5 Minute Activities for Elementary School Teachers

Every elementary school teacher dreads that point  of the day when they don’t have enough time to start a new lesson, but yet, they have a few extra minutes to spare before the bell rings. This â€Å"wait time† or â€Å"lull† is the perfect opportunity for a quick activity  for the class. And,  what’s great about this type of  time-filler activity is that it requires little to  no preparation and the students tend to think of them as â€Å"play† time. Check out these ideas:   Mystery Box This five minute filler is a terrific way for students to develop their thinking strategies. Secretly place an item into a covered shoe box and ask the students to figure out what is inside without opening it. Allow them to use all of their senses to find out what is in the box: touch it, smell it, shake it. Suggest to them to ask â€Å"yes† or â€Å"no† questions such as, â€Å"Can I eat it?† or â€Å"Is it bigger than a baseball?† Once they figure out what the item is, open the box and let them see it. Sticky Notes   This quick time filler helps students build their vocabulary and spelling skills. Write compound words in advance on sticky notes, dividing each half of the word into two notes. For example, write â€Å"base† on one note and â€Å"ball† on the other. Then, place one sticky note on each student’s desk. Then students can go around the classroom and find the peer who owns the note that  makes the compound word. Pass the Ball   A great way to reinforce fluency is to have the students sit on their desks and pass a ball while saying anything, from rhyming words to naming the capitals of the United States. This is a fun time filler where students will enjoy playing while reinforcing important learning concepts. The act of passing a ball engages students and keeps their attention, and encourages order within the classroom by limiting who is speaking and when. Should students get out of hand, use this as a  teachable moment  and review what it means to be respectful of each other.   Line  Up This is a great five minute activity to take your time lining the students up for lunch or a special event. Have all of the students remain in their seats and each student stands when they think you are talking about them. An example is, â€Å"This person wears glasses.† So all of the students who  wear glasses would stand up. Then you say, â€Å"This person wears glasses and has brown hair.† Then whoever has glasses and brown hair would remain standing and then line up. Then you move on to another description and so on. You can modify this activity to last two minutes or even 15 minutes. Line up is a quick activity for children to reinforce their listening skills and comparatives. Hot Seat   This game is similar to Twenty Questions. Randomly select a student to come up to the front board and have them stand with their back facing the white board. Then choose another student to come up and write a word on the board behind them. Limit the word that is written to a site word, vocabulary word, spelling word or anything that you are teaching. The goal of the game is for the student to ask his/her classmates questions in order to guess the word written on the board.   Silly Story   Challenge students to take turns making up a story. Have them sit in a circle, and one by one add a sentence to the story. For example, the first student would say, â€Å"Once upon a time there was a little girl that went to school, then she†¦Ã¢â‚¬  Then the next student would continue the story. Encourage children to stay on task and use appropriate words. This activity is the perfect opportunity for students to develop and use their imagination and creativity. This can also be turned into a longer project in which students collaborate on a digital document. Clean Up   Have a clean-up countdown. Set a stopwatch or alarm and assign each student a specific number of items to clean up. Tell students, â€Å"Let’s beat the clock and see how fast we can clean up the classroom.† Make sure that you set rules ahead of time, and every student understands exactly where each item goes in the classroom. As an extra incentive, choose one item be the â€Å"trash of the day† and whoever picks up that item wins a small prize. Keep it Simple Think of the skills you want your students to grasp and prepare activities that correlate with that, then use those five minutes to practice those skills. Younger children can practice printing or coloring and older children can practice journal writing or do math drills. Whatever the concept is, prepare for it ahead of time and have it ready for those awkward in-between moments. Looking for more quick ideas? Try these review activities, brain breaks, and teacher-tested time savers.

Vice President Of Business Development - 1186 Words

Vice President of Business Development Developing networks and identify new clients or resources for promoting business development. Co-ordinate with the company members to assure the client of quality service experience throughout the project cycle through delivery and follow up. Work towards achieving the financial goals of the company. Create outreach program to attract new client base. Vice President of Operations Make sure that the project objectives and company policies are followed with respect to the procedures and performance standards of all field personnel. Monitor the construction project through the Project Management Team and collaborate with the project site Superintendent to check the project schedule and budget. Be the†¦show more content†¦Plan, manage and invest in IT related services within the company to maintain the electronically shared database. Monitor all the departments within the company and maintain efficient workflow within. Business Associate Identify, build and develop new client business continuously to pursue business opportunities with strategic analysis. Evaluate the markets to identify potential opportunities through direct networking. Provide client specific opportunity assessment, market evaluation and research along with financial evaluation throughout the delivery process of the project. Partner the marketing team to create effective marketing strategies. Motivates and lead the team to accomplish goals without direct authority over team members. Manage resources to make sure they are within budget to comply with the ethical corporate governance guidelines. Demonstrate and represent company’s mission, vision and value statements throughout the marketplace. Project Manager: Schedule the project to meet deadlines and manage the budget restrictions. Determine labor requirements and assign work responsibilities. Inspect and review projects and supervise the compliance with building and safety codes. Interpret and explain plans and contract terms to working staff and the construction team. Prepare contracts and negotiate revisions and change orders. Obtain all necessary permits and licenses Estimator: Preparation of construction budget by studying plans and

Leadership and Management The Roal Ahead

Question: Describe about the Leadership and Management for The Roal Ahead. Answer: Introduction: Leadership can be regarded as a procedure by which an individual influences others to accomplish a pre determined organizational objective and direct the business enterprise in a way that is more cohesive as well as coherent. The leaders can undertake this process by implementation of leadership attributes that includes principles, values, ethics, nature, knowledge as well as skills. The current study elucidates in detail description along with the rationale of the leadership model with reference to the operations of the Maldivian school Villa International High School (VIHS). The present study also presents advanced understanding of different theories as well as models of leadership along with issues associated to leadership. In addition to this, the current segment also outlines the problems and the ways by which the issues can be resolved by proper assimilation of different characteristics of new leadership model. Thereafter, the current study also presents valid as well as creati ve recommendations for the selected school Villa International High School (VIHS). Background of the school: Villa International High School (VIHS) is a chief Higher Secondary Education provider in the region of Maldives that is highly valued, recognized regionally as well as internationally. The mission of the school is essentially to sustain, move ahead as well as impart knowledge by offering globally acknowledged quality of education by means of improved process of teaching as well as training. The administration of the school is also keen on development of intellectual capacity as well as values that is critical for the overall development of the entire Maldivian community. Again, the administration of the school Villa International High School (VIHS) also focuses on activities such as the development of the Media Club, Nature Nurturers, Eureka, Business Club, Aesthetic Club and English Consortio among many others (Vihs.edu.mv, 2016). In addition to this, the school also functions through different segregated departments such as the Business Department, Accounting Department, Economics Department, Law Department, Biology Department, English Department, Mathematics Department, Physics as well as Chemistry Department (Vihs.edu.mv, 2016). The school also has a team of leaders that includes the principal Saeed Ahmed, deputy principal Ismail Nasheed, assistant principal Zulakha Fazna along with deputy principal Aminath Nihan (Vihs.edu.mv, 2016). The leadership can help in the process of improvement of learning outcomes, creation of conditions for effectual teaching and learning, making connections and building networks and development of leaders. Rational of the Leadership model: Description of the leadership model followed in the Villa International High School The administration of the Villa International High School adopts the traditional leadership model where the head teachers are essentially supported and assisted by the deputy as well as assistance heads. The school Villa International High School is headed by principal Saeed Ahmed and supported by deputy principal Ismail Nasheed, assistant principal Zulakha Fazna along with deputy principal Aminath Nihan. The traditional school leadership has the characteristic of maintenance of collaborative arrangements with other institutions (Arends, 2014). The Villa International High School too essentially is a single school although it has collaborative arrangements with various other institutions. Again, the traditional leadership model also has certain degree of distributed leadership (Avolio Yammarino, 2013). The analysis of the operations as well as structure of Villa International High School reveals that the distributed leadership is essentially associated to the practice of leadership instead of particular leadership roles as well as responsibilities (Cordeiro Cunningham, 2012). This specific type of the distributed leadership also directs towards the shared and at the same time collective and extended leadership exercises that can help in building the potential for alteration as well as improvement (Botha Triegaardt, 2014). The distributed leadership also refers to the process of mobilising leadership expertise at different levels in the school to create greater opportunities for transformations and for generation of capacity for enhancement (Hallinger Chen, 2015). However, this form and approach of leadership cannot ensure the best outcomes for the target learners (Cordeiro Cunningham, 2012). The distributed leadership is difficult, disruptive, debilitating to alteration and there is not guarantee for success. Therefore, it is clear that distributed leadership helps in misunderstanding, misalignment as well as misrepresentation (Cosner, 2014). Rationale for the traditional school leadership model selected for the critique The rationale behind application of traditional school leadership in the school Villa International High school is that traditional school model calls for the need of the appointment of the qualified teachers. The traditional leadership also follows a particular structure where the head teachers are backed by different deputy as well as assistant principals (Dimmock, 2013). This particular model is also widespread in the primary sector and this structure suits the structure of the primary sector. This framework can also be seen in the secondary as well as special educational institutions (Evers Wong, 2013). The traditional school leadership model essentially comprises of exclusively qualified teaching staff and includes Head Teacher backed by the Deputy as well as Assistant Heads. The model of the traditional school leadership model is essentially applicable for the primary sector and is to certain extent is applicable for the secondary schools (Harris, 2013). The rationale of follo wing this structure is that this traditional leadership model provides a clear framework, concentrates on teaching as well as learning, generates distinct lines of responsibilities, and creates reassurance for parents as well as wider community (Hallinger Chen, 2015). The head teachers of the school Villa International High School function as per the guidelines of the traditional school leadership model. However, the members of the staff of the educational institution Villa International high School also might face the challenges of poor balance between work and life; experience compelled by tremendous levels of responsibilities as well as tactical planning as they are dodged down by pressure. Again, the workload levels announced by the head teachers is said to be sustainable in the upcoming period. Figure 1: Traditional Leadership (Source: Leithwood Hallinger, 2012) Issues associated to the models of leadership selected by Villa International high School The issues associated to the models of leadership adopted by the administration of Villa International High School can be discussed in the present section for rectification of the models. The possible constraints associated to the traditional school leadership model are connected to the recognition of the individual accountable for the actions at different levels of hierarchy (Miller et al., 2016). Therefore, the school following the Villa International High School faces ambiguity as regards the uncertainty regarding the person accountable for the decision making as well as actions at different echelons of the school administration (Northouse, 2015). In addition to this, the administration of the school following the traditional leadership model can face the problems related to the management of the diverse workforce, students from different cultural backgrounds on necessarily the school site. Villa International High School being an international school therefore faces an issue as r egards management of the school having staff members as well as students from diverse cultural as well as ethnic background (Peus et al., 2013). In addition to this, the analysis of the structure of the school reveals that the school has several departments of operations such as the Business Department, Accounting Department, Economics Department, Law Department, Biology Department, English Department, Mathematics Department, Physics as well as Chemistry Department. Therefore, the structure of the leadership followed in the school essentially includes the head teacher being assisted by the assistant as well as deputy teacher. Therefore, the structure also needs establishment of different posts for overseeing several departments of the school (Smith et al., 2012). The structure of the traditional model therefore leads to improper distribution of accountabilities as well as responsibilities and diverse lines of responsibilities of the members of the staff. This finally leads to extreme levels of accountability of particular individuals. This also leads to extreme workloads on certain head teachers that cannot prove to be sustai nable in the upcoming period (Snell et al., 2015). Therefore, the administration of the school can modify the current traditional school leadership model for the addition to different posts for distribution of responsibilities. In addition to this, the traditional school leadership also incorporates the distributed leadership approaches in the model (Storey, 2016). Whilst certain advantageous features of this particular leadership approach, there are also certain disadvantages of this particular leadership model that poses challenge and prove to be an issue to the organization. This approach of leadership cannot ensure the best outcomes for the target learners (Woodhouse Pedder, 2016). The distributed leadership is difficult, disruptive, debilitating to alteration and there is no guarantee for success. As a result, it is clear that distributed leadership helps in misunderstanding, misalignment as well as misrepresentation (Zepeda, 2013). Issues Particulars Difficulties in recognition of individual responsible for activities There is ambiguity concerning the person responsible for the decision making and actions at diverse echelons of the school administration Management of the diverse workforce, students from different cultural backgrounds on necessarily the school site Villa International High School being an international school consequently faces a problem regarding management of the school having staff members in addition to students from diverse cultural as well as ethnic background Improper distribution of accountabilities Improper distribution of accountabilities leads to extreme workloads on certain head teachers that cannot prove to be sustainable in the upcoming period Improper Structure of the school Despite having various departments, the school lacks proper departmental heads for proper administration of the institution. However, as per the traditional leadership model, the school has inadequate departmental heads and faces challenges of improper structure. Distributed leadership approaches in the traditional model This approach of leadership cannot ensure the best outcomes for the target learners as this leadership is disruptive, debilitating to alteration and there is no guarantee for success Advanced understanding of theories and models of leadership by discussing issues The growth in the importance of school leadership accompanies by theory development by developing new models for establishing approaches for redefining activities (Zepeda, 2013). The main purpose of the assignment is reviewing the current as well as recent writing based on the leadership models. This paper examines the theoretical literature for showing leadership for conceptualizing empirical literature for demonstrating for supporting these concepts. This section will discuss on new leadership models on Multi-Agency Leadership in subject to fashion reflecting changes in school leadership practices (Snell et al., 2015). School Leadership relates with teaching among school-related factors affecting student learning for the main research activities. In other words, principals enables shaping the conditions for high quality teaching considering as prime factor for determination of whether teacher stay in high-needs schools (Dimmock et al., 2013). Therefore, High-quality principals, on the other hand, are vital to the effectiveness for nation public schools for serving children with some of the advantages in life. Model developed for Villa International High School The new approach of Advanced Multi-Agency School Leadership can prove to be as one of the variation of managed model. This model has greater diversity within the Senior Leadership team in responsive to multi-agency work (Smith et al., 2012). In other words, application of this model by Villa International High School will help in managing the diverse workforce on the school sites. There are various ways whereby leadership team can be properly structured within the model in case there is co-located as the Children centre (Dimmock et al., 2013). Figure: Advanced Multi-Agency School Leadership Model for Villa International High School (Source: Created by author) The above model named as Advanced Multi-Agency School Leadership will be beneficial for current operations at Villa International High School. Chief Executives works efficiently with other lead practitioners as presented in the multi-agency school leadership model (Northouse, 2015). The main key point of the above-mentioned model is explained below: Wide access towards range of support services especially for families (Dimmock et al., 2013). High improvement in pupil well-being (edu.mv, 2016) Motivational aspects Smooth transactions between home as well as school especially among the young people (Harris, 2013). Advanced Multi-Agency School Leadership approach manages with the models for Villa International High School for including senior support staff members for introducing innovative working practices (Evers Wong, 2013). In other words, this approach will be found in the secondary sector acting beneficial for Villa International High School. Multi-Agency School Leadership approach will bring into consideration aspects such as elements of participative leadership. This will further involve staff motivation at schools as well as greater capacity in Senior Leadership team (Botha Triegaardt, 2014). In other words, Multi-Agency School Leadership approach will take out the necessary human resources for schools in expanding leadership team from existing school culture (Dimmock et al., 2013). Level of critical thinking and evaluation of issues identified from the traditional model of School Leadership On critical analysis, it has been noticed that report on leadership conducts major approaches mentioned in the above study (Botha Triegaardt, 2014). Earlier, Villa International High School was adopting traditional leadership model that lacked proper application and was misaligned, disruptive because it followed distributive leadership approach in their school activities (Arends, 2014). These are some of the approaches for viewing at the styles of leadership adopted by principals in a school. These leadership approaches help in depicting progress from the historic leadership styles looking into inward for approaching response to the high level of complexity especially in educational environment (Arends, 2014). There are several issues identified from the traditional model that has been rectified by developing new approaches to leadership for Villa International High School (Snell et al., 2015). Earlier approaches give rise to uncertainty that cannot be accountable in any cases. It gives rise to problems for working in diverse workforce from school sites for Villa International High School. In other words, there have been sustainability issues found from traditional models for some of the initiatives in terms of funding activities. Addition to that, traditional model concern majorly on building as well as premises management (Dimmock et al., 2013). Justification on problems or issues for resolving with the integration of new leadership forms models involving qualities New Model Leadership developed for Villa International High School will help them in managing their human resources in the most appropriate way (Snell et al., 2015). From the previous traditional model adopted by Villa International High School depicts some of the loopholes that need proper rectification so that future mistakes are reduced as far as possible. New Model works upon the system leadership approach (Avolio Yammarino, 2013). These are some of the leaders assuming roles beyond any boundaries of school as well as contributing wider educational systems at local, regional or national level (Evers Wong, 2013). Multi-Agency School Leadership approach should be adopted by Villa International School indicates willingness for taking systems-wide acting as leadership roles (Dimmock et al., 2013). In other words, moral as well as strategic purpose will be explained in this Multi-Agency School Leadership approach. This model will be rendering detailed investigation on moral as well as strategic purpose for resolving the level of complexity in school context for Villa International High School (Hallinger Chen, 2015). Major benefits for this model is bringing high level of commitment by building lateral capacity with extreme collaboration as well as networking for Villa International High School (Evers Wong, 2013). This approach will be focusing majorly on quality enhancement for learning as well as achievement for all children studying at Villa International High School. In addition, this approach has the ability in transforming schools as well as networks in areas relating to personal as well a s professional learning communities (Dimmock, 2013). Therefore, Multi-Agency School Leadership approach has the capacity in empowering as well as developing leadership for planning high level of succession (Snell et al., 2015). Validity and creativity of the recommendations made for the school It is recommended that Multi-Agency School Leadership approach for Villa International High School will be benefiting from the entire system of education by Expertise as well as individual experienced for in-service leaders (Evers Wong, 2013). Further, suggestions for Villa International High School will be taking consultant leaders as well as executive head teachers for working in less successful schools. Multi-Agency School Leadership approach has the potential for increasing capacity as well as creativity and innovation in the education sector. In addition, this particular approach lacks capacity in home school of the leader (Evers Wong, 2013). The administration of Villa International High School can essentially include the characteristic features of the educational leadership model. Educational leaders can adopt administration of school can help in improvement of learning outcomes for all the students, creation of the conditions for effectual teaching as well as learning, development as well as maintenance of schools as learning corporations, making connections and building networks within as well as beyond the schools and development of leaders (Avolio Yammarino, 2013). Educational leadership model if followed in the school can help in the process of development of trusting associations through active listening, demonstration of personal integrity (Zepeda, 2013). The educationalleadership model(ELM) can also help in the process of establishment of qualities, knowledge as well as skills that essentially the middle in addition to higher-ranking educational leaders have the need to acquire to properly directschoolsin the c urrent age of the twenty-first century (Northouse, 2015). This modelreflects that the associations are necessarily at the center ofschool leadershipand thatleadershipconstantly functions within a definite circumstance (Harris, 2013). Villa International High School should adopt whole-town approach by creation of overarching strategic school activities. In other words, the new approach adopted by Villa International High School will be able to establish Executive Head or Chief Executive for overseeing several school activities in the most efficient way (Botha Triegaardt, 2014). It further reveals sharing middle leaders as well as consultant teachers for Villa International High School (Harris, 2013). The newly designed approach named as Multi-agency Leadership will be characterized under collaboration among schools as well as providers. In this case, Villa International High School should be reporting for conducting informal collaborations with other schools. It significantly brings out minority of primary schools as effective part of collaboration (Botha Triegaardt, 2014). Conclusion At the end of the study, it has been noticed that Leadership models and techniques are adopted by Villa International High School. Contrast and comparison of study has been made in the entire assignment for bringing validation of the given project. Villa International High School has been using Traditional Leadership model for carrying out the operational aspects at school. Later, it has been recognized that traditional leadership theory lacks uncertainty regarding person accountable for the decision-making process at schools, improper distribution of accountabilities. There should be more number of departments and establishment of courses for handling the managerial aspects at school. Traditional Leadership Model uses distributive leadership that needs to be developed in the current models such as Multi-agency School Leadership at Villa International High School. Clear description of Advanced Multi-Agency School Leadership description has been developed as it has the ability in redu cing the issues at schools as far as possible. References: Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Avolio, B. J., Yammarino, F. J. (Eds.). (2013).Transformational and charismatic leadership: The road ahead. Emerald Group Publishing. Botha, R. N., Triegaardt, P. P. (2014). Distributed Leadership Towards School Improvement: Case Study in South African Schools. Botha, R. N., Triegaardt, P. P. (2014). Distributed Leadership Towards School Improvement: Case Study in South African Schools. Cordeiro, P. A., Cunningham, W. G. (2012).Educational leadership: A bridge to improved practice. Pearson Higher Ed. Cosner, S. (2014). Leadership for school improvement.LEADERSHIP,2, 9. Dimmock, C. (2013).School-based management and school effectiveness. Routledge. Evers, C. W., Wong, K. C. (2013).Leadership for quality schooling. Routledge. Hallinger, P., Chen, J. (2015). Review of research on educational leadership and management in Asia A comparative analysis of research topics and methods, 19952012.Educational Management Administration Leadership,43(1), 5-27. Harris, A. (2013).Distributed school leadership: Developing tomorrow's leaders. Routledge. Vihs.edu.mv, (2016).Vihs.edu.mv. Retrieved 25 October 2016, from https://www.vihs.edu.mv/ Leithwood, K. A., Hallinger, P. (Eds.). (2012).Second international handbook of educational leadership and administration(Vol. 8). Springer Science Business Media. Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y., Schroeder, P. (2016). Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McRELs Balanced Leadership Program on Principals in Rural Michigan Schools.Educational Administration Quarterly, 0013161X16651926. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Peus, C., Braun, S., Frey, D. (2013). Situation-based measurement of the full range of leadership modelDevelopment and validation of a situational judgment Smith, W. K., Besharov, M. L., Wessels, A. K., Chertok, M. (2012). A paradoxical leadership model for social entrepreneurs: Challenges, leadership skills, and pedagogical tools for managing social and commercial demands.Academy of Management Learning Education,11(3), 463-478. Snell, S. A., Morris, S. S., Bohlander, G. W. (2015).Managing human resources. Nelson Education. Storey, J. ed., 2016.Leadership in Organizations: Current Issues and Key Trends. Routledge. Woodhouse, J., Pedder, D. (2016). Early career teachers perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts.Research Papers in Education, 1-25. Zepeda, S. J. (2013).Instructional leadership for school improvement. Routledge.