What Is Disinhibited Social Engagement Disorder

What Is Disinhibited Social Engagement Disorder Basics Print Disinhibited Social Engagement Disorder Kids should have a healthy fear of strangers By Amy Morin, LCSW facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our editorial policy Amy Morin, LCSW Medically reviewed by Medically reviewed by Steven Gans, MD on June 07, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 03, 2020 istockphoto More in Psychology Basics Psychotherapy Student Resources History and Biographies Theories Phobias Emotions Sleep and Dreaming Most children are naturally cautious with adults they dont know. For the most part, a fear of unfamiliar people is healthy and helpful. However, some children do not have this fear. Children with disinhibited social engagement disorder aren’t afraid of strangers.?? In fact, they are so comfortable around unfamiliar people that they wouldn’t think twice about climbing into a stranger’s car or accepting an invitation to a stranger’s home. This uninhibited friendliness toward people they don’t know can become a serious safety problem for children if the disorder is left untreated. No Preference for Caregivers Over Strangers Most children seek contact with their primary caregivers, especially when they are in need of comfort. For example, a child who falls off a swing and skins their knee will likely look for the parent or caregiver who brought them to the playground to soothe them and tend to the wound. If a child with disinhibited social engagement disorder falls at the park, they may reach out to a complete stranger for emotional support. They might tell a random passerby that theyre hurt or even sit on a strangers lap on a park bench and cry. The childs uninhibited behavior can be confusing and unnerving for caregivers. Any adults involved may find it difficult to understand why a child interacts with unfamiliar adults without a moments hesitation. Signs of Disinhibited Engagement Disorder Disinhibited social engagement disorder was originally considered to be a subtype of another attachment disorder called reactive attachment disorder. However, in the fifth edition of the Diagnostic and Statistical Manual (DSM-5), disinhibited social engagement disorder was categorized as a separate diagnosis.?? To meet the diagnostic criteria for disinhibited social engagement disorder, a child must exhibit a pattern of behavior that involves approaching and interacting with unfamiliar adults as well as at least two of the following behaviors: Reduced or absent reticence in approaching and interacting with unfamiliar adultsOverly familiar verbal or physical behavior that is not consistent with culturally sanctioned and appropriate social boundariesDiminished or absent checking back with an adult caregiver after venturing away, even in unfamiliar settingsWillingness to go off with an unfamiliar adult with minimal or no hesitation It should also be noted that a child will only meet the criteria for disinhibited social engagement disorder  if the behaviors do not stem from impulse control problems, which are common in other disorders.?? For example, a child with ADHD may run off at the playground and forget to check that their parent is nearby, but a child with disinhibited social engagement disorder will wander off without giving their parent a second thought because they don’t feel the need to ensure their caregiver is around. In addition to meeting the diagnostic criteria behaviorally, a child must have a history of neglect as evidenced by one of the following: Social neglect including the persistent lack of having basic emotional needs for comfort, stimulation, and affection met by caregiving adultsRepeated changes of primary caregivers that limited the childs opportunities to form stable attachmentsRearing in unusual settings that limited the childs opportunities to form selective attachments (e.g. an institution with high child-to-caregiver ratios) If a child exhibits the behavior for more than 12 months, the disorder is considered persistent. The disorder is described as severe when a child exhibits the symptoms at relatively high levels.?? Disinhibited social engagement disorder stems from neglect and therefore may co-occur with other related conditions, such as cognitive and language delays or malnutrition. Difficulty Distinguishing Who Is Trustworthy Young children aren’t good at  identifying predators, but most are cautious about people they dont know. Most kids are able to make judgments about whether a stranger looks kind or mean based on an individuals face. Research has found that children make initial assessments about an individual’s trustworthiness based on that persons appearance.?? For a child with disinhibited social engagement, difficulties with facial recognition may contribute to their willingness to talk to and engage with strangers. Research using brain imaging has shown that children with the disorder cannot discriminate between a person who looks kind and safe and someone who looks mean and untrustworthy.?? They Crave Kindness From Anyone Kids with disinhibited social engagement disorder crave kindness from others. Since they can’t specifically identify a safe person, they may show affection toward anyone who gives them attentionâ€"including someone who is unsafe. It’s not unusual for a child with the disorder to hug a stranger in the grocery store or strike up a highly personal conversation with an unfamiliar adult at the playground. They may even sit down with another family at the park as if they had been invited to the picnic. A child with disinhibited social engagement disorder also indiscriminately seeks physical affection.?? For example, they may hug a passerby at the grocery store or sit on a strangers lap in a waiting room. Contributing Factors Disinhibited social engagement disorder is caused by neglect during infancy but is often misunderstanding about what constitutes neglect and what contributes to the development of attachment disorders in children.?? Contrary to common myths, the disorder isnt caused by being placed in daycare, and a child wont develop it as a result of being placed in their crib when they are crying. Neglect during infancy interferes with bonding and attachment. This impairs a childs ability to develop trusting relationships with caregivers and often persists into adult life. Infants learn to trust their caregivers when these individuals consistently respond to their needs. For example, a baby who gets fed in response to their hungry cries will learn that they can count on their parent for nourishment. Children who are neglected may not  bond with their caregivers. If a crying baby is constantly ignored, they learn that the people around them are unreliable, if not totally unavailable. A baby who is left unattended most of the time with little social engagement may not form any type of relationship  with a caregiver. Consequently, that child may be at risk of an attachment disorder. While the consequences can be severe, its important to know that not all neglected children develop disinhibited social engagement disorder. In fact, many children will grow up to have healthy relationships with no lasting attachment issues. Foster Parents and Adoptive Parents Should Be on the Lookout Disinhibited social engagement disorder stems from neglect that occurs during the first few months of life. The American Psychiatric Association (APA) states that the disorder almost always develops by the age of two.?? However, disinhibited social engagement disorder may not become apparent until long after the neglect issues have been resolved. Foster parents, grandparents, and other caregivers who are raising children who experienced neglect as infants should know that children may still be at risk for developing attachment issues even if they are no longer being neglected. How Disinhibited Social Engagement Disorder Changes Over the Years The nature of disinhibited social engagement disorder behaviors can change and evolve as a child gets older.?? Toddlers with the disorder often begin showing a lack of fear toward unfamiliar adults, such as by holding hands with a stranger or sitting on the lap of a person they have only just met. During the preschool years, children with disinhibited social engagement disorder will also begin exhibiting attention-seeking behavior, such as by making loud noises on the playground to get unfamiliar adults around to look at them. By middle childhood, children often show verbal and physical overfamiliarity as well as inauthentic expression of emotions. A preteen may laugh when others laugh or appear sad to manipulate a social situation (rather than out of genuine emotion). Among peers, they may be overly familiar if not forward. For example, saying “I want to go to your house,” when meeting a new classmate for the first time. Adolescents with disinhibited social engagement disorder are likely to have problems with peers, parents, teachers, and coaches. They tend to develop superficial relationships with others, struggle with conflict, and continue to demonstrate indiscriminate behavior toward adults.?? How Common Is Disinhibited Social Engagement Disorder? Disinhibited social engagement disorder is thought to be fairly rare. Children who have been raised in institutions (such as an orphanage) and those who have had multiple foster care placements are at the highest risk for developing the condition. Many children with a history of abuse or neglect do not develop attachment disorders, but studies suggest that around 20 percent of children in high-risk populations develop disinhibited social engagement disorder.?? Risks and Consequences It’s important for kids to have a healthy fear of strangers and potentially harmful people. Raising a child with disinhibited social engagement disorder can be quite confusing and terrifying for caregivers. A four-year-old with the disorder might wander off with a stranger at the mall or a nine-year-old might enter a neighbor’s home without thinking twice about the safety or potential consequences of these actions. Caregivers raising a child with disinhibited social engagement disorder must keep constant watch to ensure the child doesn’t enter a harmful situation. They may need to frequently intervene to prevent the child from interacting with strangers. Children with attachment disorders struggle to develop healthy relationships with teachers, coaches, daycare providers, and peers.?? Their behavior can be alarming enough to the people around them, such as a classmates family, that it precludes social activities (particularly when people are not familiar with the disorder). Researchers are studying the long-term outcomes for children with disinhibited social engagement disorder, particularly whether its effects extend to adulthood.?? Treatment for Disinhibited Social Engagement Disorder It’s important for children with attachment disorders to receive  consistent care from stable caregivers. A child who continues to move from foster home to foster home or one who continues to be institutionalized is not likely to improve. Once consistent care has been established, treatment can begin to help strengthen the bond between a child who has experienced neglect and a primary caregiver. Attachment disorders don’t tend to get better on their own. Professional treatment typically consists of therapy with both the child and caregivers and treatment plans are individualized to meet a child’s unique needs and symptoms.?? If you are concerned that a child in your care may have an attachment disorder, talk to your pediatrician. They can refer your child to a mental health professional for a comprehensive assessment. The 9 Best Online Therapy Programs

British Airways Marketing Policy Free Essay Example, 7000 words

Convergence in airline industry occurs under many parameters like brand merger, operational alliances, network sharing etc. Deregulation in the airline industry certainly made way to the trend of alliances and co-operation between the various airlines companies. ( Current issues arising with airline alliances , 1999). This is may be due to the reason the companies try to achieve cost reduction by economies of scale, also getting access to a greater network side by side. These alliances help the airlines to obtain efficiencies which are normally associated with merger and acquisition. ( Current issues arising with airline alliances , 1999). From the customer s point of view even these alliances are beneficial as they get access to larger route coverage and beneficial aspects of both the allied companies. Though the background and the types of the alliances, which have taken place are different, a tendency is being observed towards a more complete and integral alliance which incorpor ates almost all the aspects of an airline business. ( Current issue arising with airline alliances , 1999) These alliances work in the favor of reducing competition, even as many smaller players merge with a larger company, distinct competitive powers comes into the scenario. We will write a custom essay sample on British Airways Marketing Policy or any topic specifically for you Only $17.96 $11.86/pageorder now Thus it is better in this way. Competition among the players even pushes up the cost factor in many ways. British Airways can be considered as one of the major players along with many others who are visibly serving the same market, like in the case of Singapore Airlines and Ryan air. (Wit, 2004, p. 233). So such alliances may reduce this competition at least at the national and regional levels. It will give mutual benefit to both the parties. The smaller airlines only operating in the national or regional levels will get an access to a larger network and a bigger international brand name, while the larger companies on the other hand will get access to the local market and network. It seems like a win-win situation for both the segments. Also alliances between companies operating hub-and-spoke network will, enhance market power of the network they are operating in.

A Well Regulated Militi The Founding Fathers And The...

A Well-Regulated Militia: The Founding Fathers and the Origins of Gun Control in America By Saul Cornell Introduction The Second Amendment remains one of the most controversial pieces of legislation in the contemporary America. The onset of the controversy regarding gun ownership rights can be traced back to the nineteenth century. Some of the major events that shaped the debate on gun ownership include Shay’s Rebellion and the dispute between federalists and anti-federalists. Slavery and the abolition movement also shaped the debate on gun ownership. In order to understand the bitter controversy that accrues from the Second Amendment, Saul Cornell provides a detailed analysis of the history that brought forth the contentious†¦show more content†¦The obligation of each citizen, therefore, is to fulfill a constitutional duty by enforcing the laws therein. The ownership of guns is protected by the constitution. At the time when the Constitution was ratified, various considerations were made. Some of the key factors considered include the protection of personal freedom and the protecti on of one’s property (Cornell 22). Therefore, the constitution was written to protect the citizens from oppression, and facilitate their freedom. The citizens were granted the right to bear arms for their self-defense and defense of the state. However, that is not the only consideration that should be made when deciding whether to own a firearm or not. The possession of a firearm incorporates the knowledge on use, care, and maintenance. The most important thing citizens were granted the right to bear firearm arms in order to ensure safety for the owner and the people around him or her. Above all, a firearm can be used to fight and defend national and personal freedoms. Gun ownership, thus analyzed from the confines of the Second Amendment, bears a constitutional underpinning hence making it a civic duty (Cornell 23). Therefore, the ownership of a gun is an exercise of a constitutional freedom and an avenue for committing to protect the freedoms of the nation. Shays’ Rebellion and Impact on Militia Debate One of the things that shaped the debate about gun ownership is the Shay’s Rebellion. The Shays’ Rebellion

What is a Referendum and what are the arguments against them Free Essays

1) What is a Referendum? A referendum is when a citizen (18+) is asked to express their opinion on a certain issue or proposal. Unlike an election this process is not binding and the outcome is open to discussion. A referendum can result in a new constitution, law, amendment, the recall of an elected official or simply a specific government policy. We will write a custom essay sample on What is a Referendum and what are the arguments against them? or any similar topic only for you Order Now It is a form of direct democracy. 2) A referendum is when a citizen (18+) is asked to express their opinion on a certain issue or proposal. Many have been issued in the past; examples of this are, 11 September 1997. Tony Blair issued a pre-legislative referendum held in Scotland asking whether there was support for the creation of a Scottish Parliament with devolved powers, and whether the Parliament should have tax-varying powers. The reason for this was the Labor party had just won the election and included in their manifesto was the establishment of a Scottish Parliament. 4th November 2004, Tony Blair (Labor Party) issued a referendum in Northern England. The votes concerned the question of devolving limited political powers from the UK Parliament to elected regional assemblies in North East England, North West England, Yorkshire and the Humber. The reason for this was Labor government attempted to introduce regional assemblies, to be directly elected. 5th May 2011, the ‘Alternative Vote’ referendum was drawn up as part of the Conservative- Liberal Democrat coalition, to be asked across the whole U.K. The Referendum concerned whether to replace the present voting system with an alternative one. This was because the Labor government, who were previously in power in 2010, used their majority to pass an amendment to their Constitutional Reform Bill to include a referendum on the introduction of AV to be held in the next Parliament, naming a desire to restore trust in Parliament in the wake of the 2009 expenses scandal. 3) Arguments against Referendums In this essay i will talk about the arguments against referendums, the effects and sometimes consequences it can incur. A referendum is when a citizen (18 years and above) is asked to express their opinion on a particular issue. In Britain, referendums date back to 1973 and ever since has been used as a mechanism for feedback on issues regarding laws, voting systems and so on, its a form of direct legislation, used selectively. Those who are against direct legislation will argue that the use of referendums is an opening for politicians to absolve themselves of responsibility for making difficult decisions. When representatives know that ultimately the result of their efforts may be reversed by the process of referendum, they will take little interest in the discharge of their legislative duties. It doesn’t even reflect well on the party issuing it. If the measure succeeds at the popular vote the credit for it goes to the people and if it doesn’t, the blame goes to the legislature. We elect a Prime Minister, legislatures, to make the decisions of how to run our country. By electing, its an official notion that we trust them to conduct, obviously voting the party who’s manifesto we are partial to. Referendums are useful, yes, but how does it make legislatures look when matters such as ‘do you want a Mayer’- 1998, Tony Blair are issued. When was the time when legislatures took the bull by its horns and made decisions for the good of the nation and not based on doing what the people want so they’ll get voted in the next election. As Margaret Thatcher once said, â€Å"if you just set out to be liked, you would be prepared to compromise on anything wouldn’t you and you would achieve nothing†. Referendums seem to be a vehicle to become the apple of the nations eye to the point that in 1997 elections- The Labor party promised in their manifesto a referendum for the establishment of a Scottish parliament knowing that Scotland wa nted it but just didn’t get enough votes last time. Governments are also unlikely to hold them unless they are fairly confident they will win the vote, which was the case in 2004, the devolution referendum for the North East. Labor wanted to create English Regional Assemblies and thought they would win the vote therefore created three referendums only for the first one to be rejected by the public. And this being the case, the government are unlikely to be neutral participants and the phrasing of the questions can distort the results. So is a referendum really the government wanting us to tick the yes so they can blame us if something goes wrong? Apart from the time consuming, expensive and tedious way that is involved in a referendum, after all that, who’s to say that people will vote? One of the criticisms against direct legislation and a really compelling one, relates to the small size of the votes cast at a referendum. The result of the ballot does not fairly represent popular opinion, because in most cases, opponents of the issue will go to the polls in larger proportion than its supporters. Moreover, when people are frequently asked to cast their votes, as is when Tony Blair was elected in 1997, making referendums a much more important part of politics, they’ll begin to abstain from voting. Its nice to be included in the decision but people become tired of voting after a while. The result is that the decision arrived at is that of the minority and it becomes difficult to know whether there is any public opinion at all on the referendum. Seeing as the referendum is time consuming, it sometimes involves harmful delays in passing many laws of vital national importance. All this takes away from the educative value of the referendum. When you have citizens who are not interested in public affairs and the issue is of national importance, the referendum becomes a comedy. As was the case in June 1975 when the Labor government had a power split on the issue of Europe and issued a referendum across the whole United Kingdom- ‘Do you want to stay in the EC?’ Because of this time gap, while the ballot is lying on your kitchen table, coverage on the issue from the media whether it is newspapers, TV etc. can significantly influence the result. Whereas if the issue would have been dealt with in parliament alone- you would not get the opinion of people who are paid to keep people entertained. The real difference between direct action and the action of the legislatures are the voters cannot assemble and discuss matters and consequently the opportunity to arrive at truth is lost. Truth emerges from the clash of opinions. Which brings us back to the substantialness of referendums. Finally, some could argue that referendums undermine (or have potential to) Parliamentary Sovereignty. Parliament is certainly threatened by the use of referendums. Referendums put the people before the parliament. The sovereignty of parliament becomes the sovereignty of the people, introducing direct democracy into the political system, challenges the indirect, representative democracy that has been the essence of UK political system. If the people vote one way, their representatives another, who should prevail, who is sovereign? In conclusion the manner in which the referendum is used reflects greatly on the government and at times can make you question the quality of the governments political parties. The referendum can be of great use but whether the pro outweigh the cons or vice versa is relative to the issue at hand. Using the drawbacks we’ve discussed one can assume or hope that if legislatures had an option, referendums would not be their first choice. How to cite What is a Referendum and what are the arguments against them?, Essays

Social Science and Elementary Teaching Methods

Introduction The teaching profession has existed since the historical point of view. As the need for better education increases, several teaching techniques have emerged making the teaching profession more complex and interesting.Advertising We will write a custom essay sample on Social Science and Elementary Teaching Methods specifically for you for only $16.05 $11/page Learn More However, teachers training to become experts in the teaching profession, henceforth known as pre-service teachers have consistently faced several challenges, especially while handling normal classroom activities consequently affecting their performance appraisal. Considerable educational research studies have recognized such challenges as contributing factors to failure in educational performance. Holmes and Holmes (2011) postulate that teachers, â€Å"face the responsibilities and pressures of the accountability movement where the lessons they plan must continue the momentum of the curriculum required by the state, district, school and classroom teacher† (p.144). It is always the teacher’s responsibility to plan lessons for students with different intelligence abilities, varying levels of cultural knowledge and languages as well as varying language experiences. For this reason, this study provides a comprehensive report on Classroom Instructional Planning Designing. B1 Contextual classroom factors As postulated before, several classroom contextual factors prove challenging to the pre-service teachers while on their Pre-Clinical Experience (PCE) assessment. As the teaching profession needs a classroom as the main practical zone where practical interaction between the teacher and students occur, any interference in this environment proves imperative. During the Pre-Clinical Experience (PCE), contextual factors necessary for undertaking social sciences included physical class appearance and available resources, student’s characteristi cs and behavioral traits as well as student’s skills are essential consideration while designing instruction and assessing learning plan. In this context, the researcher assessed several contextual factors observed in the classroom during the teaching practice.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Physical features, technology equipment/ resources, rules and regulation During the Pre-Clinical Experience assessment, three important classroom factors were core and observable in this assessment. The elements observed included physical classroom visual aspects, handiness of technology materials, as well as classroom rules/routines. For smooth running of the classroom activities, the class environment in which can be in physical appearance matters a lot. Gurney (2007) affirms, â€Å"The classroom environment should mirror the teacher’s reflective practices that would be central t o the learning environment†(p.91). Availability of resources and modern technology is also essential. Finally, rules and routines governing the class are also imperative. Physical features– Physical features is the apparent environment observed in the classroom. In terms of physical appearance, the classrooms were quite spacious, well ventilated and with attractive wall paintings providing a conducive student-centered learning atmosphere. The furnished classroom furniture is inclusive of tables, desks and chairs. There were 24 desks for the children, each with a chair, arranged in three rows parallel to each other with each row having eight desks. This arrangement aided in avoiding off-task behavior to occur. There is one teacher’s table with a chair located in front of the classroom, clean, equipped with teacher’s classroom teaching aids. There are partitioned shelves located next to the white board, where children locate learning material. The classroom floor is nicely carpeted, suitable for young children. The class had good roofing providing pleasant atmosphere. The class had properly ventilated, with four adjustable widows, walls painted in cream non-reflective color. Technology equipment/ resources – Ideally, availability of learning material and modernity of such learning resources are two crucial considerable factors in a classroom setting. Technological advancement in all spheres of life has greatly influenced the delivery of services globally.Advertising We will write a custom essay sample on Social Science and Elementary Teaching Methods specifically for you for only $16.05 $11/page Learn More During this assessment, the researcher observed that the classroom had ample learning resources capable of accommodating the learning needs of the entire school populace. In the context of the technological equipment in the classroom, technological devices found in the class included a large digit al media enclosed at the black of the classroom wall. The digital media was a computerized LCD screen in form of a projector, connected to computer system with internet support. The digital primary source in this system produced physical features in the large screen, where it provided options for touch. Once touched, the name or feature touched produces the necessary description. This was the latest digital media integrated across several different sectors in U.S. Classroom rules and routines– classroom rules and routines formed an important part before undertaking instructional planning and designing for the classrooms. Classroom rules ensured existence of classroom order and sanity hence providing a quite learning environment. The class had the following rules, Rule 1: All students should remain disciplined throughout successive lessons. Rule 2: Students must report to classes on time and should seek permissions in and out from respective authorities. Rule 3: Students must arrive in classroom early in the morning as indicated in the arrival time. Rule 4: It is the duty of children to maintain classroom order in teacher’s absence. Rule 5: Students must perform well in all subjects. Rule 6: They must duly complete given assignments and homework in slated time. Classroom routines were available and this aspect enhanced the smooth running of the activities within the classrooms. Students arrive at 7.30 am in morning; attend two lessons each 40 minutes, followed by a short break of 40 minutes, resume classes for two lessons of 40 minutes each, then break for lunch for about 2 hours. The afternoon session begins at 2.30 pm with two lessons of 40 minutes each. Afterwards, students attend clubs and set for home at 4.30pm. B2 Student characteristics Student characteristics or rather traits are essential in determining the progress of the learning process. Personalities in students can either ease the teachers work or provide them with hard time. In this case, before and during designing instruction and assessing learning progress plan in the classroom, it was important to consider observable student traits to enable effective teacher-student connection.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Special needs and the levels of abilities and skills were two student characteristics that coherently assisted in determining the procedures undertaken during the process of designing instruction and assessing learning progress plans. Some students had greater aptitude, with great ability to respond to tests provided, while others were slow learners. Students with special needs actually needed special attention compared to students with high levels of abilities and skills. In a scenario where teachers are unable to identify, the two aspects while handling classroom matters, the general classroom performance remains unstable throughout successive years. B3 Student skills and prior learning Student skills are among the classroom factors considered in the teaching profession, which have an impact on the level of individual learners understanding. â€Å"Teaching is a practical interaction between the teacher and students for the purpose, of enhancing students’ learning in some s pecific knowledge/information skill or attitude† (Malik Khurshed, 2011, p.531). Since the level of understanding, differ from one individual student to another, student’s skills and knowledge consideration is key to effective lesson planning and assessment (Singh, 2005). Lesson planning is a crucial teaching technique that involves setting up goals and objectives necessary for each successive teaching period. A goal or objective is successful when the planner is capable of making considerable achievement based on targeted goals. The teacher will consider asking oral questions on the prior topic related to the lesson. Achievement of a teaching goal appears when all learners are capable of comprehending from the teachings and put them into practice. After asking the relevant questions pertinent to the study, the teacher will manage to identify available student skills and prior learning. Teaching is a profession that involves instructional approaches where students recei ve instructions from their teachers and respond accordingly. This scenario appears normally during class time and after class hours as well. For teachers to determine whether the teaching has achieved its set goals and objectives, a frequent assessment is usually essential. The teacher will ensure students participate in goal-oriented assessment, to examine if they are capable of handling individual assessment activities that encourage learning through personal experience. Pre-assessment of student’s abilities will be done immediately before introduction of the study unit. Instructions from teachers to students go hand in hand with assessments done by teachers. Intellectual students are capable to handling complex instructions and in a pace much faster compared to dull students. With the levels of abilities differing from an individual learner to another, it is important for the teacher to consider these factors before giving instructions and assessing learners. D1 Learning g oals and objectives (General Teacher Objective) For any teacher to remain successful in the teaching profession, it is important to have learning goals and objectives necessary for performance achievement. Several educational research studies specialized in the teaching profession have concluded that learning objectives are essential for providing direction and guidance in teaching and overtly determine the overall teachers achievement at the end of the lesson. Holmes and Holmes (2011) postulate, â€Å"Teachers must keep the learning goals and objectives in mind to avoid a â€Å"scatter-brained† student outcome† (p.147). During the assessment period of Pre-Clinical Experience in this school, the student designed the following goals and objectives for a lesson of 30-40 minutes. The main goals for the lesson were to ensure that students have equally achieved the theme of the topics taught. Objective 1: at the end of the lesson, students are capable of handling assessment tests pertinent to physical features, especially hills and mountains. Objective 2: involved students must be able to apply the knowledge on a practical basis outside classroom. Learning goals for Social Sciences To commence, under the specified subjects assigned to the pre-service teacher that is social studies and art subjects, specific goals and objectives were equally important to deliver the teaching concepts. For the social studies, several factors are important towards the end of the lesson. The following objectives guided the lesson. Objective 1: at the end of the lesson, students should be able to understand all terminologies used in explaining the physical features. Objective 2: Students should be in a position distinguish between hills and mountains, from names to description, within the physical features Unit. Objective 3: Learners should be in a position to compare and differentiate physical features (hills and mountains) within the region. Objective 4: Students should relate the teachings with real life experiences and explore the discussed features continentally. Objective 5: All students involved in the social science class must be capable of responding to all assessment tests provided by the teacher from the concepts and themes discussed during the lesson. Learning goals for Arts Since it was a combination of two subjects in a single lesson, the art lesson possessed different objectives. For the arts, which was core to this Pre-Clinical Experience (PCE) assessment, drawing skills and producing cutouts were the assessable part of art teaching. Several goals accompanied the visual art subject. The pre-service teacher ensured all goals and objectives affiliated with artistic skills in the classroom. Objective 1: For testing the art techniques, learners in this class should think critically and creatively on how integrate the art taught to develop simple mountains and hills as tutored. Objective 2: Learners should develop skills in understanding t he use of sophisticated technology and its related techniques in arts. Objective 3: Students at the end of the lesson should be able to develop skills and techniques necessary for the production and understanding art using simple resources like magazines, newspapers and photos. Objective 4: Prior to the end of the lesson, all students should be able to be familiar with arts and imagination to interpret environment. D2 Alignment of goals with local, state and national standards Each goal or objective set by professional teachers in guiding their classroom activities and school functionality must always consider rules and regulation governing the local, state and the national standards. According to Holmes and Holmes (2011), lessons they plan (referring to teachers) must â€Å"continue the momentum of the curriculum required by the state, district, school and classroom teacher† (p.144). The local and state standards in this region carry similar aspect for this topic. In respect to the social studies, there are local and state standards set. According to local and national standards, According to local and national standards, students should manage to interpret information on physical features from their definitions, and distinguish between hills and mountains using the provided learning aids including photographs. 4b. students should be able to relate the information given on physical features to the real world experiences and employ the desired technology to validate the concepts. In art, the national and local standards state that students must understand all applicable arts used by teacher to enhance understanding. The teacher ensured confirmation of these standards before setting objectives. Based on the provided objectives by the teacher, both social studies and art applied necessary techniques to deliver the two concepts. E1 Assessment plan Contrary to the past where teaching was not priorities as such, teachers in the new world have become assessme nt reformers where the assessment plan has emphasized on closer substantive connection between classroom assessment and meaningful instruction. According to Gurney (2007), assessment enhances â€Å"processes of peer tutoring, co-operative learning, reciprocal teaching through predicting answers, questioning, clarifying and summarizing and collaborative reasoning† (p.94). Based on the subjects assigned for the pre-service teacher, teaching social studies had a different assessment compared to the arts subject. Assessment plan generally involved all activities undertaken by the teacher to acquire information about a topic prior to the lesson and after the lesson. Pre-assessment plan– for ascertaining if students’ achieved prior teachings and if they possessed any idea of the topic intended for discussion, the teacher conducted pre-assessment. The pre-assessment enabled the teacher to discover prior knowledge and allowed the teacher present the new information in a ppropriate manner. For the pre-assessment, the teacher will introduce the topic with few verbal questions to bring students into attention and test the level of present knowledge. The pre-assessment plan will also involve providing students with simple quiz pertaining to the topic that the teacher intends to introduce, which is physical features (hills and mountains). The teacher will also produce all the teaching aids including photographs, magazines and newspapers containing images of hills and mountains for the students to describe and distinguish. The teacher will develop simple drawings of hills and mountains on the whiteboard for the students to identify, as the teacher provides correct answers for the tests. Formative assessment- Formative assessment simply describes evaluation methods employed by teachers to keep track and check-up of the discussed themes and concepts. To ensure that the teacher achieved both personal and lesson objectives it will be essential to undertake f ormative assessment. During the proceedings of the teaching, the teacher will ensure consistent questioning and simple testing to ascertain the level of understanding. After delivering all concepts and discussion of the themes in the subject, the teacher assess students understanding using a matching worksheet, in which each individual student will try to match features with the respective description. After successful matching in the matching sheet, this does not guarantee total achievement of the concept. To provide a deeper insight into the discussed concepts and themes, the teacher will provide set of ten questions to test the student understanding. Each of the students will respond to the questions individually after which the teacher will collect the answer sheets for marking. Post- assessment plan- Post-assessment is an appraisal technique used by teachers to ascertain successive understanding and progress in students on the taught topic. Post assessment in this aspect too th e summative approach. Summative assessment is a form of assessment criteria used by teachers to obtain information about what students have learnt basing on student, classroom, and school levels. For this study, a summative assessment will involve successive assessment where every day, during the first three minutes of small-group instruction the teacher assessed the level of understanding in consecutive lessons discussing physical features. Summative assessment will involve evaluating unit tests, performance tasks and portfolio review. Student undertaking these tests during summative assessment must attain about 75% as their pass mark throughout successive periods of testing. The teacher will provide students several assignments on the discussed physical features to undertake during weekends. The school will provide continuous assessment tests as in school routines. Subsequently, fall, winter and spring school-wide district assessors will administer assessment. E2 Alignment of asse ssment with goals and objectives Alignment with social studies objectives –Based on the correct meaning of the word assessment and its relative relationship with the teaching profession, assessment is the technique used by teachers to collect data on learning and instruction progress. For teachers to understand progress in their classroom teachings, which is in guidance of the set goals and objectives, assessment of the learning progress is essential. These factors and their relative procedures are inseparable. For the social studies lesson, students should be able to understand all terminologies used in explaining the physical features, should be in a position to compare and differentiate physical features (hills and mountains) within the region and that students should relate the teachings with real life experiences and explore the discussed features continentally. The assessment plan ensured that the student had the ability of learning individually and in groups, using the teaching aids used prior to the lesson. The teacher used tests to access the students understanding to ensure that student equally benefited from the lesson. Alignment with art objectives– To test the art as discussed in the topic and concepts achieved, similar observations undertaken to indicate how the assessment correlated with the set goals and objectives. The social studies objectives stated that students should be able to understand all terminologies used in explaining the physical features, students should be in a position distinguish between hills and mountains, from names to description, within the physical features Unit. To commence, should be able to develop skills and techniques necessary for the production and understanding art using simple resources like magazines, newspapers and photos. They should also be able to develop skills and techniques necessary for the production and understanding art using simple resources like magazines, newspapers and photos. Final ly, the students must be in a position to familiarize with arts and imagination to interpret environment. The assessment ensured that all art-teaching aids, inclusive of the sophisticated digital media were in comprehensive use to enhance deeper understanding of the social concepts in relation art. E2 how assessments authentically measured student learning After setting comprehensive goals and objectives meant for guiding the teacher throughout the teaching plan, assessment was essential to determine the level of achievement in the teaching. As postulated in the lesson plan, the teacher will employ both formative and summative assessment in the assessment procedure. Consumption of the two important assessment techniques will ensure that students achieved the learning goals immediately after the lesson and in the successive days (Singh, 2005). In determining how the assessment plan authentically measured the students learning, it is important to consider the forms of assessment. Thre e assessment approaches including pre-assessment, formative and post-assessment were paramount. The employment of these approaches enhanced understanding of the concepts, thus aligning with goals. Formative assessment acted as the shortest assessment criteria as Summative assessment since it is a form of assessment criteria used by teachers to obtain information about what students have learnt basing on student, classroom, and school levels, provided long time assessment. General Information Fifth grade classroom, this class contains 24 students, approximately 10 boys and 14 girls. Students will be sitting at desks arranged three rows parallel to each other, comprising of eight desks in each respective row. Sitting on desks during the lesson will be principally for presentation of new information and thereafter, the arrangement of the desks will change for predetermined pairs for guided practice during the group discussions. Most of the teaching moment students will be seating on de sks as the teacher explains and demonstrates the teaching concepts for the lesson. During the lesson, students will posses instructional learning materials including photographs, magazines and newspapers, drawing books, painting materials and wall charts, bulletin boards and posters, which will provide relevant information pertinent to the topic. (The lesson will cover reading strategies as well) Standards, Goals And Objectives Your State Core Curriculum/Student Achievement Standard(s) Social studies Standards: Foundational Skills (K-5), Grade 5 students, 4 a: According to local and national standards, students should manage to interpret information on physical features from their definitions, and distinguish between hills and mountains using the provided learning aids including photographs. 4b. students should be able to relate the information given on physical features to the real world experiences and employ the desired technology to validate the concepts. Lesson Goal(s): Main goal and objective The main goals for the lesson were to ensure that students have equally achieved the theme of the topics taught. Secondly, at the end of the lesson, students are capable of handling assessment tests pertinent to the topics discussed. We should note that the national standards correlate with the local standards in the teaching of social studies. Competency Goals: Social Studies Standards (Content subject1) Objective 1: at the end of the lesson, students should be able to understand all terminologies used in explaining the physical features. Objective 2: Learners should be in a position to distinguish between hills and mountains, from names to description, within the physical features Unit. Objective 3: Students should relate the teachings with real life experiences and explore the discussed features continentally. Objective 4: All students involved in the social science class must be capable of responding to all assessment tests provided by the teacher from the concepts and themes discussed during the lesson. Competency Goals: Visual Art Standards Based on the available standards, the national and local standards state that students must understand all applicable arts used by teacher to enhance understanding. Competency goal 1: Prior to lesson end, Learners in this class should think critically and creatively on how integrate the art taught to develop simple mountains and hills as tutored. Competency goal 2: Students at the end of the lesson should be able to develop skills and techniques necessary for the production and understanding art. Competency goal 3: Prior to the end of the lesson, all students should be able to become familiar with arts applied in teaching. Competency goal 4: Prior to the end of the lesson, all students should be able to be familiar with arts and imagination to interpret environment. Reading Standards: (Content Subject 3) National and local standards- Learners should manage to use all terminologies coherently as taught for each topic. Competency goal 1: Students should be able to read accurately and eloquently all used in explaining concepts at the end of the lesson. Competency goal 2 Lesson Objective(s) Social studies: When given all the learning aids inclusive of photographs, magazines among others, students should correctly identify the discussed features. When given facts designed for the topic taught, students will manage to match each fact with respective feature. When given the matching worksheet, students should manage to match the features with their correct description. When given assessment tests pertaining to the physical features taught, students should manage to pass the assessment. Measureable objectives (Social Studies) Competency goal 1: By the end of the lesson, students should be able to respond the matching sheet with at least 85% accuracy. Competency goal 2: By the end of the lesson, learners should manage to score at least 8/10 in the assessment questions. F1 lesson aids Matching worksheet Assessment quiz ________and________ are physical features Is a mountain small? Which one is bigger (a) mountain (b) hill __________has snow A hill is_____ than a mountain A ____________ is steeper. Mountains are_________ True or false: Hills have a lot of snow________ True or false: Hill are only found in Europe. A mountain has a __________ shape. F2 Visual aids/ arts Given the drawing material designed for this topic, students should manage to draw the physical feature. Students should manage to produce cutouts from the provided magazines and newspapers at the lesson end. Given the computerized digital media, students should manage to locate the feature on the screen display. Given the photos, students should manage to distinguish between hills and mountains as discussed. Given the magazines and newspapers, students should manage to produce cutouts of discussed features. Reading skills Students will manage to read the newly introduced vocab ulary articulately observing sounds and pronunciation patterns. Materials And Resources Instructional Materials: Leveled text that is appropriate for each student-Two copies of each. Notebooks/drawing books Pencil/Colored pencils/crayons/markers/erasers/ White Board Markers Twenty five copies of text used to model Newspapers and magazines Charts and collage sheets Samples of magazine cutouts Pre-assessment question sheets Instructional Plan Sequence of Instructional Procedures/Activities/Events (provide a description and indicate approximate time for each): Identification of Student Prerequisite Knowledge and/or Skills: (1.5 minute) For the teaching of the subject to be successful, the following are the skills needed:  Review of previous definitions of terms and concepts For instance, the study of earth surface, its shape and features:  Introducing the purpose of the lesson Today we will study physical features, mainly distinguishing between mountains, hills among others. Pre sentation of New Information: (7 minutes) Physical features: 1 Definition- they are elements found on the earth. They are present everywhere across the world We will explore two features (hills and mountains) 2 Mountain-it is a risen land high above its environment The top bears a name peak They are the highest features on earth They form triangular shapes thin a tops and thick at bottom Some have snows flowing from top 3 Hill– A hills is a slightly risen part of earth’s land. It is smaller and shorter than a mountain It is also less steep than a mountain. Hills do not have snow Guided Practice: instructional game (8 minutes): Instruct the students that they will undertake a game that will provide an insight into the topic studied. Inform them that they we will use the whiteboard to cultivate the ideas. To start with, Draw the two features on the top of the whiteboard and provide a column running down each of the features. Arrange the students in only two groups , where each of the individuals will have a chance to demonstrate his/her ability. Summon each of the students to distinguish between the hill and the mountain by writing the exact name for each of the drawn features. Students from each of the groups will earn their groups points based on correct naming of the features drawn. Independent Student Practice: You do (15 minutes): Students then will go back to their respective sittings where the teacher will guide them to engage in responding to Matching Worksheet, which has features discussed in the class during the lesson. The teacher will set more classroom questions for the students to respond questions in individual terms and in groups. The teacher will supplement the understanding with consecutive tests undertaken on a regular basis to affirm the understanding. Culminating or Closing Procedure/Activity/Event: 5 minutes: The teacher will produce samples of the magazine cutouts and a number of magazines and newspapers to for pupi ls to develop skills in producing cutouts of the desired shapes and features. Thereafter, the students will use these features to trace the drawings in their books and putting labels on them. Naming of such features will also continue from the notebooks. The teacher will then provide a comprehensive assessment assignment that will cover all aspects of the discussed topic for continuous assessment. Technology: The teacher will try to integrate the knowledge achieved in the topic using technology. The device intended for use is the digital media comprising of computerized photographs and words matching each respective item. The device produces words in which students touch to produce the respective item. Similarly, photographs produced by this device, enabled students understand physical features. Each student will touch on a physical feature in given directions. The device then provide names for the touched photograph Student Assessment/ Rubrics: Pre-assessment plan– for asce rtaining if students’ achieved prior teachings and if they possessed any idea of the topic intended for discussion, the teacher conducted pre-assessment. For the pre-assessment, the teacher introduced the topic with few verbal questions to bring students into attention and test the level of present knowledge. The pre-assessment plan also involved providing students with simple quiz pertaining to the topic that the teacher intends to introduce, which is physical features (hills and mountains). The teacher used all the teaching aids including photographs, magazines and newspapers containing images of hills and mountains for the students to describe and distinguish. The teacher further developed simple drawings of hills and mountains on the whiteboard for the students to identify, as the teacher provides correct answers for the tests. Formative Assessment: To ensure that the teacher achieved both personal and lesson objectives it will be essential to undertake formative assessme nt. During the proceedings of the teaching, the teacher will ensure consistent questioning and simple testing to ascertain the level of understanding. After delivering all concepts and discussion of the themes in the subject, the teacher assess students understanding using a matching worksheet, in which each individual student will try to match features with the respective description. After successful matching in the matching sheet, this does not guarantee total achievement of the concept. To provide a deeper insight into the discussed concepts and themes, the teacher will provide set of ten questions to test the student understanding. Each of the students will respond to the questions individually after which the teacher will collect the answer sheets for marking. Each student must score at least 85% in the matching sheet and score at least 8/10 in the assessment questions. Summative Assessments: This will include approaches necessary in assessing the entire learning process and t he development of learners in successive learning periods. For this study, a summative assessment will involve successive assessment where every day, during the first three minutes of small-group instruction the teacher assessed the level of understanding in consecutive lessons discussing physical features. Summative assessment will involve evaluating unit tests, performance tasks and portfolio review. Student undertaking these tests during summative assessment must attain about 80% as their pass mark throughout successive periods of testing. The teacher will provide students several assignments on the discussed physical features to undertake during weekends. The school will provide continuous assessment tests as in school routines. Subsequently, fall, winter and spring school-wide district assessors will administer assessment. H1 Data analysis on pre- and post-assessment After a serious process of developing instructional planning and design, instructional presentation and follow-u p, it was important to ascertain whether the objectives and goals were achievable from the teaching period. The pre and post-assessment papers and programs were submitted to the assessor in charge of the pre-clinical experience assessment. The teacher undertook pre- and post-assessment data analysis for individual students. The teacher chose student X for pre and post assessment. At the beginning of the lesson, student X was unable to distinguish between hills and mountains in photos, magazines, and newspapers. The student could not establish the description for each of the features. Due to this aspect, an estimation of about 8 students out of 24 students had an idea of the theme. At the end of the lesson, the teacher analyzed data from student X performance. The score for student X in the matching worksheet was 96%. On assessment given about the topic, students X produced 9/10%. Highest scorers produced 100% and 10/10 in the matching sheet and the assessment assignment respectively . Evaluation The lesson took the substantial time and followed all the protocols governing the school and the class routines. On aspects related to time, the teacher managed to use the time productively, with each component taking considerable time. On top of this, the lesson ended 10 minutes ahead, giving the teacher ample time to go through the assessment components. Prior to the pre-clinical experience assessment, several activities transpired that made me to evaluate my performance. Students were at least able to comprehend to the questions, tests and successive assessments in post assessment. Sophisticated technology remained imperative and students were able to assimilate with the available technology, where computerize digital media become familiar to students. Reference List Gurney, P. (2007). Five Factors for Effective Teaching. New Zealand Journal of Teachers’ Work, 4(2), 89-98. Holmes, K., Holmes, S. (2011). Hierarchy for effective lesson planning: A guide to diff erentiate instruction through material selection. International Journal of Humanities and Social Science, 1(9), 144-151. Malik, K., Khurshed, F. (2011). A Proposed Constructive Instructional Design (CID) for Teaching of Social Studies at Elementary Level. European Journal of Social Sciences, 23(4), 531-552. Singh, H. (2005).Teaching Practice: Lesson Planning. London, UK: APH Publishing. This essay on Social Science and Elementary Teaching Methods was written and submitted by user Thunderbird to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

THE CAUSES OF WORLD WAR ONE essays

THE CAUSES OF WORLD WAR ONE essays World War I started in the summer of 1914. Most of the war took place in Europe. The war was long and lasted four years. World War I was unlike any previous wars. New weapons such as machine guns, tanks and poison gas made fighting deadlier than ever. Also, the civilian population was no longer safe from attack by military forces. Submarines changed naval warfare because they could sink ships without warning. Since, fighting was set all across the world they called it the World War. The main cause for the war was the assassination of Archduke Francis Ferdinand and his wife, who was heir to the throne of Austria- Hungary. The person who assassin Archduke was a Serbian nationalist on the morning of June 28, 1914, while he was traveling through Sarajevo. Sarajevo was the capital city of Bosnia and Herzegovina. The main reason why Archduke was assassin was because the Serbians feared that after his rise to the throne he would continue the persecution of Serbs living within the Austro H ungarian Empire. The Serbian terrorist organization, the Black Hand, had trained a small group of teenage operatives to break into Bosnia and carry out assassination of the Archduke. It was also believed that Nationalism, Militarism, and Imperialism were huge war factors for this war. To begin with, Nationalism was becoming a powerful force in Europe so people that had the same culture, language wanted their own country. Consequently, this was a problem to the Austria- Hungary government because they did not want to lose their power and control. In this case, the Slavs in the southern part of the empire were their main concern since they wanted to join up to Serbia. In addition to this, this tension helped people unite with each other, it also this got countries against one another. Nationalism created deep mistrust and even hatred between nations. Militarism is another factor, to understand what Militarism means we should reme...

Writing Motivation How to Persevere in Writing When You Want to Give Up

Writing Motivation How to Persevere in Writing When You Want to Give Up Writing Motivation: How to Persevere in Writing When You Feel Like Giving Up Writing motivation is fickle. It comes and goes but the feeling of wanting to give up might linger even longer.So how do you persevere in writing if you feel like giving up?Contrary to popular belief, writers and authors dont just want to write all day every day. Maybe the very rare person does, but thats not the normAnd so writers must learn to reach beyond themselves and understand how to stay motivated to write and persevere until they finish writing a book, especially if you want to self-publish a book.Heres how to keep your writing motivation high:Learn how perseverance in writing worksForming a writing habitGather the right writing toolsIncrease writing motivation through dedicationKeep your writing datesKeep the document visibleDo writing sprintsConnect with other authorsBe kind to yourselfNOTE: If you want a system as well as an accountability resource to keep up your writing motivation, check out our VIP Self-Publishing Program where we do just that (with 1-on-1 coaching) an d much more. Learn more about it hereHow Perseverance Works, Even in WritingI’m going to start with showing you an image of my nine-year-old’s perseverance that can be applied to anyone.Every week she climbs a 16 ft rope at her gymnastics class. She decided that she was going to make it to the bell about 2 months ago and she has steadily climbed further up the rope each week.Her hands slide up the rope with precision, her knees are out like a butterfly and she uses her whole body to climb up the rope. Every week I shoot a Facebook live video of her.And every week the time it takes her to climb the rope decreases.Preserving in writing is a lot like my 9-year-olds determination to squirm her way up the rope.It is climbing, hand over hand, using all the resources you have to keep your eye on the finished target. In my daughters case, it is the bell at the top of the gymnastics rope. In my case, it is finishing my second book this year. When my family and friends ask me ab out my first book, how much time it took, and what keeps me going, I shrug and say, â€Å"I started working on it consistently in November.† I went from idea to self-published in 6 months. Of course, that was with intentional, uninterrupted writing times and the determination to keep going even when it was hard.You can write a book too. You just have to make the most of every second and continue on your journey, even when it is hard.How to Form a Writing Habit to Maintain Writing MotivationIt is not always easy to consistently write. In fact, there are days when it is downright HARD, but we all have the same 86,400 seconds in every single day.How we choose to use our time is one of the things that sets apart those who persevere in writing against those that don’t.  And forming a writing routine and habit is the best way to make that happen. I dont have a lot of time for writing during the day- so I have to create time. The absolute best time for me is to wake before the sun and spend the first two hours of my day writing and creating. I do find small chunks of time during a break at school to pull up the google doc app on my phone and write a few words. However, as you can see by Chandler’s video about burnout, it is super important to create hard and fast boundaries about your life and your writing routine, so that you don’t burnout and you’re able to continue writing.Gather the Writing Tools to Help Writing MotivationSometimes those boundaries include using the right tools for writing, which will also help you persevere and keep you motivated to keep going. The right tool or writing software is generally not your phone.That’s not to say that you can’t have your phone as an occasional tool; however, it is equally as important to understand that if you pull your computer out and go to your dedicated writing space, you will likely accomplish a lot more. There are different people and people who do things in di fferent ways. In the writing community, we call them plotters and pansters, or discovery writers. The plotters plan every single detail out and they are then able to compile their narratives. The pansters go with the flow and get things moving by simply putting one word in front of the other. Here are some of the best tools for writing:A word processing program (like Microsoft Word or Google Docs)A journalA blank piece of paperA notebookA pen/pencilA keyboardKeep in mind that the word processor you use can make a huge difference in writing motivation.For example, using something like Scrivener to track your word count and goal line can keep you pushing to reach the end.Check out our Scrivener Tutorial below if youre curious to learn more. Keep Writing Motivation Through DeterminationWhen I am most likely to want to throw in the towel, I usually get some inspiration from someone that I’ve allowed to read my work to help me keep going. If that’s not possible, I reach out to the #writingcommunity on Twitter and someone there will give me some sage advice- like go for a walk. So many writers dream of having the ability to work from home, never get dressed if they don’t have to, and being an authorpreneur. However, it takes a lot of perseverance to get there.It takes the dedication of finding the one time in your day to keep an appointment with the most important VIP in your life: yourself.How to Maintain Writing Motivation Even When it Gets ToughMy writing coach, R.E. Vance, told me that the worst thing I can do is not to look at my writing for a few days. He said that when you aren’t engaged with it, it takes longer to move to the creation part because you have to re-read, figure out where you are, and you lose momentum.So follow these steps for persevering in your writing journey every day.#1 Keep a Writing Date With YourselfYou are a very important person in this blank page to published process. So, find a time that works for you, w hether that is early in the morning or after your family is in bed for the night, and dedicate five, ten, twenty-five minutes, or an hour to working on your book.â€Å"But I am tired.†Guess what? You’re making the most of those 86,400 seconds in a day by finding a few minutes to commit to writing. Personally, I am a morning writer. I know that I am a lot less likely to be interrupted in the morning than at any other time.#2 Keep the Document Open and VisibleWhen you open your work in progress document, you’re setting yourself up for success.You know that you want to add more words to the page and you can do this by simply putting one word down and following it with the next.You can edit bad writing, but you can’t edit a blank page.Thats why keeping the doc open, no matter what writing software you use, can help keep it top of mind. Think of it like keeping a sticky note out reminding you.Whenever you log on to your computer, youll have a reminder to writ e right in front of you.#3 Do Writing SprintsFor those of you who dont know, writing sprints are when you set a timer and simply write as much as you can during that time. You dont go back and read, you dont edit, you just write and keep writing until the time is up.Set a timer for a few minutes. It can be one minute, it can be two minutes, or it can twenty minutes.You get to decide how many minutes you want for a sprint and then during that time period, you simply write.You write as many words as you can in that sprint and perhaps it will inspire you to do another sprint.If you want to have more accountability do this, hop on Twitter and search the hashtag #writingsprints to find people who are currently looking for sprinting buddies.This can help you stick with it and then be accountable for it at the same time, since many post their word counts after (usually followed by more sprints).#4 Connect With Other AuthorsSometimes we need a little motivation to keep us going. Most othe r authors are more than willing to help you when you’re feeling down.Reach out to the author communities on Facebook, Twitter, and Instagram. They often have advice for you, whether it is on their blogs or through direct messages.If youre not sure where to go to find other writers, here are some hashtags you can use to search and find people writing in your genre!PlatformHashtagsTwitter- #amwriting - #writerslife - #authorlife - #aspiringauthor - #writerproblems - #[yourgenre]writerInstagram- #amwriting (as in, "I am writing") - #writerslife - #fantasywriter, #scifiwriter, #contemporarywriter, etc. - #writerprobs, #writerproblems - #writersofig, #writersofinstagram, #writersofinstaFacebook- #amwriting (as in, "I am writing") - #writerslife - #fantasywriter, #scifiwriter, #contemporarywriter, etc. - #writerprobs, #writerproblems#5 Be Kind to YourselfThe research from writer Joseph Epstein says that more than 81% of Americans believe that they have a book in them, but very few will put n the work to do it.You, however, are doing it and this deserves recognition.Often times we get down on ourselves, but in these times, you need to remember to speak to yourself like you would a friend. When I talk to a friend about my writing, they give me kudos and credit for the things I am doing. You should speak to yourself as you would speak to a friend. Writing Motivation from other AuthorsAny author will tell you that there will be days that you simply do not want to write, but many have tricks to help overcome the writing void.Here are a few of my favorite blog posts on finding the perseverance in your writing routine:7 Common Writing Mistakes that Will Stop You Finishing Your BookHow to Write Every Day (and why you should)9 Steps to Set Writing Goals and Commit to Your Book Writing PlanJust Write Every Day Of Your Life How to develop a daily writing habit, and why you shouldMake Time for Writing: Create a Writing Schedule That Works for YouRemember that there will always be times that you lose writing motivation and struggle to produce excellent content, but that doesn’t mean you shouldn’t write.Even the best writers struggle. They keep moving forward, by putting one word in front of the other and finding writing motivation that works for them, and you can too.Persevere in Writing TODAYStep 1:Set aside some of those 86,400 seconds in your day today and take time to write. It can be for 60 seconds or 60 minutes, but by putting engaging with your writing today, you are making the choice to persevere.Step 2:Sign up for your FREE training. Oftentimes, it helps to hear just how easy and manageable this process can be.