Depression Cause And Effect - 1629 Words

A study shows that many teens may reach higher stress levels than what is believed to be healthy and later on this stress can likely lead to depression. According to the National Conference on Mental Health, depression is the cause of over two-thirds of the 30,000 reported suicides in the United States each year. Suicide caused by depression is even the tenth leading cause of death in the U.S. and the number of people who are becoming depressed is rising. Even though it is the tenth leading cause of death, over all in the U.S., it is the third-leading cause of death in young people ages 15-24. Not only is depression a cause of death but it can affect the lives of people in many other ways. It can make work or school hard, change the way you make decisions, change your sleep patterns, and many others. If a teenager is affected early on by depression it can cause them to majorly struggle in school which affects their future. Depression is a serious issue in the United States but there are still ways to help those who suffer from it. When suffering from depression a person may feel dark and empty loneliness. Complete helplessness surrounds them on a daily basis. Every day people from all over the world suffer from this disease. â€Å"Approximately 20 percent of teens will experience depression before they reach adulthood,† (I Need A Lighthouse). This would mean that out of 950 students, Liberty High School would have 190 students suffering from depression. There are many ways forShow MoreRelatedDepression : Cause, Causes And Effects Of Depression1116 Words   |  5 Pagessweating and dizziness. Anxiety may cause physical exhaustion and general ill health. Effects of depression When someone is found in such a condition the primary effects observed are the various signs and symptoms caused by a particular situation, thought, physical state, emotions or actions which brought about the depression. The effects of depression are mostly observed in the physical state as the symptoms portrays on the person who is in a depressed state. Depression can result into condition whichRead MoreDepression : The Cause, Causes And Effects Of Depression1142 Words   |  5 Pagessnickered at him from afar. Then to tie it all together, he tripped in a puddle of muddy water on the way home from school. Life was making him be depressed. The definition of depression, from Google, is â€Å"feelings of severe despondency and dejection.† This basically this means that you feel down when you are depressed. Depression is a mental disorder that affects your mood. This mental disorder is very common, more than 3 million cases of it are in the U.S. per year. It is big in teenagers and youngRead MoreCauses And Effects Of Depression874 Words   |  4 PagesCauses of Depression As we perceived today, many of American citizens are suffering from depression where they suffer from mental stresses. According to Bill Hendrick, a reporter at The Atlanta Journal-Constitution, about nine percent of American citizens are suffering from a depression. Depression is when a person is not in his or her minds. They may feel down downcasted and traumatized. Depression can be caused by different factors. Things such as abuses, bullying, death, genetics or a lossRead MoreDepression : Causes And Effects1098 Words   |  5 PagesThe definition of depression is â€Å"a mood disorder that causes a persistent feeling of sadness and loss of interest† (Mayo Clinic Staff 1). People who have not had much experience with depression agree with this definition, and believe those people who struggle with depression should just cheer up. Both statements are symptoms of depression, but depression is much more than just feeling upset and disinterested. Other symptoms include sleep disturbances, trouble concentrating, aching, appetite lossRead MoreCause And Effect Of Depression1695 Words   |  7 Pagesanother. It is used carelessly as a verb used when one is fed up. Depression is a lot like that. It is an endless loop of discouragement and annoyance with life. It’s a seemingly endless fall to rock bottom, an infinite and ever increasing low that one wasn’t aware existed. It is a battle but not an insurmountable one. There are plenty of reasons to stay alive, yet the main one is the possibility of a missed opportunity. Depression causes the loss of visualizing these opportunities. They seem hazy, possiblyRead MoreDepression : Causes And Effects1050 Words   |  5 PagesDepression is â€Å"a mood disorder that causes a persistent feeling of sadness and loss of interest† (Mayo Clinic Staff 1). People believe that depression is just feeling upset and disinterested in everyday activities, and those people who struggle with depression should just cheer up. Both statements are symptoms of depression, but depression is much more than just feeling upset and disinterested. Other symptoms include sleep disturbances, trouble concentrating, aching, appetite loss, memory difficultiesRead MoreThe Causes and Effects of Depression Essay709 Words   |  3 PagesThe Causes and Effects of Depression Depression has numerous causes and effects which affect not only the person but the people around them. Depression doesn’t have a specific cause; in most cases it’s different for everyone. It is a common, treatable mental illness that can be experienced at any time in life. It is often described with feeling sad, unhappy, miserable, or â€Å"down in the dumps†. Most people have these feelings on occasion. There are several types of depression. TheseRead More Depression: Causes or Effects? Essay1068 Words   |  5 PagesDepression: Causes or Effects? Depression supplies a distinct depiction of the brain equals behavior theory. The physiological characteristics that taint the diseased brain directly impact the thoughts and behaviors of the millions of sufferers. The genesis of this dehabilitating problem is both mysterious and complicated and I am not offering any sort of revelation in stating that it is a multi-factorial manifestation involving both biological and environmental components. The end productRead MorePostpartum Depression : Causes And Effects1450 Words   |  6 Pages Postpartum Depression in Rural U.S Communities Amanda L. Ruiz Widener University Overview The overview of this article is postpartum depression in rural Unites States communities. Researchers search to find the causes and effects of postpartum depression in rural US communitiesRead MoreCause And Effect Of My Depression1337 Words   |  6 Pagesdates were near, and my stress levels were out the roof. The cause that led to my downfall in college was none other than depression. My depression has affected my academic life by causing me to procrastinate, which led to my lack of motivation, resulting in my poor performance in college. This Depression is hindering my daily routine, both at home and in school. It is an emotional illness, which occurs internally, but it can also effect a person’s physical activity. For instance, I am no longer energetic

In the era of “gotcha” politics, a scandal is sometimes...

In the era of â€Å"gotcha† politics, a scandal is sometimes inevitable for many politicians. Many reporters snoop around the lives of these politicians rumored to have done something worthy of a scandal in hopes of becoming the next Bob Woodward and Carl Bernstein. This has led to many politicians becoming involved in â€Å"scandals† that are not true scandals but an attempt from the reporter to become known as the person who broke the scandal and brought a big politician down. However, more times than not, scandals involving politicians materialize into full blown scandals that require mass media attention and deep investigation from the authorities. These scandals include financial, political, or sex in nature and more times than not, the sex†¦show more content†¦Weiner also said that he could not say confidently that the photo was not of him and suggested that the photo might be doctored saying â€Å"Maybe it started out being a photograph of min but i t was taken out of context† (Epstein 2011). Congressman Weiner did not ask the FBI or US Capitol Police to investigate the matter but he did hire a private security firm to look into the incident because he felt it was a prank, not a crime. To come to Weiner’s defense, many liberal bloggers accused Wolfe and Breitbart of planting the photo and message as part of a scheme to tarnish Weiner’s career. According to the New York Times, evidence later revealed that a group of self-describe conservative had been monitoring Weiner’s communications with women for three months and that they created two fake identities of underage girls to solicit communication with the congressman (Preston 2011). The conservative group reported a tweet made by a seventeen year old Delaware girl that prompted the police to question the girl and her parents. Congressman confirmed having communications with the girl but denied having sent inappropriate messages. The parents state d that the content was not inappropriate and when the police checked the messages on the girl’s computer, it was confirmed that Weiner’s communications with the girl were not salacious.Show MoreRelatedThe Rise of Social Media and Its Impact on Mainstream Journalism21031 Words   |  85 Pageswidespread. But in more recent years, there has been a rise in popularity of powerful new tools, associated with the improved capacity of the internet to handle two-way interaction – message boards, blogs, wikis and social networks. These tools are sometimes grouped by the phrase ‘Social Media’,2 and often they are associated with ‘Web 2.0’,3 popularised by the internet entrepreneur Tim O Reilly to make the case that the internet only reaches its true potential when people take advantage of its interactiveRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 PagesTOP-TEAM POLITICS†¦page 90 WHEN YOUR CORE BUSINESS IS DYING†¦page 66 Y GE SE PA IN DS CK R M WA A 53 www.hbr.org April 2007 58 What Your Leader Expects of You Larry Bossidy 66 Finding Your Next Core Business Chris Zook 78 Promise-Based Management: The Essence of Execution Donald N. Sull and Charles Spinosa 90 The Leadership Team: Complementary Strengths or Conï ¬â€šicting Agendas? Stephen A. Miles and Michael D. Watkins 100 Avoiding Integrity Land Mines Ben

Project Management Sunshine Coast Region

Question: Discuss about the case study Project Management for Sunshine Coast Region. Answer: Introduction The University of the Sunshine Coast is one of the renowned institutions that offers a wide range of curricular programs to that graduate and undergraduate students. Situated in the Sunshine Coast region of Queensland, the institute enjoys the serenity of the Mooloolah River National Park courtesy to its adjacent location. The higher management of the institution are committed towards maintenance of the ecology of the said national park and thus is aimed at reducing the carbon footprint of the university (such that the harm being conducted to the environment can be reduced). The following sections of the report would be utilized so as to provide insight into the several managerial policies to be used in the project. Background of the project The technical experts of the University of the Sunshine Coast have been successful at making the administrative authorities realize the fact that the green-house gas emission rate of the institute can be reduced significantly simply by managing the power consumption of the various ICT systems that are currently being managed and utilized by the faculties of the institute. The Environmental Management Plan, thus developed by the said authorities, is aimed at redesigning the said ICT systems in a manner such that the carbondi-oxide equivalence rate of the University is significantly reduced by the end of 2019 ( the target is to reduce the emissions by a minimum of 20 percent within the said time period). Aims and objectives of the project Since it has already become clear to the administrative authorities that a reduction in the amount of electricity consumed by the ICT systems would be quite helpful in reducing the total greenhouse gas emission rate of the University, the project being discussed is primarily being aimed at : 1. The development of a platform that can be utilized for considering the various factors associated with the total power consumption of all the ICT systems functioning within the premises of the organization. 2. An estimation of the total amount of green house gas emitted by the said ICT systems on a yearly basis. 3. The identification of methods, policies and technologies that can be utilized for achieving the targeted reduction in the carbondi-oxide equivalence rate of the University. Managing the project: In the following section of the report, discussions would be made in the various policies and strategies to be utilized for the management of several essential aspects associated with the project, like that of the policies to be utilized for ensuring optimal usage of resource resulting in quality work and the strategies to be used for the management of stakeholders of the project, along with the mitigation of risks. Management of planning The manager of the project, Mr. Thomas Moody, in unison with the other members of the project team, had decided on the utilization of the following techniques for the management of the planning process of the project: 1. Identification of the aims and objectives of the project: The identification of the aims an objectives of the project would be conducted at the very first phase, so as to gain insight into the scope of the project, along with the feasibility of the project ( both technical and economical) and the identification of alternative solutions ( in case there exists any). 2. Developing the work breakdown structure: In the very next phase, the work breakdown structure of the entire project would be developed, so as to identify the various activities essential for the successful completion of the project. Figure: Strategies for management of project planning (Source: Developed by the author) 1. Development of the initial plans: Based on the activities identified in the WBS, the initial plans of the project would be developed, encompassing the following factors: 2. An estimated schedule of the project 3. An estimated budget of the project. 4. Identification of the risks that the project team might experience, along with the identification of the mitigation plans. 5. Formalization of the plans that would be utilized for communicating with the stakeholders of the project. Management of quality control The following tools and techniques would be utilized to ensure the quality of the project: 1. Pulse Meeting: Pulse meetings aimed at discussing the status of the project would be conducted on daily basis. The project team, being led by Mr. Thomas Moody, has agreed to discuss on the following agenda in such pulse meetings: 2. The status of the project activities, as conducted by the team members 3. The issues being experienced by the members of the project teams while carrying out the tasks assigned to them. The risks or issue that might affect the consecutive phases of the project. 1. The reasons behind the delays ( if any) that have occurred while conducting the project and the strategies that can be utilized for making up the time lost. 2. Variance Reports: It is well known fact that most project managers insist upon the utilization of variance reports, so as to gain an estimation of the difference between the progress made by the project team ( as observed on a specific date) with the expected progress of the project ( on that day, as estimated in the planning phase). Variance reports would be utilized in the project under consideration, so as to control the performance of the project team. 3. Program reviews: The status of the project (as compared with the original plan of the project) is discussed on in these meeting, such that the project manager and the sub project- managers remain well informed of the progress made so far by the project team. Management of risk In the following section of the report, a detailed description of the various risks associated with the project would be identified, along with the policies that would be utilized for managing the risks. Table: Management of risk Sl. No Risk Risk description Risk Owner Risk Priority Risk Contingency Risk Mitigation 1 Ineffective communication with stakeholders The methods and strategies being used for communicating with the stakeholders might not be effective enough. The project manager High 1. Send mails to the technical experts associated with the project 2. Send mails to the technical experts responsible for maintaining the ICT systems. 1. Posting updates on the official website of the project. 2 Selection of the location of the pilot project. The location selected for conducting the pilot project might not be appropriate. The project manager, the technical experts associated with the project High Reselection of location The plan for conducting the pilot project needs to approved by the steering committee. 3 Collection of inappropriate information The information collected from the pilot project might not be suitable enough for deciding on the whether to conduct the project or not The project manager, the technical experts associated with the project Medium The project team might have to redo the entire process of data collection The information collected from the pilot project has to be discussed with the technical expert, so as to make the final plans for the project. 4 Lack of Budget The administrative authorities of the University of the Sunshine Coast might not be in a position to bear all the expenses associated with the project The Steering committee of the project High The administrative authorities of the University of the Sunshine Coast might have to ask for financial help from various sponsors. The project team must put all their efforts in conducting the project in accordance to the allocated budget. 5 The outcomes of the project do not meet the objectives of the project The techniques and methods for reducing the rate of greenhouse gas emission (as identified by the conduction of the pilot project), when implemented did not meet the objectives of the project. The Steering committee of the project, the project manager, the technical experts associated with the project High Report the performance of the system to the stakeholders. 1. Reporting the rate of greenhouse gas emission before and after the project 2. Developing policies for improving the efficiency of the system. (Source: Developed by the author) Management of human resources The following processes would be utilized for the management of resources associated with the project: Hiring of resources: The project being discussed in this report would require the acquisition of both skilled and unskilled resources, who would be provided with adequate training. Figure: Strategies for management of human resources (Source: Developed by the author) 1. Resource allocation: The allocation of the above mentioned resources ( to various project activities) would be done in accordance to their skill sets. 2. Management of resources: The human resources in consideration would be provided with all the facilities that they are entitled to during the entire length of the project and would be released at the end of it. Management of procurement The procurement of the materials required for conducting the project under consideration would be performed through the following stages: 1. Planning the procurement: At the very first phase, the procurement plan of the project would be developed, which would essentially contain the details of the products to be procured from various sources, along with the details of the sources of procurements. 2. Conducting the procurement: In the second phase, the project management team would essentially shortlist the vendors from whom the materials required for conducting the project would be procured. The acquisition of the materials from the selected vendors would also be conducted in this very stage. 3. The Procurement administration phase would include the documentation process associated with procurement, besides maintaining business relationships with the vendors in consideration. The closing of the procurement contracts (also known as Procurement Closure) would be conducted after the successful completion of the project. Management of Communications and Stakeholders The methods and strategies to be utilized for communicating with the stakeholders of the project have been described in the following section of the report: Table: Management of Communications and Stakeholders Sl. no Stakeholder Need for communication Responsibility Mode of Communication Frequency of communication 1 The management of the University of the Sunshine Coast To provide information regarding the progress of the project Project Manager 1. Well documented reports 2. Face to face meetings 3. Presentations Quarterly 2 The Project Steering Committee 1. To provide information regarding the progress of the project 2. To provide information regarding the feasibility of the project 3. To grant permits for future stages of the project 1.Project Manager 2.The technical experts associated with the project 1. Well documented reports 2. Face to face meetings 3. Presentations Once in a month 3 The project management group Any changes requested by the management of the University of the Sunshine Coast Project Steering Committee 1. Face to face meetings 2. Presentations As and when required 4 The technical experts associated with the project Any changes requested by the management of the University of the Sunshine Coast Project Steering Committee 1. Face to face meetings 2. Presentations As and when required 5 The heads of the faculties or departments that are currently utilizing the ICT systems. Changes introduced in the ICT systems maintained and used by the faculties Project Manager 2.The technical experts associated with the project 1. Well documented reports 2. Face to face meetings 3. Presentations 4. Demonstrations End of the project (Source: Developed by the author) Conclusion The various aspects of the Sustainable ICT project being conducted by the University of the Sunshine Coast, like that of the management strategies and policies to be utilized for ensuring the quality of the project and the risks (essentially associated with the project) that have been identified, the techniques to be utilized for managing the human resources associate with the project and that of the procurement process, have been discussed in the report. The report had shed some light on the manner the communication with the key stakeholders of the project would be conducted. In the light of the discussions mad in the report, it can thus be concluded that the project in consideration would be conducted by the utilization of all the standardized project management tools and technologies, thus ensuring the optimal management of the entire project. Bibliography Binder, J., 2016.Global project management: communication, collaboration and management across borders. CRC Press. Bresnen, M., 2016. Institutional development, divergence and change in the discipline of project management.International Journal of Project Management,34(2), pp.328-338. Burke, R., 2013. Project management: planning and control techniques.New Jersey, USA. Crawford, J.K., 2014.Project management maturity model. CRC Press. Diego, B.J., Cdrick, B.E.L.E.R. and Daniel, N.O.Y.E.S., 2013. Risk analysis in project early phase taking into account the product lifecycle: Towards a generic risk typology for bidding process.IFAC Proceedings Volumes,46(9), pp.495-500. Garel, G., 2013. A history of project management models: From pre-models to the standard models.International Journal of Project Management,31(5), pp.663-669. Heagney, J., 2012.Fundamentals of project management. AMACOM Div American Mgmt Assn. Heldman, K., 2013.PMP: project management professional exam study guide. John Wiley Sons. Hill, G.M., 2013.The complete project management office handbook. CRC Press. Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity.International Journal of Project Management,33(2), pp.291-298. Kaiser, M.G., El Arbi, F. and Ahlemann, F., 2015. Successful project portfolio management beyond project selection techniques: Understanding the role of structural alignment.International Journal of Project Management,33(1), pp.126-139. Kerzner, H.R., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Leach, L.P., 2014.Critical chain project management. Artech House. Marchewka, J.T., 2014.Information technology project management. John Wiley Sons. Meng, X., 2012. The effect of relationship management on project performance in construction.International journal of project management,30(2), pp.188-198. Mller, R., Glckler, J. and Aubry, M., 2013. A relational typology of project management offices.Project Management Journal,44(1), pp.59-76. Mller, R., Glckler, J., Aubry, M. and Shao, J., 2013. Project management knowledge flows in networks of project managers and project management offices: A case study in the pharmaceutical industry.Project Management Journal,44(2), pp.4-19. Rees-Caldwell, K. and Pinnington, A.H., 2013. National culture differences in project management: Comparing British and Arab project managers' perceptions of different planning areas.International Journal of Project Management,31(2), pp.212-227. Reiss, G., 2013.Project management demystified: Today's tools and techniques. Routledge. Serra, C.E.M. and Kunc, M., 2015. Benefits Realisation Management and its influence on project success and on the execution of business strategies.International Journal of Project Management,33(1), pp.53-66. Sharbatoghlie, A. and Sepehri, M., 2015. An Integrated Continuous Auditing Project Management Model (CAPM). In4th International Project Management Conference. Shields, P.M. and Rangarajan, N., 2013.A playbook for research methods: Integrating conceptual frameworks and project management. New Forums Press. Teller, J. and Kock, A., 2013. An empirical investigation on how portfolio risk management influences project portfolio success.International Journal of Project Management,31(6), pp.817-829. Teller, J., Unger, B.N., Kock, A. and Gemnden, H.G., 2012. Formalization of project portfolio management: The moderating role of project portfolio complexity.International Journal of Project Management,30(5), pp.596-607. Too, E.G. and Weaver, P., 2014. The management of project management: A conceptual framework for project governance.International Journal of Project Management,32(8), pp.1382-1394. Turner, R., 2016.Gower handbook of project management. Routledge. Verzuh, E., 2015.The fast forward MBA in project management. John Wiley Sons. Walker, A., 2015.Project management in construction. John Wiley Sons.

Role and Responsibilities of a Teacher in Montessori Essay Example

Role and Responsibilities of a Teacher in Montessori Essay The Montessori teacher plays an important role in the Montessori environment. The teacher needs to acquire a deeper sense of the dignity of the child as a human being, a new appreciation of the significance of his spontaneous activities, a wider and thorough understanding of his needs. The most essential part of the teacher is that the teacher should go through spiritual preparation. The moral preparation is necessary before one is fit to be entrusted with the care of the children in a principle hitherto chiefly confined to members of religious orders. According to Montessori such preparation should be first step in the training of every teacher whatever nationality or creed. She must purify her heart and render it burning with charity towards the child. She must learn to appreciate and should gather all those tiny and delicate manifestation of the opening life in the Childs soul. The teacher must be initiated, he must begin by studying his own defects, his own evil tendencies rather than by being excessively pre occupied with a â€Å"child’s tendencies, â€Å"with the manner of â€Å"correcting a Childs mistakes,† or even with the effects of original sin. â€Å"First remove the beam from your own eye and then you will see clearly how to remove the speck from the eye of the child†. The secret of childhood. pg. no. 149. The first step an intending Montessori teacher must take is to prepare herself. She must always keep her imagination alive and when she begins her work she must have a kind of faith and she mus t free herself from all preconceived ideas concerning the levels at which the children may be. (Meaning they are more or less deviated) must not worry her. We will write a custom essay sample on Role and Responsibilities of a Teacher in Montessori specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Role and Responsibilities of a Teacher in Montessori specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Role and Responsibilities of a Teacher in Montessori specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The teacher, when she begins work in our schools, must have a kind faith that the child will reveal himself through work, she must free herself from all preconceived ideas concerning the levels at which the children may be. † The Absorbent Mind pg. 276. In The Absorbent Mind (pp. 277-81), Maria Montessori offered some general principles of behavior for teachers in the Montessori classroom. * The teacher becomes the keeper and custodian of the environment. She attends to this instead of being distracted by the childrens restlessness. . . All the apparatus is to be kept meticulously in order, beautiful and shining, in perfect condition. . . . This means that the teacher also must be attractive pleasing in appearance tidy and clean, calm and dignified. . . . The teacher’s appearance is the first step to gaining the Childs confidence because the child of this age idealizes his mother. The teachers first duty is therefore to watch over the environment, and this takes preceden ce over all the rest. Its influence is indirect, but unless it is well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual. * The teacher must . . . entice the children. . . . The teacher, in this first period, before concentration has shown itself, must be like the flame, which heartens all by its warmth, enlivens and invites. There is no need to fear that she will interrupt some important psychic process, since these have not yet begun. Before concentration occurs, the Montessori teacher may do more or less what she thinks well; she can interfere with the childrens activities as she deems necessary. . . She can tell stories, have some games and singing, use nursery rhymes and poetry. The teacher who has a gift for charming the children can have them do various exercises, which, even if they have no great value educationally, are useful in calming them. Everyone knows that a lively teacher attracts more than a dull one, and we can all be lively if we try. . . . If at this stage there is some child who persistently annoys the others, the most practical thing to do is interrupt him . . . to break the flow of disturbing activity. The interruption may take the form of any kind of exclamation, or in showing a special and affectionate interest in the troublesome child. * Finally the time comes in which the children begin to take an interest in something: usually, in the exercises of Practical Life, for experience shows that it is useless and harmful to give the children Sensorial and Cultural apparatus before they are ready to benefit from it. Before introducing this kind of material, one must wait until the children have acquired the power to concentrate on something, and usually . . this occurs with the exercises of Practical Life. When the child begins to show interest in one of these, the teacher must not interrupt, because this interest corresponds with natural laws and opens up a whole cycle of new activities. . . . The teacher, now, must be most careful. Not to interfere means not to interfere in any way. This is the moment at which the teacher most often goes wrong. The child, who up to that moment has been very difficult, finally concentrates on a piece of work. . . Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. . . . The great principle that brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist. . . . The duty of the teacher is only to present new things when she knows that a child has exhausted all the possibilities of those he was using before. An important task of the teacher is careful observation. The teacher should guide each child, introducing materials, and assisting where needed and she should make sure that all the material necessary for children at a particular stage of development is available for them to use. This helps the teacher prepare the environment with the child’s interest in mind. The teacher is constantly alert to the direction in which the child is going, and actively works to help the child achieve their goals. The Montessori teacher facilitates the classroom activities, carefully planning the environment, and helping progress from one activity to the next. The teacher must be aware of the need for day-to- day preparation of the environment. They should make sure the room is clean and fresh, and it is adequately heated in winter, and cool and airy in summer and there should be various pictures displayed on the walls, flowers are changed daily or not and the calendar is changed regularly. Montessori professionals are trained to deal with each child individually. This is often called following the child. A Montessori teacher often stands back while the child is working, allowing them to gain satisfaction in their own discoveries. Montessori tools promote motor skills as well as development of the mind. This idea allows students to think critically about the solution, rather than just sit back the formula or method that his or her teacher dictated. The Montessori teacher embodies these ideas and creates in the child the feeling of confidence and accomplishment. Montessori teachers are not the center of attention in the classroom. Their role centers on the preparation and organization of learning materials to meet the needs and interests of the Montessori children. The focus is on children learning, not on teachers teaching. Dr. Montessori believed that the teacher should focus on the child as a person rather than on the daily lesson plans. Although the Montessori teacher plans daily lessons for each child, she must be alert to changes in the child’s interest, progress, mood, and behavior. Montessori teachers are scientific observers of children. They avoid using rewards and punishments for good or poor work. Montessori teachers never criticize or interfere in a child’s work. It is only in a trusting atmosphere that a child’s personality has room to grow. Children must have the freedom to choose their own activities and learn to behave without restriction. Dr. Montessori thought this was real work and that the child would reveal his/her true nature once he/she found work that commanded his/her full attention. Anne Burke Neubert, in A Way of Learning (1973), listed the following elements in the special role of the Montessori teacher: * Montessori teachers are the dynamic link between children and the Prepared Environment. * They systematically observe their students and interpret their needs. They are constantly experimenting, modifying the environment to meet their perceptions of each childs needs and interests, and objectively noting the result. * They prepare an environment meant to facilitate children’s independence and ability to freely select work that they find appealing, selecting activities that will appeal to their interests and keeping the environment in perfect condition, adding to it and removing materials as needed . * They carefully evaluate the effectiveness of their work and the design of the environment every day. They observe and evaluate each child’s individual progress. * They respect and protect their students independence. They must know when to step in and set limits or lend a helping hand, and when it is in a childs best interests for them to step back and not interfere. * They are supportive, offering warmth, security, stability, and non-judgmental acceptance to each child. * They facilitate communication among the children and help the children to learn how to communicate their thoughts to adults. They interpret the childrens progress and their work in the classroom to parents, the school staff, and the community. * They present clear, interesting and relevant lessons to the children. They attempt to engage the child’s interest and focus on the lessons and activities in the environment. * They model desirable behavior for the children, following the ground-rules of t he class, exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. * They are peace educators, consistently working to teach courteous behaviors and conflict. They are diagnosticians who can interpret patterns of growth, development, and behavior in order to better understand the children and make necessary referrals and suggestions to parents. The role of a Montessori teacher is that of an observer whose ultimate goal is to intervene less and less as the child develops. The teacher creates an atmosphere of calm, order and joy in the classroom and is there to help and encourage the children in all their efforts, allowing them to develop self-confidence and inner discipline. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of the childs requirements. Knowing how to observe constructively and when, and how much, to intervene, is one of the most important talents the Montessori teacher acquires during a rigorous course of training at AMI training centers throughout the world. The role of a Montessori Directress is the vital link between that of the child and the environment. Under her guidance a child will develop both as a person and intellectually to reach their full potential and become the man of the future. â€Å"She is the main connecting link between the material that is the objects and the child†. Maria Montessori It is the Directress’ role is to prepare a beautiful and enticing environment which will welcome the child in and provide a safe, calm and peaceful atmosphere in which they can learn. She must carefully arrange the room with child size furnishings and must ensure that all the educational materials are on display for a child to see in an orderly fashion. The apparatus should be stimulating, purposeful and invoke * Montessori philosophy purports that children learn best when they choose their own activities, within a richly educative environment. The duties of a Montessori teacher are to observe and assess children’s individual abilities and interests in order to provide an environment that stimulates and challenges them to learn. A Montessori teacher gives children opportunities to make their own discoveries, instead of telling them how to do something or giving them answers to problems. He or she also encourages children to feel at ease when they make a mistake, and to see mistakes as opportunities for further learning. * The duties of a Montessori teacher are to encourage a child’s enthusiasm for learning and natural work ethic. The Montessori approach gives children time to develop their concentration because a Montessori teacher remains sensitive to the focus of a child’s attention. If a child is engrossed in an activity, a Montessori teacher will not disturb that concentration unnecessarily. The Montessori approach of mixed age groups enables younger children to learn from older children, and older children to learn by teaching the younger ones. It also enables each child to progress at his or her own pace. * The duties of a Montessori teacher are to prepare a calm, organized and stimulating learning environment for children, allowing them to move freely within appropriate guidelines and to work as part of a social group. A teacher using the Montessori Method demonstrates the use of learning resources and materials to the children. The function of these materials is to help children develop essential cognitive skills. Teachers using the Montessori Method place children aged between 2 months and 3 years in a nurturing, homey environment that will help them develop cognitive, language, social and physical skills. The Montessori Method places older children in classroom settings of mixed age groups: 3 to 6 years, 6 to 9 years and 9 to 12 years. 1. The Montessori teacher is the dynamic link between the child and the Prepared Environment. 2. She is a systematic observer of the child and an interpreter of his needs. 3. She is an experimenter, tailoring the environment to meet his perceptions of the childs needs and interests, and objectively noting the results. 4. The Montessori teacher is a programmer, preparing the environment and keeping in perfect condition, adding to it and removing materials as needed. 5. She is an evaluator, judging the effectiveness of her own work and the environment every day. She must also evaluate the progress of each child. 6. She respects and protects the child. She must know when to step in and set limits or lend a helping hand, and when it is in the childs best interests to step back and not interfere. 7. The Montessori teacher is a supporter, offering warmth, security, stability, and non-judgemental acceptance to each child. 8. She is a facilitator of communication among the children and of the childs effort to communicate with her. She must also interpret the childs progress and her work to parents, the school staff, and the community. 9. She is a demonstrator, presenting clear, interesting and relevant lessons to the child. Her role is to seduce the child into spontaneous fascination with the materials through her demonstrations. 10. The Montessori teacher is a consistent good example of desirable behaviour for the children, following the ground-rules of the class herself, and exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child. 11. She is a peacemaker, consistently working to teach courteous behaviours and conflict resolution. 12. The Montessori teacher is a diagnostician, able to interpret the patterns of diversity, and non-judgemental acceptance to each child.