom for peasants and the death made people either less or more religious. So in ways it was a great help to society as in others it was a great disaster. The Black Death did kill thousands of people, but England had been greatly overpopulated before the plague. The loss of all those people opened up more land and resources to the survivors. The population loss during the Black Death also led to increased productivity by resorting a more efficient balance between labor, land, and capital. This decline in people meant an increase in per capita wealth. This meant more money all around. After the Black Death, there were revolutions that led to more freedom for peasants. As the demand for labors became greater, peasants soon realized that they were actually very important members of the society. Without laborers lands could not be worked and money could not be made. Because of the shortage of workers after the plague, peasants wages rose greatly. Of course landlords didnt like the idea of peasants being paid so well and tried to put in to affect laws preventing it. On being the English Statute of Laborers (1351), which tried to freeze salaries and wages at prices before the plague. The peasants revolted and the statute didnt help land owners. Peasants and the working class now held power. People either became more or less religious during the Black Death. It was not unusual for people to turn to gross sensuality or to hysterical religious fervors during the plague. Some people joined groups of flagellants, who whipped and scourged themselves as penance for their and societys sins, in belief that the Black Death was Gods punishment for humanitys wickedness. ...

How to become a Class A driver

How to become a Class A driver So you’re thinking about hitting the open road as a professional Class A driver. And why not? Logistics careers are hot right now, and truck drivers are a key element to getting goods across the country fast. (Those Amazon boxes don’t move themselves.) But even if you already have a regular driver’s license and a spotless driving record as a civilian, there are still steps you’ll need to complete before you can get on the road. For starters, you’ll need your Class A CDL license, which allows you to drive vehicles that weigh more than 26,000 pounds and trailers that weigh more than 10,000 pounds. Let’s walk through what you’ll need to accomplish to get your Class A CDL and become a Class A driver.Check your state’s requirements.Every state has its own set of rules for truck drivers, so it’s important to know what you’ll need in the state where you’ll have your Commercial Driver’s License (CDL). Your lo cal DMV will have all the manuals and training information you’ll need, or you can find them online at your state’s DMV website. Factors like minimum age and physical requirements for a CDL can vary by state, so it’s crucial to know what points you’ll need to hit.Get a CDL permit.It’ll be just like high school again, except instead of learning how to drive in general, you’ll be learning the specifics of driving large commercial vehicles.Consider a CDL training school.You can always try to go it alone, but a good, certified CDL school can help walk you through every stage of the training and certification processes. With any educational programs, make sure you’re doing your research first, so that you’re finding the best possible school.Pass the written test.Although there are federal requirements for truck drivers, each state has its own version of the CDL test offered through the local DMV. Topics covered on the written test m ay include:General driving knowledgeTransporting passengersDriving school busesUsing air brakesDriving combination vehicles (tractor-trailers)Transporting hazardous materialsDriving tanker vehiclesDriving double or triple trailer vehiclesAdd CDL endorsements.CDL endorsements are basically extra certifications for different kinds of vehicles that can enhance your license. These include things like hazardous material (HazMat) endorsements and tank vehicle endorsements. Endorsements may require additional background checks beyond the normal licensing process, especially if they include transporting materials that are dangerous, sensitive, or otherwise unusual.Pass the CDL skills test.Like the learner’s permit, this is another flashback- but instead of trying to master a three-point turn in your mom’s Honda, you’ll be doing it with a massive Class A vehicle. This may take place at your local DMV or at an approved third-party site. This is usually the last step in th e process, so once you pass the driving test with flying colors and hit all of the other milestones, you will likely be the proud owner of a Class A CDL.And don’t forget unofficial final step, which is important as well: finalizing your road music mix. Once you’re certified and ready to go, that road trip soundtrack is essential!

Exploring the Main Characters in Five Poems of Distinct Cultures Coursework

Exploring the Main Characters in Five Poems of Distinct Cultures - Coursework Example Basically, the poem depicts the issue of color which is a common theme on the majority of literary works by Hughes and a tone that suggests racial inequality that forms through the confession of the â€Å"darker brother†. The adverb â€Å"too† signifies inclusion which connotes something missing or only part of the American population, more specifically the supreme race, are entitled to so in a way, the speaker appeals for equal rights of living with the white people of America. â€Å"I, too† presents a type of protagonist who struggles to adapt to his mistreating environment where he is often brought to â€Å"eat in the kitchen† upon the arrival of the company which could be the greater authority or the race in command. Despite such unfavorable circumstances, however, the black narrator hopes to keep up a good fight which the line â€Å"They’ll see how beautiful I am† reflects so that he may be justified to conclude â€Å"I, too, am America .† Repetition of â€Å"I† and â€Å"too† opens and closes the poem, respectively, and Hughes establishes metaphor in rendering the speaker to claim on ending with a patriotic pitch that he is America. As a Guyanese poet, on the other hand, Grace Nichols believes that Caribbean rhythms connect her sense of spirituality in Africa to all other cultures of the East and the West. This can be well recognized in her work â€Å"Praise Song for My Mother† which primarily characterizes her coastal life as applied to the maternal sentiments she uniquely identifies her mother with. Through a series of enjambment which normally appear on the beginning of each stanza under a nostalgic tone, Nichols makes her mother the central figure of the metaphors which she utilizes in comparing Caribbean attributes with the relevant traits possessed by her mother. The use of water, moon’s eye, and sunrise is elemental then the speaker, in the second-person point of view, elaborates the basic details with extended metaphors in order for the reader to understand how special and affectionate parenting is experienced during the childhood days of the poet. Essentially, Nichols likens her motherâ₠¬â„¢s care to the general life in the coast where almost all natural resources by which to sustain one’s living exist just as everything a child needs is with the loving mother’s safekeeping. Such is evident in â€Å"deep and bold and fathoming† which is quite symbolic of qualities a mother’s goodness has as well as â€Å"rise and warm and streaming† in reference to the characteristics of blood and milk all mothers share in common. With repetition of the word â€Å"replenishing† after enumeration with fishes, flamer’s tree, and crab’s leg, Nichols puts a stress on her encounter of abundance with the coast which does not occur to run out of life’s fundamental necessities just like a mother’s love and patience that altogether endures with time. â€Å"Island Man† is another piece which Grace Nichols fashions in the absence of punctuations throughout the poem’s structure. One may feel that the poetâ€⠄¢s attempt with enjambment has to do with the substance of her chosen subject which is hugely associated to Caribbean features involving seas and waves representing expanse and forms that are typically free and unbounded in nature. On this ground, thus, Nichols prefers not to punctuate in discussing

Potential Malicious Attacks in ACME Inc Assignment

Potential Malicious Attacks in ACME Inc - Assignment Example One rational motive that managers will use with people who might resist is that the info they supply can facilitate confirm what quantity ought to be spent on defensive measures so as to cut back the likelihood of future attacks. Adopting a diverse computing atmosphere offers important security worth for a few enterprises. Include the impact of recent worm attacks on the concerns of desktop software package decisions. a straightforward way to begin this method is to maneuver the setting organization that doesn't directly support the operating system desktops which don't need applications that area unit solely supported on OS onto an alternate software package or systems. Therefore, in case a malicious-code attack strikes, the desktops that run the choice systems will perform and may scale back the scope and period of the attack. Hackers will access networks that don't seem to be properly secured, thieves may gain entry to the workplace and steal instrumentality or employees may carry the information out of the workplace on movable media. External threats by hackers are expected and also the risks may be reduced through the safety measures mentioned on this website. Internal threats are harder to anticipate however may be equally devastating to your business. Employees could take away information unwittingly or deliberately for gain or revenge. Data can be taken out of the workplace in USB drives, writable CDs or DVDs, mobile phones or MP3 players. These devices can all hold giant amounts of data that may be a discreet means within which unauthorized persons may copy data.

I Lost My fiancé, Best friend, and Soul-mate :: Personal Narrative Writing

I Lost My fiancà ©, Best friend, and Soul-mate Sometimes the worst bonds of confinement are the invisible ones. It is not always physical chains that keep one prisoner. The strongest force of imprisonment I have ever felt was not to another human or a concrete cell of any type, but to an emotion. One of the most powerful emotions God has given to us is Grief. Grief can entangle a human being in her suffocating web in an instant. Then she takes days, months, years, even decades to fully release her grip on the soul. Last April I began to feel the painful vise of Grief take hold of me like I never imagined. I have been grieving for a lost relationship for well over a year. Seventeen months ago I lost my fiancà ©, best friend, and soul-mate. We had been dating for three years. During this time we had been through some very challenging trials. The biggest one being his decision to join the United States Marine Corp. Over the course of his last deployment (which lasted 7 months) he was involved in some very intense training and covert missions. Upon his return he was a changed man. I no longer knew the cold, heartless, angry person who returned from the Middle East. The loving and caring man whom I desired to be my husband was nowhere to be found. His training in the Marines had stripped away all aspects of his personality. The only things left were the anger, rage and meanness that made him such an outstanding Marine to begin with. Somehow he had lost the power to turn these emotions on and off. The relationship had to be abandoned for my own safety. I experienced overwhelming feelings of sadness and loneliness. I had previously read about Grief, specifically, Elizabeth Kubler Ross and the five stages of grief associated with any type of loss. I can now tell you from experience that reading about denial, anger, bargaining, depression and finally acceptance is far different from actually living through these extremely powerful emotions. I can honestly say I felt these stages full-throttle. It is much more than a proces s of gently gliding from one into the next. More like bouncing in between them and sometimes lingering in one feeling for an extended period of time.

Classroom Management Plan Essay

A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones & Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 – 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James ljames@lovetoread. com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.