The Strengths and Weaknesses of Marxism

The Strengths and Weaknesses of Marxism I have chosen to write about Marxism as it is the starting foundation for the class system we use today. He saw how Capitalism fed down to the working class and produced a top down approach to how our present system within our everyday life works. He was a revolutionary on the back of the industrial revolution; his ideas were in my opinion a catalyst to the future. His vision of what would be although unbeknown by him at the time has shown rapid growth within industry and community. The system that Marx sees is and has been the same for the last 2 centuries (Giddens A 2006 pg.15-16). Karl Heinrich Marx was born into a comfortable middle-class home in Trier on the river Moselle in Germany on May 5, 1818. He was born of Rabbis but had a protestant baptism to save his fathers job as a lawyer. Marx gained a passion for romantic literature and Saint-Simonian politics. Saint Simon himself advocated a society which was lead scientifically by men who had the intellect and training to guide society using policies arrived at scientifically. Calling for the creation of a new science which would focus on man as a social creature (which eventually would be created and called sociology). (www.pinn.net 2003). Marx went on to study at the University of Berlin for a further four years due to his fathers influence. Marx became a member of the Young Hegelian movement. This group, which included the theologians Bruno Bauer and David Friedrich Strauss, produced a radical critique of Christianity and, by implication, the liberal opposition to the Prussian autocracy. Finding a universi ty career closed by the Prussian government, Marx moved into journalism and, in October 1842, became editor, in Cologne, of the influential Rheinische Zeitung, a liberal newspaper backed by industrialists. Marxs articles, particularly those on economic questions, forced the Prussian government to close the paper. Marx worked on what was known as the material conception of history. Of which the basic thesis was that the nature of individuals depends on the material conditions determining their production. Marx traced the history of the various modes of production and predicted the collapse of the present one industrial capitalism and its replacement by communism. Marxs health was beginning to deteriorate and although he was still making commentaries on his previous works and philosophies. Marxs health did not improve. He travelled to European spas and even to Algeria in search of recuperation. The deaths of his eldest daughter and his wife clouded the last years of his life. Marx d ied March 14, 1883 and was buried at Highgate Cemetery in North London.(Kries S 2000). Communism was the predecessor of Marxism. The Communist Manifesto. The Communist Manifesto was a summary of his entire social and political philosophy. The publication of this book occurred at a most propitious time. The book appeared on the eve of the 1848 revolution in France and less than one year before an attempted revolution in Germany. After the failure of the 1848 revolution in Germany he was expelled from his country of origin and moved to London. (Newcombe J 2000) The capitalist society is a system that relies on lower waged workers to produce, and build profits for those who build the higher class system, because their own economic circumstances allow them to do so. Communism however is something that principally is a great idea but as many things politically becomes corrupted and the equal power is then seen as a dictatorship and not as a principle of equality to all. Marx was radical when looking at his ideas of industrialism. We see clearly that he recognises a class sy stem that starts ultimately from Capitalism. He starts to make waves about his findings which begin to disturb a country such as Germany who would seem relatively strong in the industrial fields and a world leader in the coming of the industrial revolution. He talks about the class system and how he saw the emergence of the working class. Before in the history of Britain there were rich or poor. In modern day there is the wealthy, the middle class, working class and beneath the breadline. Marx clearly sees that Capitalists form a ruling class. The group that make up the waged workers are the working class. Another branch of the working class are the Proletariat, these were the workers from the land who went on to expand cities and towns. Giddens goes on to say Marx stated that capitalism is inherently a class system, class relations are characterized by conflict. (A Giddens 2006 pg. 16). All about philosophy states that Under capitalism, the proletariat, the working class or the peo ple, own only their capacity to work; they have the ability only to sell their own labour. According to Marx a class is defined by the relations of its members to the means of production (www.allaboutphilosphy.org 2002). It is clear to see how the ideals of Marxism can link with the basis of socialism. It is however my belief that Marx did not intend his ideas and works to turn to the communist regime that came about under Stalin. Principally communism has its strengths. The idea that the working class reap more benefits for their labour is an ideal scenario, and thus is one of the strengths that a Marxist value represents. This is where Marx was at with his theories of Capitalisms demise. Unfortunately due to corrupted leadership communism in some parts of the world has become extreme Socialist power under dictatorship. This has caused in certain countries peoples freedoms in speech, and their own political beliefs to be stifled and open to persecution. Marx wanted to see fairness for hard labour. Marx himself stated The worker becomes all the poorer the more wealth he produces, the more his production increases in power and range. The worker becomes an ever cheaper commodity the more commodities he creates. With the increasing value of the world of things proceeds in direct proportion to the devaluation of the world of men. Labour produces not only commodities; it produces itself and the worker as a commodity and does so in the proportion in which it produces commodities generally.(Kries S- 2000). Marx at the time of his works was hated by Governments; he was deported and slandered for his views and beliefs. Some of the Socialist values that Marx touches upon are a foundation for our present labour party in the UK and are a good foundation which realistically the working class and Unions can stand by. This was the rationale of their manifesto; unfortunately the socialist side of Socialism has waned due to power and Capitalisms dominance into present day. Some of these views are shared with the writer of Perspective for the 21st Century: communist revolution or the destruction of humanity. (World Revolution 2004). The conclusion drawn about t Marxism is that it brings about some conflicting views. In principle we see how Marxism can work and how it links with socialist ideas and theories. Personally having been being raised up in a socialist household, I have never really had an interest in politics or the views that the family held politically. The problem that Socialism has is how the world has developed in what is relatively a very short time. It would be hard to believe Marx did not see how technology would have the rise that it has, this has brought about mass profiteering e.g. Bill Gates, Lord Alan Sugar and others in a similar field. Banking has grown as has lending and borrowing on a mass financial scale. More and more people are investing money whether it is in property or shares. Socialisms values and idealisms relied solely on hard work and a less complicated system economically than we have in the 21st century. Capitalism has always been apparent, but its rise started to come in th e industrial revolution and has become major worldwide. Trading is now at a premium and communist countries are changing due to revolutionaries bringing about change. World Trading is a major key to a wealthier state and there is mistrust with Western Governments towards Communist states. Marxs ultimate dream would never really have become world dominant, after Stalin took Communism to another level and turned it into a dictatorship. From Stalins ideas of Communism mistrust of these idealisms was then destroyed and the Western world would have very little to do with its ideals and theories. Could there be a turnaround in the future and that capitalism actually takes a backseat. This is ultimately what Karl Marx wanted to see in his lifetime. The idea of a minimum wage structure is a little towards a Marxist view but its still not the picture that Marx draws up for us on how socialism would work and how a successful uncorrupted communist regime in a country would head up what Marx ha d worked on throughout his theories and writings.

Childrens Crying Patterns Clinical Assessment Health And Social Care Essay

Abstraction:Materials and Methods: Children in the age group 4-9 old ages were divided into Group1: ( 40 kids ) and Group 2: ( 60 kids ) and their calls were recorded utilizing a picture camera. Different calls analyzed were frightened, hurting, obstinate, manipulative and boredom call on the footing of their description in the literature. Group I was subjected to detailed clinical scrutiny and Group II to assorted dental processs. Consequences: The most normally observed call was pain call. Pain call was largely associated with dento-alveolar abscess. With regard to dental processs, pain call was normally associated with usage of inject able AIDSs, frightened call and compensatory call with the usage of alveolar consonant drill. Decision: Cries could be agencies of communicating and plus in clinical diagnosing. Cardinal words: hurting call, frightened call, compensatory call, stubborn call, ennui call, manipulative call.Introduction: –Since birth, the babes have a communicative purpose and the call is the chief manner they use to show their demands and feelings to their health professionals ( 6 ) . Harmonizing to Adler the first call represents an â€Å" overpowering sense of lower status at therefore all of a sudden being confronted by world without of all time holding had to cover with its jobs. â€Å" ( 1 ) this feeling at least serves a utile map in air outing lungs. Another psychologist wrote that shouting at birth represents the baby ‘s loss of Eden ( 2 ) . Shouting, like other emotional manifestations of human behaviour is an look of personality of an person. Crying is apt to be the consequence of struggle with the developing self-importance and with his freshly found involvements. Many cryings are the consequence of injuring kid ‘s pride. After the age of one and a half kid develops a assortment of frights and calls for the security of his female parent ‘s company. In the instance of a younger kid, the frequence of shouting depends on his personality. Excessive weeping is about ever due to mismanagement, in the signifier of failure to give the kid the love and the security which he needs and failure to let him to larn independency and pattern his freshly found accomplishments. It is increased by changeless interference-by perfectionism, inordinate subject, domination and efforts to ‘train him before he is really ready ( 3 ) . It is increased by insecurity, whatever the cause. It is increased by crossness and wearines s. Factors which govern the sum of shouting include the female parent ‘s personality and her reactivity to his demands and kid ‘s personality and his finding to command his environment. Treating a weeping kid is one of the most nerve-racking state of affairss encountered in dental medicine. Previous plants have demonstrated that using signal processing techniques to analyse the sound of these calls, its possible determinate which features carry information about the context that evoked the call ( 4 ) . Since kids exhibit diverseness of behaviours, it is of import that tooth doctors have a broad scope of behavior direction methods to run into the demands of the single kid ( 5 ) . For that purpose a diagnosing is needed. Since weeping is a manner of look of the personality traits, the weeping should be used as an plus in diagnosing. Following types of calls are normally encountered in the dental office. Pain call: This call begins all of a sudden nonstop and unmanageable and is high-pitched and shrill. The call is loud and long Frightened call: This call is characterized by a crisp shrilled highly high pitched call followed by little breath catching shortness of breath followed by a crisp shrilled highly high pitched call Obstinate call: it is loud high pitched & amp ; characterized as a Siren like lament, a intermission and repeated over and over once more. This forms a combatant call, represents the child external response to anxiety.child throws a pique fit to queer dental intervention. Compensatory call: Slow humdrum call, the shouting serves to â€Å" counterbalance † for the noise.its sort of get bying mechanism to unpleasant stimulations. Manipulative call: a characteristic characteristic of kids, they cry for understanding and acquire off by shouting and whining. Boredom call: a call that is fretful and whimpering ; sometimes it about sounds like a moanThis call Michigans suddenly when the intervention Michigans. In a dental clinic a kid may non merely cry out of fright, but out of true hurting, anxiousness or he may shout merely to acquire off with the intervention, in this survey we evaluated the call of the kid patients and carbon monoxide related it to their clinical diagnosing and the usage of dental instruments.Materials and methods:This survey was planned in the section of Pedodontics and preventative dental medicine. The survey was carried out in two parts in two groups of kids. Children under both the groups were in the age group of 5 to 9 old ages. Group I included 40 kids with no old dental experience and were selected from the patients who came for their first dental visit. For the group II 60 kids were selected and divided into six sub groups of 10 each.children of this group were selected based on their intervention demands and divided into bomber groups which were based on processs undertaken, viz. injection of local anaesthesia, usage of alveolar consonant drill, crisp instrum ents, root canal instruments, doing of I.O.P.A and drawn-out assignments. Consent was obtained from patient ‘s parents or defender of both the groups, along with brief medical and dental history of the patient. GROUP I: -Thorough clinical scrutiny was done and the diagnosing was made.patients call was recorded during the scrutiny and was so co-related to the diagnosing obtained. GROUP II: -for the bomber group 1, kids necessitating either extraction or endodontic intervention of lower primary molar/s were injected inferior alveolar block and the call was recorded during disposal. For the bomber group 2 call was recorded during the mush ablation and filing of the root canals of deciduous grinders. For the bomber group 3 patient with occlusal dentinal cavities with moderate deepnesss were selected for category I cavity readying with air rotor and the call was recorded during the pit readying. for the bomber group 4 call was recorded during the usage of crisp instruments like excavators during cavities digging, usage of forceps during extraction and the usage of scalers during unwritten prophylaxis.sub group 5 included patients necessitating preoperative diagnostic I.O.P.A for posterior dentitions and the call was recorded during the exposure.sub group 6 included the process of anterior composite rosin Restoration ( no tooth readying ) of at least 2-4 dentition s carried out in individual assignment which lasted for minimal 1 hour.cry was recorded during the assignment. Each call recorded with audio ocular camera.cry was evaluated and classified into any of the six types mentioned antecedently, by an expert. Consequences GROUP I: – Postpone A ) Type of call N ( % ) Pain call 17 ( 45.0 % ) Frightened call 15 ( 37.5 % ) Obstinate call 06 ( 15.0 % ) Compensatory call 00 ( 0.0 % ) Manipulative call 00 ( 0.0 % ) Boredom call 02 ( 2.5 % ) entire 40 ( 100 % ) Table B ) call cavities Chronic pulpitis Dento-alveolar abscess Periapical abscess Traumatic hurt Apical periodontal disease others Everyday check-up entire hurting 3 4 5 3–2––17 frightened 3 3 2 1 1–1 4 15 obstinate 2 2––––1 1 06 compensatory––––––––00 manipulative––––––––00 ennui 2–––––––02 entire 10 09 07 04 01 02 02 05 40 GROUP II Postpone A ) call injections Endodontic instruments Dental drill Crisp instruments Drawn-out assignments radiogram Sum ; hurting 3 3 2 4 1 3 16 frightened 6 3 3 2–5 19 obstinate 1 1 2–1 2 07 compensatory––3 1 2–06 manipulative–2–1 3–06 ennui–1–2 3–06 entire 10 10 10 10 10 10 60 GROUP I Postpone A ) : -out of 40 kids examined most often recorded call was pain call ( 45 % ) , followed by scared call, stubborn call and ennui cry.manipulative and compensatory call was non observed during initial scrutiny. Table B ) : -out of 40 kids examined, 10 kids were enduring from dental caries.most normally observed call in relation to dental cavities was hurting and frightened ( three kids each ) .nine kids were diagnosed with chronic irreversible pulpitis with the head complain tooth.this pathosis was most normally associated with hurting call ( four kids ) .dentoalveolar abscess was diagnosed in seven kids out of forty.majority of these kids ( five ) had pain cry.four kids were diagnosed with periapical abscess and out of them three kids had hurting cry.one kid with traumatic hurt had frightened cry.two instances of apical periodontal disease were diagnosed and both of them were related to trouble cry.other alveolar consonant jobs were associated with scared and stubborn cry.routine dental cheque ups were largely associated with scared call. GROUP II Table B ) : -out of 60 kids examined most normally observed call was frightened call, followed by hurting cry.out of 10 kids subjected to injections, bulk ( six kids ) cried out of fear.out of 10 kids subjected to endodontic instrumentality, most of the kids cried out of fright and hurting ( three each ) , in the group of 10 subjected to utilize of alveolar consonant drill compensatory and frightened call was observed upper limit ( three each ) .hand instrumentality was largely associated with hurting cry.lengthy assignments was largely associated with ennui and manipulative call. Discussion: – The most normally ascertained call during the initial scrutiny was hurting or ache call accounting for 45 % .this was expected because most of the patients were brought to the section with the main complain of hurting. Following normally observed call was frightened call. Studies suggest a multifactorial etiology of dental fright and anxiousness ( 7 ) . Associated factors are related to a kid ‘s fear temperament, negative emotions, hurting sensitiveness, and get bying manner, with the later being related to parental attitudes, negative information, and painful experiences ( 8,9 ) .although we selected patients with no old dental experience, yet parent ‘s old dental experience was non taken into history. Obstinate call was characteristically observed in kids exhibiting pique fits. Temper fits were normally observed in active, determined kids with abundant energy and non in placid, easy-going chidren.in kernel fits represent the clang of the kid ‘s developing personal ity with the will of his parents. His increasing desire to demo his powers, to derive attending and to hold his ain manner gets him into problem, peculiarly when his parents are perfectionists and of tyrannizing type ( 10 ) . Boredom call was the consequence of long waiting period patient had to face before the initial scrutiny because of the inaccessibility of the physician. With regard to the diagnosing, dental abscess was most normally associated with hurting call. Because of the age group selected that is 4-9 year, most of the abscesses encountered were dento-alveolar abscesses associated with deciduous grinders. Out of 40 kids examined we encountered merely 4 periapical abscess, out of which 3 were associated with hurting call. Thus writer feels that periapical abscess excessively is every bit strongly associated with hurting call. Dental cavities and its association with call is variable, scared and pain call were every bit related to cavities every bit Wellss as obstinate call was besides recorded in the patient enduring from the dental caries.Pain is natural in deep cavities nearing mush. Reason for the fright in the kid with the dental cavities is chiefly because of the invasive intervention that would be undertaken for the remedy of the caries.Obstinate call could be due to feeling of insecurity where the kid considers the dental visit as a pena lty instead than a need.cry in a kid who had Ellis category II break was evaluated as scared call. Breath catching shortness of breath, the feature of scared call are seen n he kids when they experience pain as from a autumn or knock or fright. Apical periodontal disease was associated with hurting call as the hurting was produced on even on soft tapping of the dentitions with instrument handle.cry related to routine look into up and every bit good as other jobs like enamel stains ‘ and hypoplasia, orthodontic malalignment and malocclusions were chiefly of scared type. This could be attributed to dental phobia.one patient who had come for everyday alveolar consonant look into up exhibited obstinate call and threw temper fits. The kid was accompanied by female parent who was over protective and over indulgent sort. Often the inordinate intervention with the kid ‘s normal chases by the parent ( female parent ) because of perfectionism is met by rebellion. Temper fit is the best defence reaction against such a repression. A barbarous circle is set up, the opposition being met with more repression and the repression by more opposition ( 11,12 ) . Another kid with minor crowding in anterior dentitions exhibited obstinate call which could be attributed to personality trait. Most normally ascertained call in kids enduring from chronic pulpitis was hurting call followed by scared call and obstinate call severally. Dull longstanding hurting is frequently associated with chronic pulpitis which is exaggerated on examining for the deepness of the lesion. Fear once more could be attributed to dental phobic disorder or the fright of the invasive intervention that would be coming up. With regard to the usage of dental instruments, injection of local anaesthesia was most normally associated with scared call. Based on invasiveness of the intervention, processs can be ranged and the strongest frights are caused due to injection, followed by the drill and the remotion of the concretion. ( 13 ) hurting call was besides observed during injections. Pain is natural when acerate leaf penetrates the mucous membrane ( 14 ) .obstinate call during the injection could be because, the kid considers injection as a penalty to him. Use of endodontic instruments viz. barbed broochs for ablation of the mush, followed by K files for canal expansion, was normally associated with scared and pain call. Pain was felt even after the disposal of local anaesthesia in some instances, in such instances intra pulpal anaesthesia was given after entering of the call. Fear was attributed to the sight of broochs and files as they resemble to little acerate leafs. Boredom call was besides associate d in some instances with the usage of endodontic instruments because it was a drawn-out process. Dental drill is one of the most normally feared objects and hence it was normally associated with scared call. Another call normally associated with the usage of alveolar consonant drill was compensatory call. This could be attributed to annoyed kids ‘s effort to get the better of the noise and the pandemonium. Pain during boring could be attributed to dentinal sensitiveness and hence it produced hurting call ( 15 ) .cry recorded during usage of crisp instruments viz. scalers, forceps and excavators was largely related to trouble followed by fright. Most of the kids were scared of forceps and objected its usage.hand digging was more normally associated with hurting call and in some instances, although there was no hurting, but yet the process was clip devouring so the kids got fatigued and this resulted in ennui and manipulative call. Compensatory call during this process could bes ides be attributed to the kid ‘s effort to get the better of the unpleasant, clip devouring dental state of affairs. Anterior Restorations were largely related to manipulative and boredom calls because this process was clip consuming, doing the kids tired, fatigued and ungratified. Pain during this process observed in one instance could be reasoned as jaw hurting since the kid had to maintain oral cavity unfastened for a long period. Frightened and stubborn call was less ascertained may be because kids were already conditioned since cavities digging was already completed and they knew that â€Å" now teeth were merely to be filled! â€Å" While doing radiograms, most normally observed call was frightened call as kids were dying about the full exposure unit, particularly the cone. Pain call could be attributed to discomfort during the arrangement of films.obstinate call is more related to personality trait of the kid.

13 Reasons Why: Story Essay

Hanna’s and Clays dual narrative enhance goes by they tell each point of view in the story because its like he is not talking to anyone but himself and his conscious, it would’ve probably been the same way because that’s probably what most of them thought. If it was Tony he was going to think the same. I don’t think her reasons are of equal importance some people are on the list for playful reasons. The main one I found unexpected was when Bryan walker molested her. I think all thirteen reasons are responsible that’s why they all have tapes and I think she committed suicide to get away from her problems. I think that’s creepy because you visualize her being there and that would creep me out but then you would tend to feel exactly what she felt as she was their so you experience her inside life. The tape is different from the impression of a suicide note because when you get to hear a voice you know exactly how their feeling. She recorded and left the tapes for the rest to hear them and remember that day for the rest of their lives. Yes because that’s what people use today, tapes are old. When she says that she means that there are other peoples point of view in the story and she tells what happens and what she thinks about it. See more: Beowulf essay essay If she listened to it she probably wouldn’t be dead because they would have discussed about it first. She thought that if she moved place to place the rumors would be left behind. A rumor is something going around as gossip known as â€Å"not true† they say that she has â€Å"things† in her dresser. No one isn’t powerful then the other were all the same, rumors can’t be positive. Yes it does because rumors are just lies. The different perspectives of how her story plays out is like they didn’t know that what they do and how they act contributes to others. What she means by â€Å"pushing it† is that every time something happens to her it takes her deeper and deeper each time till she feels like killing herself. All of the thirteen reasons pushed her to her final decision but they kept treating her wrong so she gave up. Yes they would’ve changed, if they knew. what she means by this is that for you, you would investigate something before saying it so you just need it to be true because nobody wants to be called a liar so at first you say the lie then you know your going one day have to say the truth because you know its not your choice to say the lie so you say you need it. She reacts to it because she knows something is wrong with him and the way he acts she thinks it’s unusual. Yes I think she knows he is lying she should know her son. She doesn’t question him because she knows he will tell her a lie so she doesn’t bother because that’s the way she feels about the poem and she wants the rest of them to know. I agree with her reasoning because that’s how she feels about everything and they should know this reappears throughout the story but she still uses the same tore of voice. The â€Å"lost-n-found† gazette applies to the themes because once you tell something and put it out there, it will soon be found and spread else where so when you say a secret or a bad rumor it will go around every where and it wont be lost but soon found. â€Å"The truth will set you free† applies to Hanna’s story by instead of spreading rumors you should tell something that’s the truth and you’ll be free and not on a list. No truth really doesn’t gift freedom because sometimes the truth hurts and affects others. Yes there will always be peace in knowledge you would know wrong from right. What the man says is significant to Clay because he sees that there is something wrong with him with the way he acts and how he feels and he sees that he is suffering from something but he doesn’t have to know he sees it so he lets Clay not have to pay to feel better. To describe the difference between incidents and non-incidents is that an incident and is tragedy and a non-incident is something done on purpose and isn’t that bad. Clay Jensen relates to the previous state because of what happened to her about what was said on a rumor and people just wanting to believe it. So on what was said about Clay was so good she knew she had to believe it regardless if it was true or not. Hanna’s reputation is important to her because she doesn’t want things put down on her that’s not true. The reputation that others have on the tapes is bad and is most likely to be changed. I think most of the people on the tapes are disproved through the information. Hanna’s reputation influences Clays interactions by he knows who the real Hanna is and wants to meet her. Clay is afraid of getting hurt by her. The reason why Clay left the room after kissing Hanna was because she forced him too. I think he really didn’t have to leave, she just needed help. He could’ve asked her why she wanted him to leave and just get her talking. She puts Clay as one of the thirteen reasons why because she wants to say sorry. When Clay says that, yes I agree with him because I know that he really did like her n he really would’ve helped. Yes Hanna made that choice, she wanted to kill herself. The choices she had was that she could’ve talked to someone or talk to them about how she felt. For those thirteen reasons she ended her life I think that there were also thirteen equally reasons she had to live. When Jenny hits her car to a stop sign actually symbolizes something hazard because she can cause an accident. What Clay means when he says â€Å"we all could’ve stopped something† really shows that all those things that goes on there can be a positive to it. This relates to the Bryce and Jessica situation because she could’ve stopped Bryce for taking advantage of Jessica. The roles adults play in what happened to Hanna is like they should’ve paid more attention to her and take what she was saying very seriously. Yes I think an adult could’ve done something to help her and stop her from her decision she includes one adult so everyone could know she went for help. She opens the truth to an adult so they can help her and give her advice. She chose Mr. Porter because he was a trust counselor.

Amazing Strategies for Building Confidence in Teachers

Having confidence will only improve a teacher’s value as it naturally boosts their overall effectiveness. It is a key component of being successful. Students in particular quickly pick up on a lack of self-confidence and use that to tear a teacher down even further. Lacking self-confidence will eventually force a teacher to find another career. Confidence is something that cannot be faked, but it is something that can be built. Building confidence is another component of a principal’s duties. It can make all the difference in the world in how effective a teacher is. There is no perfect formula because every person has their own unique level of natural confidence. Some teachers do not require their confidence to be boosted at all while others require lots of extra attention in this area. A principal should develop and implement a strategic plan for building confidence in teachers.   The remainder of this article will highlight seven steps that can be included in such a plan. Each of these steps is simple and straightforward, but a principal must always be cognizant of implementing them on a regular basis. Express Gratitude Teachers often feel under appreciated, so showing them that you truly appreciate them can go a long ways in building confidence. Expressing gratitude is quick and easy. Make a habit of telling your teachers thank you, send a personal appreciation email, or give them something like a candy bar or other snack on occasion. These simple things will improve morale and confidence. Give them Leadership Opportunities Putting teachers who lack self-confidence in charge of something may sound disastrous, but when given the chance they will surprise you more times than they let you down. They shouldn’t be put in charge of large overwhelming tasks, but there are plenty of smaller type duties that anyone should be able to handle. These opportunities build confidence because it forces them to step outside their comfort zone and gives them a chance to be successful. Focus on the Strengths Every teacher has strengths, and every teacher has weaknesses. It is essential that you spend time praising their strengths. However, it is necessary to remember that strengths need honed and improved just as much as weaknesses. One way to build confidence is to allow them to share strategies that highlight their strengths with their colleagues in a faculty or team meeting. Another strategy is to allow them to mentor teachers who struggle in areas where they have strengths. Share Positive Parent/Student Feedback Principals should not be afraid to solicit student and parent feedback about a teacher. It will be beneficial regardless of the type of feedback you receive. Sharing the positive feedback with a teacher can truly be a confidence booster. Teachers who believe they are well respected by parents and students gain a lot of confidence. It naturally means a lot of those two groups to believe in a teacher’s abilities. Provide Suggestions for Improvement All teachers should be given a comprehensive Personal Development Plan that serves as a guide for improvement in areas of weaknesses. Most teachers want to be good at all facets of their job. Many of them are aware of their weaknesses but do not know how to fix them. This leads to a lack of self-confidence. An integral part of a principal’s job is to evaluate teachers. If there isn’t a growth and improvement component to your evaluation model, then it won’t be an effective evaluation system, and it certainly will not help build confidence. Provide Young Teachers a Mentor Everyone needs a mentor that they can model themselves after, seek advice or feedback from, and share best practices. This is especially true for young teachers. Veteran teachers make excellent mentors because they have been through the fire and seen it all. As a mentor, they can share both successes and failures. A mentor can build confidence through encouragement over a long period of time. The impact a mentor has on a teacher can span the length of several careers as the young teacher transitions into becoming a mentor themselves. Give Them Time Most teacher preparation programs do not prepare a teacher for life in a real classroom. This is where the lack of self-confidence often begins. Most teachers come in excited and fully confident only to realize that the real world is much tougher than the picture they had painted in their mind. This forces them to adjust on the fly, which can be overwhelming, and where confidence is often lost. Slowly over the course of time with assistance such as the suggestions above, most teachers will regain their confidence and begin to make the climb towards maximizing their overall effectiveness.