Competing and often incompatible ideas about how to best deal with criminal behavior.

Sample Solution

  Deterrence views criminals as rational individuals who can be persuaded by the threat of punishment to refrain from criminal behavior. This approach sees lawbreaking as a problem of individual choice and seeks to instill in criminals a fear of the consequences that will follow should they choose to commit crime. Deterrence is based on the understanding that lawbreakers must be punished for their crimes so that others may learn from their example and decide not to engage in similar antisocial behaviors. Revenge, meanwhile, views criminal behavior as an affront against society, requiring retribution or vengeance rather than rehabilitation or redemption. By taking an eye-for-an-eye approach, those who have committed crimes are seen as deserving harsh punishments such as capital punishment or long prison sentences. Revenge takes into account both the harm done by the perpetrator as well as public sentiment towards punishing wrongdoers harshly in order to serve justice and send a message about what is acceptable behavior within society.

Lesson 1 was an introduction to Python programming with students recalling knowledge from previous years. A detailed explanation of each stage of the lesson can be found in Appendix XX PART C lesson plan. Bruner (1960) believes that students revisiting information they have already covered will allow for them to further their knowledge and learn new things, called spiralling. An advantage of this approach is that students who recalled a lot of knowledge began to scaffold their peers and experiment with code without being conscious they were doing it. They were discussing key features of Python and communicated well together. A drawback of this method could be said that one of my students has not covered Python before, therefore is not revisiting knowledge but creating new knowledge. I didn’t find this to hinder progress due to students communicating and sharing their already existing knowledge scaffolding their peers. (SCAFFOLD REFERENCE) Using a flipped approach for this lesson by using worksheet 1 (Appendix) allowed for all students to make outstanding progress. Research into flipped maths teaching, carried out by National Foundation of Educational Research (NEFR, 2015) produced evidence that flipped learning allows more time for active class learning, collaborative learning and class discussion.(date) Class discussions are a big part of students being able to communicate effectively in order to deepen their understanding also supporting the development of literacy. Literacy is not just about reading and writing but being able to communicate. (The National Literacy Trust, 2014). Furthermore, students began to take more responsibility for their own work, at their own pace, resulting in a deeper understanding. Although this study was aimed at a maths environment, I agree with these findings. This method of teaching allowed me to do individual coaching with select students and students began taking ownership of their own learning which in turn was building their resilience to problem solving. Vygotsky (1978) states that, ‘By giving our students practice in talking with others, we give them frames for thinking on their own.’ To support Vygotsky’s statement, I monitored student’s verbal and non-verbal communications in order to see the progress of students beginning to complete programming tasks on their own using the methods laid out in this first lesson. Certainly by the end of the second lesson, students were beginning to think for themselves. LEARNING BY DISCVOERY. NATIONAL CURRICULUM????