Hyperthymestic Syndrome, By Hyperthymesia Essay - 1995 Words

Hyperthymesia, also previously known as hyperthymestic syndrome, is a condition in which an individual possesses a superior autobiographical memory, meaning he, or she, can recall all or the vast majority of personal experiences and events in their life. This term, â€Å"hyperthymesia, derives its name from the Greek words thymesis, translating to remembering, and hyper, meaning excessive. People with hyperthymesia can remember roughly every day of their lives in near flawless detail, as well as community events that hold some sort of personal significance to them. Those affected by hyperthymesia often portray their memories as uncontrollable associations, for instance, when they encounter a date, they see a vivid depiction of that day in their heads (Patihis 11). Recall occurs without uncertainty or conscious effort, differing from other types of superior memory as participants with this ability achieve autobiographical remembering without the seeming use of mnemonic skills. It is vital to draw a distinction between those with hyperthymesia and those with other forms of outstanding memory, who typically use mnemonic or comparable rehearsal strategies to memorize long strings of independent data. Memories recalled by hyperthymestic individuals are inclined to be personal, autobiographical accounts of both significant and ordinary events in their lives. This extensive and highly uncommon memory does not derive from the use of mnemonic strategies, evidenced by the fact that

Ptlls Theory Assignment 1 free essay sample

PTLLS Theory Assignment 1 Review your role, responsibilities and boundaries as a teacher in terms of the teaching/ training cycle. Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous professional development will always walk hand in hand with being a teacher. ‘Teaching is arguably one of the most important professions in our society because teachers are responsible for that most treasured of all resources, the human intellect. Tony Buzan, The Mind ‘if a doctor, lawyer or dentist had 40 people in his office all at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job. ’ Donald D. Quin Teaching is undoubtedly an extremely demanding role to take on and as the quote by Donald D. Quin suggests, few are able to understand the pressures and stresses that this line of work brings. However, despite the intensity of this type of career, many are still filling up colleges and universities on training courses to do exactly this. Tony Buzan’s opinion above sheds light on maybe just a part of what drives people into assuming such a manic position in society. Training is a major part of becoming a teacher and all need this foundation to become the great teacher that they desire. Professional Teacher competencies The teacher as a person * Patience * Empathy Friendly manner * Firmness * Organisation * Level headed * Presentable * Emotionally balanced * Good listener * Sense of humour Teacher as a classroom manager and organiser Punctual * Able to set and keep boundaries * Disciplinarian * Prepared * Awareness of your teaching space and students * Able to work to deadlines * Effective behaviour management * ICT skills The teacher teaching * Ability to explain things in different ways * Able to project their voice appropriately * Able to identify different learnin g styles and adjust teaching accordingly * Able to respond to situations in a flexible manner * Knowledgeable and confident on subject matter * Appropriate pace for learners * Motivational * Clear overall objectives The teacher monitoring student progress and potential Awareness of students abilities * Able to differentiate * Effective assessment * ICT skills * Effective liaison with outside agents e. g. other teachers, SEN dept. * Able to set objectives that stretch students * Being able to use a range of effective assessment tools. * Able to motivate students Teacher Training cycle Identify Needs Plan Design Deliver Assess Evaluate The teaching and learning cycle is the process that a teacher is always going through with their learners. As it is a cycle, this process is always going round and round and could potentially never stop for both teachers and students alike. As a teacher you are providing the necessary support for new learning to happen. Each time the cycle goes around, a new learning experience should be had. In order to achieve this, you need to identify the needs of your learners. As this is a cycle, it is possible to start anywhere as long as all of the processes are gone through. This is a good place to start in this process. Identifying Needs In this stage the teacher is assessing whether or not the course or lesson that they are about to deliver is truly suitable for the students that have enrolled. This can involve looking at application forms, initial assessments and in school and colleges, this can involve looking at previous grades and qualifications. A popular acronym when considering learner needs is SPICE. SocialPhysical Intellectual Cultural Emotional If you can have an idea, as a teacher, of the social influences on a student and the social dynamics of your class and how this could impact your learning, your planning and preparation could be more insightful and effective. Being aware of your learners’ physical needs includes any medical issues as well as the learning environment being suitable for them and your course. Will they be able to access all of the physical elements of your course/ lesson? If not, can anything be put in place to integrate them into the activities as much as possible? Cultural involves anything within the students’ culture, beliefs and values that may affect the way they participate in parts of your lesson. Are there parts of your scheme of work that are flexible in terms of content and activity if you run into a cultural issue? Should you highlight these parts that are non-negotiable as they are integral to the course, so that all potential applicants are fully aware of what they are signing up for? E. g. A choir workshop where the majority of the song material is gospel being advertised in a local community centre. Emotional is to do with the motivation of your learners. Are there any outside factors affecting their emotional state and therefore preventing them to concentrate? Will the content of your course or lesson negatively affect any of your students due to emotional and motivational issues? How will you combat this? Plan and Design Teaching demands a lot of creativity and being able to adapt to different situations and environments. However, in order to experience lasting success, more than pot luck, charisma and spontaneity are required. Planning is essential. Planning and preparation gives a certain level of confidence. Whether it is a single lesson or a whole course, planning allows you to design the learning journey you wish to take your students on. In designing, you can make sure that you are catering for all your learners’ needs. This includes sufficient differentiation; for SEN needs as well as your gifted and talented students. In planning you can ensure that your lessons have a definite beginning, middle and end and have clear aims and targets. At this stage you will also prepare and plan resources. Also, you must plan your assessments. How will you know when the students have learned what you set out to teach? How will they know? How are you going to prove that learning has taken place at the end of the course? All these points will be addressed in the planning stage of the teacher training cycle. Deliver This stage speaks for itself. You do the lesson! A teacher will put their plan into action and must be prepared to adapt to situations that were not planned for whilst still heading towards the goals and targets that you planned. Despite all planning, unique situations and unusual questions will always come about. Some would say that this is the beauty of teaching. Assess and Evaluate Though these two processes are separate in the above diagram, many put them together. Here, teachers are required to prove that learning has taken place and reflect on how well the course/ lesson has gone. If the teacher has planned, then assessment should be effective. Once everything is done, you can ask the learners’ opinion of the course as well as your own personal reflections that will allow you to make improvements and learn for next time. Teacher Roles| Teaching/ Training Cycle| * Deliver course content * Setting goals and targets * Differentiate learning * Marking work * Writing lesson plans| * Implement/ Deliver * Assess and Evaluate * Identifying needs * Assess and Evaluate * Plan and Design| Teacher Responsibilities| Teaching/ Training Cycle| Classroom health and safety * Subject knowledge * Continuous Professional Development * Maintain rapport between teacher and students via tutorials * Record keeping| * Plan and Design * Plan and Design * Identify needs * Assess and Evaluate/ Identify needs * Assess and Evaluate/ Plan and Design| Teacher Boundaries| Teaching/ Training Cycle| * Refer a learner to line manager * Behavioural management * Safeguarding * Appropriate t eacher/ student relationships * Ground rules | * Assess and Evaluate * Implement and Deliver * Plan and Design * Implement/ Deliver * Plan and Design| To be a teacher can be argued as a round the clock job as it is a multifaceted role. One moment you are a mentor, the next you are a disciplinarian, the next a cheerleader, and the list goes on. Many people are in the teaching profession for different reasons; some more profound than others. However, in order to serve that purpose, we need to adhere to certain standards, government and career demands to be able to be considered professionally competent as a teacher. Bibliography Anonymous (2000) The Importance of Teaching [Internet], Canada, PH3 Services Corp Available from: