English Grammar vs. Native Mother Tongue Essay Example Essay Example

English Grammar vs. Native Mother Tongue Essay Example Paper English Grammar vs. Native Mother Tongue Essay Introduction English Grammar vs. Native Mother Tongue English Grammar vs. Native Mother Tongue Essay Body Paragraphs English Grammar vs. Native Mother Tongue Part 1 Points to consider #1 The explanation given is just right since it explains why one would consider using the verb in the past tense instead of any other tense. In addition, the explanation points out one of the ways of using articles when speaking, and it gives one of the differences between a definite and an indefinite article. Points to consider #3 Poppy refers to a shade of red color. It is derived from the poppy plant, which has red flowers. I would give the same definition to the beginners and the advanced class. I would use a picture of the poppy plant to illustrate to the students what a poppy plant looks like. However, for the advanced class, I would include other details concerning the poppy plant, such as the fact that its seeds are used in making narcotics. Points to consider #6 Adults cannot learn a language the same way as children. Adults tend to rely more on their experiences when learning a language. Most adults find it difficult to learn a second language because they think in their native language, and then translate the language accordingly. They tend to memorize and learn more about the grammar, structure and pronunciation. On the other hand, children learn by imitation. They are not overly concerned about the structure and grammar of the language. They learn from copying what they hear, and they do not get tired of repeating one word until they understand it (Benson Nunan, 2005). Part 2: Question 1 A Japanese student might say Eat? Food not cooked Stop! Or _ shoot Part 2: Question 2 In the Japanese language, the verb is not sensitive to the subject. The first word, eat is a sentence by itself. It can mean, â€Å"Will you eat?† â€Å"Do you want to eat?† or â€Å"Will they eat?† the subject is not explicit. This explains why the Japanese use minimal words (Cipris Hamano, 2002). The verbs do not have different forms to indicate who is being addressed. They do not specify t he gender or the number of people being addressed. They therefore create a lot of ambiguity and misunderstanding in some cases. The verb eat in English is not a complete sentence and one may not understand its exact meaning. One is required to use subjects when using the English language. The second sentence could mean, â€Å"The food is not cooked† â€Å"I have not cooked the food† or â€Å"the food was not cooked†. This follows the first example, which shows how the Japanese use optional subjects in their sentences. The third sentence shows how the subject is usually implied rather than stated in a sentence. A Japanese person might find nothing wrong with the sentence. On the other hand, someone who speaks English as a native language might not fully understand the sentence. The Japanese language usually places the verb at the end of the sentence. Japanese students therefore have a problem with sentence structure. Part 2: Question 3 The first activity I would use to teach the students is role-playing. This will constitute pairing the students in twos and assigning them different roles. For instance, I can assign students the role of a teacher and a student. I will then construct a simple conversation that will enable them to use the subjects and pronouns such as â€Å"you†, â€Å"I†, â€Å"he†, and â€Å"she† among others. Another activity that I will use will be in the form of a play. The students can help with the ideas of the play. They can take an active part in the play by developing the plot of the play. This will be beneficial since it will help me to correct their grammar as they are acting out their roles. The play will most likely be a comic role since it is intended to portray the consequences of misunderstanding, brought about by wrong usage of grammar. Role-playing and acting are especially important when helping the students who have a problem with using subjects. The two activities will enable s tudents to learn the importance of including subjects and pronouns in their conversations. They will understand how omission of the subject and assumptions can create misunderstanding. The first two activities are important because they help the students to improve their conversational skills. Both activities can be used in the class and outside of the classroom, such as during playtime. I will get the opportunity to correct the students when they are in the class. The third activity I will use is filling in blank spaces written in form of a simple story, rather than using questions. For instance, I can tell the students a story that is relevant to them, such as once concerning a popular artist. I will then give them the same story in written form, where I will have omitted pronouns. I will give them the choice of using two pronouns in a particular sentence, and they should fill the space with the correct pronoun. Using a pronoun is an important step when learning how to use subject s in a sentence. Students have different learning patterns, and some students might not be comfortable with the role playing or acting in class. This activity is more personal in nature since the students will fill in the blanks individually. Some students might prefer this approach, as it enables them to work at their own pace. They will get the time to think about what they are doing, and they will not feel ashamed of being wrong. In some cases, some students might find some of the activities that are used in the classroom too public for their liking. They therefore appreciate when the teachers assign them activities which they can do alone. Part 3: Question 1 The first sentence, â€Å"He has a fast car† means that his car is designed for speed. Their engines and bodies are different from the other models. The best way I can illustrate this to the students is by showing them pictures and videos of fast cars such as sports cars. Fast cars are shaped differently. They are sma ll and are usually meant for two people. They are shorter and leaner than the ordinary cars. Most of them are designed to look like sports cars. I will bring pictures of different fast cars such as Lamborghini, and ask the students to compare them with slower cars such as GMC Terrain. The students can compare the size and shape of the cars, and this will enable them to understand the meaning of a fast car. The second sentence, â€Å"He drives fast†, simply means that the driver drives at a high speed. I can illustrate this to the students using different ways. For instance, the students can directly observe different drivers on the road, and they can tell who is driving at a higher speed. I can also tell them to compare the racecar drivers with ordinary drivers on the road. To compare the two sentences, I can have a person on the fast car drive at a slow speed, and another person on a seemingly slow car drive at a higher speed. In the first case, fast is being used as an adje ctive since it is modifying or telling more about the noun. In the second case, fast is being used as an adverb, since it is modifying the verb. The adverb, ‘fast’ is telling more about the verb, or the driver’s action, of driving. Part 3: Question 2 The first activity I will use is to tell the students to bring in pictures of fast looking cars. The students already have an idea of the characteristics of fast cars. They can bring in pictures of such cars and they can judge each other based on what they know. I can divide a chart into two sides. On one side, t will tell the students to post pictures of the fast cars, and on the other side, the students can post pictures of the slower cars. The students can then differentiate between the two pictures by noting the visible physical characteristics of the car. For instance, slower cars tend to be bigger, and they look more powerful than the fast cars. Having the pictures of the cars on the chart will enable students to look at the cars constantly. This is especially useful for slow learners, or those who tend to forget frequently. Another activity, which I will use, is to divide the students into two groups. One group will have the task of finding out the different ways in which fast can be used as an adjective. The group will form simple sentences using the word fast as an adjective. The other group will find out different ways in which fast can be used as an adverb. The group will form simple sentences using the word fast as an adverb. They will work together, and everybody will have an active role. All students have to come up with at least two sentences. The students will then hand in their work for correction. The students will repeat the task in case I find any correction in their work. After I am satisfied that both groups have a clear understanding, I will then exchange the groups. The group which had done the assignment by using the adjective will form sentences using the adverb and vi ce versa. The third practical activity I will use is to give the students handouts with simple sentences, which use the word fast differently as adverbs or adjectives. The sentences will be simple words which they use every day, and this will ensure that they will not have any difficulty completing the assignment. I will pair the students into small groups for this exercise. The students will identify different ways explaining how the word fast has been used. They will have different columns titled adjective and adverb. They then write the sentence where the word appears in the appropriate columns. The teamwork will enable students to correct each other. References: Benson, P., Nunan, D. (2005). Learners’ stories: Difference and diversity in language learning. Cambridge, MA: Cambridge University Press Cipris, Z., Hamano, S. (2002). Making sense of Japanese grammar: A clear guide through common problems. Honolulu, HI: University of Hawaii Press We will write a custom essay sample on English Grammar vs. Native Mother Tongue Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on English Grammar vs. Native Mother Tongue Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on English Grammar vs. Native Mother Tongue Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

How to Register for the SAT

How to Register for the SAT It probably feels like such a big step when you make plans to register for the SAT. First, you have to figure out what the Redesigned SAT even  is,  and then decide between that and the ACT. Then, once youve decided youre going to take the SAT, you need to figure out the  SAT Test Dates and follow these easy instructions to  register to make sure you have a spot on test day.   Benefits of Registering for the SAT Online There are a ton of good reasons to complete your registration online. In most cases, youll have to. Only a few people can complete their registration via the mail. But if you do complete your registration online, youll get an immediate registration confirmation so you wont be left wondering if youve done it correctly or not. Youll also be able to choose your test center and SAT test date in real-time, which gives you immediate access to real-time availability. Youll get online access for corrections to your registration and printing of your admissions ticket, which youll need to bring with you to the testing center. Plus, youll get easy access to  Score Choiceâ„ ¢ to select scores from prior test dates to send to colleges, universities, and scholarship programs.   How To Register for the SAT Online In order to register for the SAT online, complete the following steps: Set aside 45 minutesGo to the SAT registration website  or ask your high school counselor for flyers that explain how to register.  Click Sign-up Now once youve entered the website.Create a College Board Profile (Stuff youll need to know before you begin!)Pay!Receive your registration confirmation and youre finished! Qualifications to Register for the SAT by Mail Not just anyone can register by mail. You have to meet some qualifications. In order to register for the SAT by mail,  one or more of the following has to be true: You want to pay by check or money order. You obviously cant do that online.  You are younger than 13. In fact, if youre testing and youre under the age of 13, the College Board requires you to register via mail.You need to test on a Sunday for religious reasons for the first time. If its your second time testing on a Sunday, you can register online.  There isnt a test center near your home. You can request a test center change via mail, but you cant online. On the registration form, enter code 02000 as your first-choice test center. Leave the second-choice test center blank.Youre testing in  certain countries  that dont have online registration available or are registering through an international representative.You cant upload a digital photo of yourself. If you dont have access to a digital camera or phone, then you can mail in an approved photo with your paper registration. How To Register for the SAT by Mail Obtain a copy of the SAT Paper Registration Guide in your guidance counselors office.Find the College Board code numbers for college majors youre interested in, college and scholarship programs, test centers and high schools. You can find these code numbers on the College Board website by doing a code search or you can ask for the list of codes in your guidance counselors office.Look up your country code. The US code is 000.

Developing Materials for Reading and Writing Skills Essay

Developing Materials for Reading and Writing Skills - Essay Example Developing Materials for Reading and Writing Skills On the other hand, the skill of writing is difficult when compared to reading because writing requires more effort in terms of correctness of grammar, use, or appropriacy of expression, punctuation, spelling, and of comprehension on the reader's part. But, I think if a reader has world knowledge and has a habit of reading a range of texts across different domains, s/he will be able to comprehend unfamiliar texts with ease. This paper is presented with an assumption that reading texts of various genres is likely to enhance the writing ability of a student because a fluent reader's word knowledge as well as knowledge of the academic texts is considered to be high, as aptly reported by (Kintsch, 1998) that skilled readers are good decoders with an ability to recognize words twice as fast as unskilled readers. Therefore, I believe that the teacher's approach towards classroom instruction should focus on various academic genres, and in integrating reading and writing skills that help students develop relevant academic vocabulary used across various disciplines. Studies also indicate that readers' knowledge in a domain helps in understanding the text better than readers with little or no knowledge in a domain (Sampson, 2003). However, the ever changing scenario in education and teaching approaches nudges the students to learn various reading and writing strategies that would help them succeed academically. At the same time, teachers and researchers continue to churn out various curricula, and device a variety of reading strategies in order to determine the most effective strategy that would help students to be effective learners. Though, these strategies (Simpson, 2000) were assumed to be part of a hidden curriculum, realizing their importance various studies have been carried out since 1960 till today by researchers. As (Simpson, 2000) pointed out that "The advantages of teaching strategies within a context are numerous. Students can learn how to define and interpret academic tasks, establish goals, and select the appropriate strategies, and then evaluate the utility of those strategies in relationship to the specific contexts". Along side, latest research trends and best practices continue to evolve based on sound theory and research. The skill of reading The purpose of reading can be classified into two categories depending on what they are read for - for pleasure or for information. Similarly, the purpose of reading varies from situation to situation and from text to text. Since reading is an active process, a reader's understanding of any text depends on the application of mental faculties. Therefore, the reader should have the knowledge of the writing system, the language, the ability to interpret, the knowledge of the world and a reason for reading. Thus, while reading a reader interacts with a text decodes it and constructs meaning. In the process, what the reader constructs depends on what the writer writes. On the contrary, poor or passive readers lack certain abilities as (Farr, 2003) stated that poor readers fail to relate with background knowledge, make interpretations, or understand the purpose of reading, in short they do not think while reading. A number of reading strate

Beyond Leadership, the Social Architecture for the Future Essay

Beyond Leadership, the Social Architecture for the Future - Essay Example The significant policies for this purpose may include Risk Management, Human Resource Management, and Procurement of goods and services, marketing.† (File Format†¦) The listing of legal responsibilities is long. Some of the important ones are annual business plans, long term plans, capital needs and budget, manpower planning, preparation of quarterly operating results, and framing a perfect system of internal audit, planning joint ventures, fulfill the demand of the revenue and regulatory authorities. Warren Bennis (1997) writes, â€Å"The new leader is one who commits people into action, who converts followers into leaders, and who may convert leaders into agents of change. â€Å"(p.3) In a military environment, the four actions that should be taken on assuming a new leadership position are: Determine what is expected of your unit; determine what is expected of you; determine the strengths and weaknesses of your subordinates; determine what other key people whose willing support is necessary to accomplish your job.(Military†¦.) A leader immediately after his posting, has to quickly take stock of his duties and responsibilities in the given environment and with the tools available to him. He is a poor leader who has the habit of complaining about the inadequacies and the facilities not provided. In any organization, including the military set-up, there are compulsive limitations of financial resources and constraint of policy decisions. If your resources are not adequate, you need to carry on with the available resources. But the discipline in the unit needs to be perfect; as a leader you cannot say, I somehow carry on with the available discipline! The co-leader may or may not have the power of positional authority, but such an individual does enjoy the authority that may be delegated to him from time to time. Or a co-leader may be given fixed duties and responsibilities to manage and take care of the unit in a military set-up, for which he will be held

Diversity in the Work Place Essay Example for Free

Diversity in the Work Place Essay Diversity in the work place has been a subject of contention for decades whether taken on the perspective of gender parity, in terms of race or considering factors that constitute age of the individuals at the work place. In addition, the contemporary world is changing so fast such that the factors that play role in sustainable social development in the society are generally changing. With organizations like the WLO (World Labor Organization) taking proactive steps towards ensuring equitable resource allocation at the work place for both men and women, it is a point of concern for anyone to consider the capability of women to perform the same task as do men and if they receive or should receive equal payment (Vardy et al 2008). The focal point of this paper is an in-depth scrutiny of whether women are capable of performing the same work as men and if at all they are equally paid for the same job done. In order for the paper to provide a clear view of this issue, it endeavors to analyze the values and judgments pertaining to the present human resource practices. By doing this, it will provide an insight focus on the future of these human resource practices in the work environment. Therefore the backbone of this discussion is the case of gender discrimination at the Home depot stores. Introduction Societal dynamics have put a level ground- or have endeavored to place a level ground- for both men and women to equally benefit from their achievement without discrimination. Nevertheless, the question of equal pay for equal work has persistently beleaguered the American place of work. Though federal and state laws proscribe varied pay rates based on sex, wide-ranging statistics indicate that the American woman has historically continued to receive less pay than the man. To some extent, this disparity comes about as a result of the fact that relatively more women are generally employed in fields like service sector work jobs which are traditionally less paying. On the same platform women’s rights organizations and union maintain that promotion of women employees to the executive positions on limited basis is a clear reflection of gender discrimination at the work place. Historically, professional and executive ranks in organizations have predominantly been occupied by men. Despite the fact that the latest trends show an increase in the number of women obtaining such posts, the proportion of women the population is bigger and therefore they still lag behind significantly (Conrad, 2007). Values, judgments, regarding present Human Resource practices It is worth noting that several legislative acts have been put forth to guide the present human resource practices at the work place. Similarly, these nondiscrimination laws have been intended to provide a guideline for employers to offer equal chances for women and men without discrimination. Despite these laws there is still more to be done as general trends show that there is still disparity and pay gaps. Other than these nondiscrimination laws, the central government and various states have implemented affirmative action laws since 1970s. These laws require employers should apply fairness and be just when recruiting employees and promoting. Though some business entities slowly embraced the laws they still remain to be among the most difficult issues Along with issues about a womans place in the work force, they continue to be some of the most complicated issues concerning American employers and workers (Swartz et al 2007). Gender and Sexual Orientation in the Workplace Women are playing a progressively more significant function in the workplace. Nonetheless with statistics showing that the gender disparity is still wide open, employers cannot afford to overlook gender-related matters and have to carry on with the endeavor to avert gender inequalities in the place of work. A number of legislations have been enacted to act as a guiding line for employers in the modern workplace. Thus the federal agencies have recognized the importance of making the workplace a friendly and fairly rewarding place to those who are employed there without discrimination. Among the regulations include the Equal Pay act, sex Discrimination Act and regulations like Employment Equality regulation (Vardy et al 2008). Case: Sex Discrimination Lawsuit against Wal-Mart Overview of Wal-Mart Wal-Mart Stores, Incorporation is an American public corporation that operates a chain of large, price cut department stores. It is the worlds biggest public corporation by returns. It is also the world largest retailer with over 7,200 stores with close to 975 discount stores. Wal-mart employs about 700,000 women and counts as the largest private sector employer of women in the United States. It is only unfortunate that these women employees have had to endure conditions of unequal pay and favoritism in advancement and assignments of tasks. These inequities happen at all levels of management in the organization starting from the worker who works on hourly basis up to the one at the senior management level (Swartz et al 2007). Current Lawsuit Wal-Mart Gender Discrimination Lawsuit Wal-Mart is presently confronted with the likelihood of compensating out billions of dollars in recompense for purportedly discriminating against the thousands of women workers. A group of courageous women came forth to claim for compensation for alleged discrimination at work. As a snapshot of the corporation, it has close to a million employees in the US and Canada. Among these employees, over 40% are female. The problem that arises is that of the 40% only and in fact less than 30% of the management positions are held by female employees. Values and Judgments Most organizations have taken a proactive stance towards creating an environment for equal opportunity devoid of gender discrimination. Globalization and the general paradigm shift that has made the idea of integration fast acceptable and worth embracing have also made it possible for organizations all over the globe to embrace the changes that call for equality at the place of work. In this manner therefore the modern organization is up on heels to create a climate of equal opportunity by coming up with models and frameworks that are specifically geared towards managing diversity. The problem that comes along this is that the contemporary working environment is heavily complicated and therefore a number of business entities, for fear of change or uncertain about the impact of change are reluctant to embrace such measures. Those embracing it are doing it at a lag pace. This arises from the complexity of the manner in which environmental issues, values, factors, and cognitions create diverse perceptions concerning fair treatment at the place of work. The group of women who advanced a case against Wal-Mart identified a number of malpractices in human resources management at the corporation. There are several tactics employed by Wal-Mart to d discriminate against women employees. These tactics are basically executed through methods ranging from pay disparities to denial of promotion (Vardy et al 2008) Unequal Pay The women decried the two pay scales used at Wal-Mart and identified it as a major hitch in human resources management practices. This practice shortchanges the women since they perform the same job and tasks just as men yet men workers are paid between five and fifteen percent more than women. On the same platform, further statistics indicate that even if the women were given a promotion into management this does not guarantee them any better as far as fair treatment is concerned. Though women at the corporation have higher ratings and longer seniority ratings on average as compared to their male counterparts, those who make it to the top management positions are still discriminated against as they receive an annual pay about $5,000 less than the man counterpart in the same position. Male management trainees receive an annual pay nearly $5,000 more than female counterparts. And the top executive positions are also not spared. Women employees holding top executive positions at Wal-Mart are exposed to discrimination. This is evident from the fact that the women employee who holds this position receives an average of about $279,800 on annual basis as compared to a male counterpart who receives more than three- quarters of this more. Methodical Denial of Advancement Despite the fact that women employees constitute more than 70% of the workforce in the corporation men dominate the ranks of management. Women only comprise less than 35% of managers and less than 20% of the managers. Lower paying jobs in the corporation are concentrated with women where they make the biggest percentage. Jobs like sales associates and cashiers are filled b y women in percentages than men. Wal-Mart is trapped in the Past Wal-Mart provides work for fewer women in administration in the present day than its competitors did in 1975. Twenty equivalent traders employed an average of 41. 6% women managers by then. Today, Wal-Mart provides employment for slightly over 30%. Today, Wal-Mart’s competitors have over 55% of management positions made up of women employees constitute (Christian et al 2006). Women encounter unreasonable barriers to promotion at Wal-Mart On average, a male employee takes about 2 years to be promoted to the rank of assistant manager, counted from the day of hire. The woman employee will be promoted to the same rank in about four years’ period. Impediments are created in the organization and hinder women from getting promotion as their male counterparts. For instance, one among the women who sued the corporations said that though she had worked for seven years at the company and managed to receive evaluations indicating â€Å"goes beyond expectations† was advised to commit herself in writing to working overnight in the stores for two years when she expressed a desire to be accorded a promotion. This was strange since the men employees were not required to undergo such process to be promoted. Key Success Factors for Women in Management positions Though women at work place have been discriminated in several ways, there are also several factors that influence women’s future career development in management. Campaigns have been staged world over by a number of organizations both governmental and non-governmental to promote education without discriminating against girls. This has made it possible for women to prosper in various management positions thus gaining representation in fields like science and other professional jobs. Women continue to excel in these areas just as men. A study was carried out in Turkey which explored the factors that play role in women’s career advancement. The study revealed that though women have a substantial representation in professional and scientific jobs, they are only represented by 4% in top management. The most significant factor that was identified as a major barrier to women’s career advancement is the cultural norms towards gender roles. Cultural norms that are bent and biased against women in the society extend into the field of management thus causing the same bias against women even in management of business entities (Conrad, 2007). Verdict In conclusion, the supreme court dealing with the issue of Wal-Mart discrimination against women is likely to suggest that the group of women be compensated by the corporation for the wrong done. The future of women performance and appraisal at the workplace looks bright since if several of such rulings are passed in favor of the wronged groups of women, other likely perpetrators of women discrimination will hold back. This will encourage the appreciation of the fact that the modern woman is capable of performing the same duty the man performs and the employing organization should find no trouble paying her for the task. Works Cited Christian, J. , Porter L. W. , and Moffitt G. â€Å"Workplace Diversity and Group Relations: An Overview Group Processes Intergroup Relations†, (2006). 9, (4). 459-466. Conrad, Alison M. (Ed) â€Å"Hand Book of workplace Diversity† 2007. Swartz L. Garden, Rowe A. , Digh P. and Bennett, M. â€Å"The Global Diversity: Supervision of an International Workforce† 2007 Vardy, F. J. J. and Morgan, J. â€Å"Diversity in the Workplace† 2008

Interview With Middle School Principal Essay -- Interview Essays

An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, informatio n on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math. In deciding how to meet the skill needs of the teaching staff, Ben begins with the hiring process. Knowing what our School Improvement Plan goals are, his interview questions include specific skills and knowledge that will help Falcon Creek students meet these achievement goals. Mr. Rhodes is very clear about his high expectations of the teaching staff. He is currently in Denver University’s P.H. D. program in Educational Leadership and he utilizes his knowledge of best practice research. His assessments of staff learning needs are gleaned from a variety of sources that include feedbac... ...district trains staff with new technology tools that will include net books, mounted projectors, peripheral technologies, new student achievement reporting system (aka RAD and DAS systems running on Brio software, new access points, that centralizes the management console, so students and staff will be able to connect to the CCSD wireless network at all school sites. Training will also be provided to refine the RTI process. Using district and school goals, assessing needs using the right data, planning specific content and processes to teach best instructional practices, providing resources to ensure success, measuring success and providing frequent feedback, adjusting practices as needed to ensure successful implementation, evaluating and improving strategies and then sharing the plan with the community has been key to ensuring the highest student achievement.

Human Development & Learning/ Personality & Emotional Development Essay

There are different skills that are important and which contribute to positive social development in life. These skills help a person to be able to carry out social roles and responsibilities. Children need to learn all these skills both in school and in their homes so that they are able to handle life situations. Conflict resolution skills are very necessary for children. This is because conflicts are always present both at home and at school. Therefore, they need skills on how they can handle these skills. This helps further in building of healthy social relationships, which are necessary in life. Conflict resolution skills not only helps children to social problems but also conflicts they may be experiencing within them (Baker& Myles, 2003). Caring skills are also crucial to children. It is very important that children should be trained to be caring from the time they are young. This helps them to care and assist each other both in the classroom and in the community. Caring skills also help them to become caring citizens in the future. Teaching children to be caring means that the society has caring members in the future. It acts as a foundation of a community that is able to assist each other during times of needs. It is also important that children should be taught to be responsible. Responsibility is a key skill that children need in order to handle their social roles at home and in school. Being responsible in whatever they do would assist them be able to attain their self-actualization in the future. There are various qualities of a family environment that are necessary for the development of the above skills. A peaceful environment at home is very essential for a child to be able to solve problems. This is because a child will learn how to solve conflicts from home in a non-violent way. A family that is inclusive in its roles make children be able to be responsible in their social roles. This is a situation where children are incorporated when sharing role at home. Being given roles makes them become responsible in their capacities. This also allows them to become managers of their time and in making plans on how to accomplish their roles. They also develop a feeling of belonging in the family. Irresponsibity in the family contributes to under development of social skills in children. If parents do not take their roles well then it means that the children also learn to be irresponsible in their duties as a result of the example they learn from their parents. They develop the feelings of being insecure, as they feel neglected in their families. They grow being irresponsible citizens in future. (Damon & Lerner, 2006). A Classroom, which is inclusive, allows children to be caring and responsible. For example, a classroom whereby children are given various roles to play enhances their responsibility skills (Damon & Lerner, 2006). A classroom where children are engaged in-group work allows them to learn how to work with others and learn how to solve problems, which may arise when working as a group. Therefore, the classroom environment gives them an opportunity to develop these skills. The classroom also helps them to develop friendship and respect for the others. However, a classroom environment that promotes individualistic work may hinder children from attaining various social skills. This is because that kind of classroom will only make children to be locked in their own cocoons without much consideration of their social roles and responsibilities. Children in such a classroom do not develop a feeling of belonging, which is essential for social development. (Baker& Myles, 2003).