Teacher Leader Reflection

 

Reflect in journal entries of one to two pages each on what you learned in this course. Use the questions to guide your journal entries.

Write reflectively instead of in question-and-answer style, and follow the guidelines for writing listed in each section.

BECOMING A TEACHER LEADER
What specific knowledge and skills have you gained through this course that will help you explore leadership opportunities in your school?
What are some barriers and obstacles that would make it difficult for you to involve yourself in teacher initiatives?
How will you transform data into relevant information that you and your colleagues can use in decision-making to improve your practice and your students’ learning?
How can you help foster a culture of collaboration within your school to improve instructional practices?
COMMUNICATION AND COLLABORATION
What knowledge and skills have you gained in this course that will help you engage colleagues in meaningful ways about their professional practice and their students’ learning?
What strategies will you use to build consensus and bring together diverse members of a team to develop collaborative solutions to school and classroom initiatives?
How will you use supportive communication techniques to enhance your relationships with colleagues?

 

 

Sample Solution

 

 

 

Sentimentalism and Shelley’s Ode toward the West Wind

Sentimentalism and Shelly’s “Westerly Winds” MH Abrams composed as follows: “The period when the sentimental time clearly fell into the reality of brutal change” (“Revolution” 659). Percy Shelly is frequently viewed as a normal sentimental writer (Appelbaum x). “West Wind” completely communicates the point and viewpoint of the sentimental time. Sherry’s verse communicates the craving for a virtuoso. In the period of Romanticism it is entirely expected to connect a virtuoso with the going with soul from which the virtuoso began and the intensity of nature; the Romantic considers the craftsman as a virtuoso boat.

“Westerly Winds”; “Motivation is diminishing as the start of the melody”; – P. B. Shelley has a rousing topic in the greater part of his work. Yet, it is especially clear in “Westerly style” which is the wellspring of his inventiveness. See the Bible in a verifiable setting to look at the pattern of death and recovery. Shelly is utilized for this “Ke Song” … The material estimation of Keats’ melodies in the Keats tunes of Keats incorporates numerous significant things from the songbird to the Nighter Dell . Things embellished with gold and silver may attempt to acknowledge them on a superficial level as it implies easygoing perusers imply that straightforward physical articles cause passionate or enthusiastic responses. Not, yet it isn’t so. Keats changed the comprehension of conventional head things, not head in antiquated Greek verse.

Sentimentalism and Shelly’s “Westerly Winds” MH Abrams composed as follows: “The time when the sentimental time clearly fell into the reality of rough change” (“Revolution” 659). Percy Shelly is regularly viewed as a commonplace sentimental writer (Appelbaum x). “West Wind” completely communicates the point and viewpoint of the sentimental time. Sherry’s verse communicates the longing for a virtuoso. In the time of Romanticism it is exceptionally normal to connect a virtuoso with the going with soul and force. The impact of the moniker on the correspondence of “epithet” is the epithet of Elizabeth Zettering. “颂” uncovered the topic of this sonnet soon, “颂 歌” alludes to the verses significance to sing, the subject is the moniker. Through casual and excited style Zeitlin shows that epithet is a significant specialized instrument to work as a courier with no inborn highlights. In this regard, abusing monikers

 

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