Destinations in Decline
(640 Words)
Any sustainable holiday destination must be nurtured not only through continuous maintenance but also through the recognition of emerging trends and the implementation of appropriate improvements. These are some of the challenges that every tourism destination must address. The tourism life cycle of any holiday town or city is subject to variation, meaning that periods of stagnation can occur alongside periods of significant development and growth. There is also the constant emergence of new destinations that can capture tourists’ interest almost immediately. Consequently, established resorts must continually evaluate their position and adapt accordingly in order to remain competitive while other destinations continue to prosper. This essay will examine some of the key factors associated with the decline and rejuvenation of tourism destinations.
To begin with, recent high-profile travel destinations such as Dubai and Singapore have demonstrated how strategic tourism planning can contribute to the successful development of a destination. Theme parks, globally recognised architectural structures, and events such as Grand Prix racing have all helped to raise the profile of these destinations. Although these locations are considered high-end tourist destinations, their success demonstrates that, in order to remain competitive, tourism destinations must continue to develop, diversify, and expand. Within the tourism life cycle, some destinations may enter a period of rejuvenation, while others experience stagnation or decline.
A useful example is Benidorm in Spain. The town experienced substantial growth and became highly popular with European visitors during the late 1980s. Over time, however, it became increasingly associated with sunbathing, nightlife, and mass tourism. The natural landscape, including trees and vegetation, was significantly replaced by concrete apartment developments. This illustrates how a destination can reach a stage within its product life cycle where tourists may become less interested in an experience that is perceived as repetitive or lacking in variety.
This raises the question of who should be responsible for sustaining or revitalising tourism destinations. Political decisions can play an important role, particularly through investment strategies and policies designed to encourage foreign investment. However, it could also be argued that decisions should be made at a local level, as local knowledge can provide a better understanding of the unique qualities and characteristics that a destination can use to rejuvenate its tourism industry. Nevertheless, even local decision-making does not guarantee success. Destinations can stagnate when those responsible for development lose sight of what makes the location attractive and viable to visitors.
Moreover, Pattaya in Thailand provides another example of a destination that appears to have struggled to establish a clear tourism identity. Pattaya initially became prominent as a destination for rest and relaxation among American military personnel and subsequently developed a strong reputation for nightlife and entertainment. Although this has generated significant economic benefits, Pattaya has also introduced a range of attractions intended to appeal to families and other visitor groups beyond its traditional nightlife market. This raises the question of which target market the destination is ultimately attempting to serve.
Pattaya offers attractive beaches and a warm climate; however, Pattaya Beach itself is relatively limited in size, while further expansion is difficult. In addition, aspects of the beach environment and surrounding urban landscape may be perceived as unattractive by some visitors. These factors illustrate the difficulties faced by a destination that is attempting to diversify and develop without necessarily having a clearly defined strategy for competing with other international tourism destinations.
In conclusion, this essay has highlighted the importance of recognising that no tourist destination should take its success for granted. As with any life cycle, tourism destinations experience periods of growth, stagnation, decline, and potential rejuvenation. Modern tourists increasingly seek experiences that offer more than a traditional mass-tourism holiday, including greater variety, authenticity, and distinctive experiences. Destinations that recognise these changing expectations and adapt accordingly are more likely to remain competitive and sustainable in an increasingly dynamic global tourism market.
Inclusive Learning with Multiple Intelligences: we are all unique in our own way
(1567 Words)
‘Every child matter’ was the bold statement that put out a strong message for all teachers: a fact that subsequently continue to reverberate through inclusive learning and differentiation in the classroom in the modern day classroom. The child-focused initiative launched by the then British Labour Government in a green paper to be followed by the Children’s Act 2004 highlights that the classroom is full of individuals all with their learning abilities, methods, and idiosyncrasies. Improving and progressing, the all-inclusive learning experience for students developed further with the ‘Developing and Embedding Inclusive Policy and Practice of Higher Education’ which was launched in 2007. One example of this 2007 policy’s holistic outlook focuses on the courses that are being studied, and that the approach by teachers could be obstructing the learning of the students that do not include all individuals. Thus, teachers adapting the classes to all complements each student. This would demonstrate that inclusive learning and differentiation are paramount and are a dominant force for change that tries to give empowering success in every student. This brings forth, and the focus of this piece of writing, the ideas of the American psychologist Howard Gardner and his theory of Multiple Intelligences, from his book Frames of Mind (1983): looking after the needs of all students and their unique learning and performing methods in the classroom. Basically stated one student could work better by using their practical knowledge while another by their theoretical knowledge; recognising the fact that these two students are learning the same subject matter. I will further discuss the attributes of Multiple Intelligences highlighting first that individuals have cognitive nuances and hidden abilities, moving onto an example of a kinesthetic model that has the students actively working on the subject matter. I will then talk about creating interest for the students through their understanding of the lesson and also onto the actual students’ intelligence and the teacher underestimating them. I will finally discuss going beyond the norm for teachers and them not taking classes or the individual students for granted.
Having studied beforehand about functional skills and the embedding process in the class, at that time I was drawn to Howard Gardener‘s ideas which subsequently to this writing led me to a closer inquiry into Gardner’s theory and how different formats for the students would help with inclusive learning and differentiation. In this respect, I have increasingly become encouraged by cognitive-contextual theories. This theory deals with the way that cognitive processes operate in various environmental contexts. Thus, to explain Gardner’s theories in further detail, if we presume that each student has different learning abilities and each can acquire a subject constituent but in different ways, we can say that intelligence comprises multiple abilities. Each individual has his or her way of studying. We can break down these abilities/intelligences into categories that as a teacher can be manipulated into lesson plans as helping to achieve more from the individual students, recognising their differences. Gardener’s ideas are far reaching but from the perspective of the classroom for my classes, I feel that teachers should nurture the talents that each student holds; thus helping to produce better knowledge and understanding of the subject matter in question. This key point was highlighted also by Carol A. Tomlinson when she mentioned ‘teachers in healthy classrooms work continually to ‘tame’ their students: to see who they really are, what makes them unique in this world’ (p31. 1999). Overall, it is a focus to exploit these (in a certain way, ‘hidden’) talents that will hopefully use the concepts of Howard Gardner’s multiple intelligences, incorporated onto inclusive learning, to come to the surface. This, of course, means using differing structures in the teacher’s class that will in time show the teacher how their students are developing as a group and individuals.
Moreover, a ‘multiple intelligence (MI)’ example is bodily / kinesthetic. This is the theory that can be used to encourage students to prepare role-plays, dramatic plays, or practical tasks. It gets them off their seats interpersonally and emotionally mixing with other students. Some students will excel with this format. These kinesthetic types of people are strong in acting, using tools, and athletics. They like to move around, touch and talk. This, when used in class, gives the students social interaction. This is especially good for students who love getting up and doing. It gives them a chance to present material to their peers while appreciating the use of this language. The students can take the key subject matter and use the essence of it to translate the ideas into movement.
It is with this theory that teachers can use the knowledge gained about intelligences to spark all students into getting an understanding of the key concepts they are making in that specific lesson which the student might not get from other mundane methods. This is notwithstanding that each student will start to feel they are contributing and playing a vital role in the class’ progression that encapsulates inclusive learning and differentiation; hopefully removing competition. This will in turn help develop students’ proficiency in learning and progressing through the curriculum. It is a truth that some students can go through a lesson not realising that they are leading somewhere. If the key point is reminded to them in certain processes that encourage their talents to come to the surface, during the class they will hopefully come to realise and figure the lesson out. Hopefully, the additional stages of the lesson will be clearer to the student. It is up to the teacher to be capable of making these methods available for the students and recognising when they comprehend what is put in front of them by the teacher. The teacher is trying to get the students to process all the information they have given for the students to formulate it and understand in his or her own way. The goal is to get the students to acquire that day’s learning objectives inclusively delivered with the theory of multiple intelligences as a powerful support. It is a classic model by which to understand many aspects of human intelligence as the students begin to show their knowledge.
Furthermore, to give an example of a student’s intelligence in use, a student does poorly on the type of correlation question in a test. You could find that a possible conclusion is that the student does not reason well. Some teachers might think that the student is not capable. An equally plausible interpretation, however, is that the student does not understand the words or is unable to read them in the first place. A student seeing the analogy (valiant, faint-hearted, mollify) might be unable to solve it because of a lack of reasoning ability, but a more likely possibility is that the student does not know the meanings of the words. A cognitive analysis enables the interpreter of the test score to determine both the degree to which the poor score is due to low reasoning ability and the degree to which it is a result of not understanding the words. It is important to distinguish between the two interpretations of the low score because they have different implications for understanding the intelligence of the student. A student might be excellent at reasoning but have only a modest vocabulary or vice versa. This example is for all teachers to start research in which they find how the students react to certain classroom techniques incorporated through inclusive learning. Teachers need to see how they can raise understanding through certain tasks. Then, they can see that every student does have a talent and is capable of learning in their own way.
It could be said that the school/college systems for these students often focus on a narrow range of intelligence that involves primarily verbal/linguistic and logical/mathematical skills. Most academic knowledge is presented for learning by means of an extremely limited (or limiting) methodology and the acquisition of that knowledge is evaluated by means of rote tests, whereby the best grades are assigned to students who demonstrate the greatest ability for memorization. It is the idea that there is a single intelligence. It is this narrow-mindedness that teacher should come to realise. Multiple Intelligence theory should expand lessons to new places with experimenting. This experimenting with students’ inner intelligences can be multiple. This can include at a minimum of linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal intelligences. The teacher will come to realise that each individual has their own talents that can shine in the classroom and other students will come to respect.
To conclude, it has been shown that recognising that each student has a unique method of comprehending what the teacher has demonstrated/shown the students. Inclusive learning means caring for everyone’s needs and no one is left behind. It has been discussed that this can be helped by a teacher using different methods to create learning environments that can change perceptions of learning not only in the students but also in the teacher. The teacher can hopefully see that potential is there where beforehand using other more methodical methods they and their classes would have failed to create that spark in students. It is also hoped the theory of multiple intelligences emphasises the creation of different methods which highlights inclusive learning and differentiation that encompasses varied skills, attitudes, abilities and potential.
References
Gardner. H, 1983. Frames of Mind – the Theory of Multiple Intelligences. Underlining and Notation Edition. Basic Books.
Higher Education Academy. 2010. Developing and embedding inclusive policy. [ONLINE] Available at:
http://www.heacademy.ac.uk/assets/documents/inclusion/DevelopingEmbeddingInclusivePolicyPractice_ReportFinal.pdf. [Accessed 28 November 12].
Tomlinson C. A, 1999. The Differentiated Classroom: Responding to the Needs of All Learners. 1 Edition. Pearson.
Reflective Essay – A Critical Incident
A “prudent understanding of variable situations with a view to what is to be done” (McCarthy, 1984, p.2) encapsulates that moment when a teacher is met with new experiences that need resolving. Teachers are met with acts that define their personalities. While working in Asia, I was faced with one such dilemma as two students had complained to my manager that I was rude to them. All I was mentioning after class (in a respectful way and in the least words possible) on the first day of a new term that they had entered the class late, ignored me, and sat down to subsequently talk with their friends. Asian culture may ignore this nonchalant kind of attitude, although I felt the need to deal with it. What is called a ‘technical rationality’ (Schon, 1983), namely my reaction, I hoped, was a means to an end by telling them in not so many words that I would like them to respect the learning students, process and the teacher teaching. In this given situation, and given they were both adults, who was right as we both had views? For this essay, I would like to like to draw on Gibbs’ (1988) six step process of reflection to examine this classroom experience.
Firstly is the ‘description’ (Gibbs, 1988) of what happened? This can be said to be the ‘critical incident’ (Flanagon, 1954) which emphasizes a direct observation of human behavior to examine the point of myself, the teacher, keeping two students behind after class to talk about their behavior towards the learning process. This is also the ‘concrete example’ (Peters, 1984) which shows that we have to step back and test ourselves. Then, the next test is my ‘feelings’ (Gibbs, 1988) towards the students’ attitude of nonchalantly arriving late and traipsing past me. I felt a bit of frustration as the class had been disturbed, myself disrespected as a teacher while not forgetting being unsupported by my manager who told me to apologize to them.
Moreover, to ‘evaluate’ (Gibbs, 1988), the third stage of Gibbs’ model, which highlights the good and bad, is first to say that I chose a quiet moment to explain myself; this being after class. The bad would be the students’ reaction to a situation they felt was not to be worried so much about which in Asian culture made them lose face. So, to make sense of the situation and thus ‘analyze’ (Gibbs, 1988) it, I was left feeling that I was in the wrong. My manager was now telling me to apologize and forget about it, although he was driven by the Asian culture and business ethics of the customer is always right and do not say anything bad.
Furthermore, the “conclusion” (Gibbs, 1988) is to highlight and reflect on what more I could have done, seeing as I had to apologize (or risk losing my job). Culture was an issue, but also I think attitudes to lateness of another teacher to which they had had the previous term was an issue. The sixth stage, my ‘action plan’ (Gibbs, 1988) is now to see if the situation arose again what I would do. Of course, there are reasons for being late, and also for reactions to negative things said about someone. Culturally, maybe I was too abrupt and too serious. Finally, laughter and a smile work in the Asian culture while also getting the students’ personal feelings as to the right behavior instead of pushing my personally held beliefs is also a factor; hopefully, we all become wiser.
(Words 591)
References
Peter Scales, 2008. Teaching in the Lifelong Learning Sector. 1 Edition. Open University Press.
Geoff Petty, 2009. Teaching Today: A Practical Guide. 4 Edition. Nelson Thornes.
Yvonne Hillier, 2005. Reflective Teaching in Further and Adult Education. 2 Edition. Continuum.
Andrew Armitage, 2011. Developing Professional Practice, 14-19. Edition. Longman/Pearson.
An Outsider’s Training Visit – Reflecting on the Approach and Experience
(1428 Words)
For one week, our language centre was going to have a trainer visit to provide us, the teachers, with a chance to have this an outsider from the head office observe our teaching and be, himself, observed by us. This would allow the teachers to take a look at their teaching and hopefully benefit and develop ideas and new teaching methods as well as learn from this person’s teaching. Of course, as a professional teacher, it is always advantageous to take a step back and observes other teachers as well as ponder some of your teaching techniques. For me, the experience sounded a pleasant change and a chance to improve my teaching. We were initially given some information regarding the visit. This explained that the process would ‘provide teachers with support to reflect on and develop their own teaching’ and ‘freshen up the branch atmosphere’. It sounded like a great new approach. I was also buoyed by the fact that this outside trainer would be providing the feedback. I say this because I completed a teaching course with him (he was a trainer) at the head office and found him to be a person who could evaluate your teaching and give constructive criticism without making you feel you failed in any way.
So, day one, I walked into the office and met with our centre manager and had a chat with him and said ‘hello’ to the outside observer/trainer. I explained to him that I would have to speak with him about my class which he would take over and teach for one lesson. This was fine. That day was fine he passed me in the office nothing was said. The next day, I said ‘hello’ again nothing much was said. That day, he walked in and out of our teachers’ room without saying anything. The following day, I was on the computer, and I remember this trainer coming in the teacher’s room. I did not see him, and I remember he basically walked past me and sat on the computer next to me and never said anything. I got the feeling that he was being a bit absent. I thought to myself ‘oh, hello Neil’. It seemed a bit strange he had not actually said anything to me from day one or had not made any attempt. From this point on, I remember thinking that he was not being that familiar. It seemed he was not really trying to be friendly and make this ‘outsider’ experience pleasurable. If anything he was fitting the role as an ‘outsider, a hired in professional you could say. Generally, it was after these experiences that I noticed that this guy was in the manager’s office most of the time or on the computer never really coming into the office. For myself, I thought I knew the man and we were familiar with each other from the teaching course although I think, at that point, I was mistaken. I found him to be very cold and not willing to participate with our team of teachers or get involved. It was then that I had the feeling that he must think he is superior in some way, and we are only teachers; he does not want to associate with us. I was confused I had read the initial information about this professional development process given to us to read telling us about ‘empowering the teachers’. My experiences so far were not telling me this.
So, the trainer was now going to teach my class. The time came for him to teach my class, he went in and taught the class. Again, I was confused I had read that the outsider would ‘meet before class so that the visitor can explain the day’s lesson objectives and contextualise the lesson’. I was at my desk all the time before the lesson and nothing was said. I was in the dark. My feelings during his lesson from all the happenings I had had, I must admit, I was not inspired to take a positive look at his lesson. For myself, I felt that he thought he was a bit above us teachers. So, it prevailed that when we had the feedback session I made a point of showing that he was not above us and his lesson had certain aspects where he had moments as not to be so perfect.
Once I had observed the outside observer/trainers teaching, it was now time for me to be observed. I thought I was being observed by this outsider although I realised later that it was actually the manager, although the trainer was in the room observing me and writing down notes which meant he was observing. The observation of me was on Sunday at 9.00am. I arrived at 8.20pm that day and spent 35 minutes getting ready to make sure I could do my best. Once all this preparation was done I sat down for two minutes just before I was to go into the classroom; then just before I was to go in the class, the manager came up to me and started to ask questions about what I was to do in the class. I felt as this was not the time to be discussing objectives and procedures. This was not planned and not an appropriate time I thought. My reaction to the manager’s questions was one of ‘give me a break’, I need a couple of minutes to relax and contemplate before a 3-hour class and you could have picked a better time.
The class I thought went fine. Of course, there were aspects that I would have changed but on the whole, I was satisfied. That Sunday afternoon, I had the feedback meeting regarding the lesson with the two observers. My experience of the whole week had not been as I had thought so by this time I was not relishing speaking with the outsider. The thing was, he was not going to do the feedback. It was the manager as he was learning from the trainer, and it was his chance to show what he had learnt from the trainer from other feedback sessions. The manager asked me to describe my experience of teaching while being observed for 1 hour. I said I thought I was okay and, of course, there were some aspects I may have changed but I think the manager wanted me to be more descriptive so we could generate a meaningful feedback session. I was not really in the mood for this, if I may say ‘interrogation’. I let the manager explain to me. This was the point that I found strange, the manager started using all this technical language like the outside trainer was putting words in his mouth. It felt very unusual for me as I knew the manager very well and have had a lot of conversation where we have discussed teaching in a meaningful way, where I think both us benefited. The problem was that this time it was the manager was saying the trainer’s words. It actually made me think that this was just the same as the teaching course I had done with the trainer a while back. I thought to myself this is just the teaching course again talking about ‘objectives’, ‘SWBATs’ and ‘challenges’. I must admit that I was not as open as I should I have been, and I may have come across as being a little obstructive although I had the feeling that this ‘outsider training’ could have had a new innovative approach that would inspire teachers not just regurgitate old methods from the teaching course.
There are many factors that I have talked about in this reflection, and I cannot say I am not at fault for being part of the process that went wrong. I do feel that some team bonding would have been beneficial, a chance for all the teachers and staff to be familiar with the trainer and for this outsider to feel relaxed with our whole teaching team. I also think if you are going to come into another working environment and do anything you have to create an atmosphere that whole staff feels relaxed, able to contribute and not feel they are not being dictated to. I also feel that if you are going to develop people/teachers by coming into their working environment you should use new ideas and new methodologies that show you put some thought into what you are doing and people can be motivated by your efforts to improve them.
Presenting Communicative Activities (lesson example)
| Presenting Communicative Activities |
Activity: Describing the future
Lesson Planning (Lesson objectives)
Students will be able to:
1. talk about the future using
Present continuous – for future events or situations
Future continuous – for ongoing actions in the future
Future perfect – for actions that will be completed by a certain time in the future
2. think about and discuss the future to be able to present a constructive vision (in a group) of the future.
3. presents their ideas to a class of students and answer questions on their presentation.
Lesson Planning (Sample Dialogue)
People will be using this spaceship to fly to the moon.
Everybody will have this in their house.
This robot will have sold a million by 2020.
Resources
Pictures of the future drawn by children, whiteboard pens, worksheets, student book
LESSON
Stage 1: Questions to initially engage the students
FUTURE
How will life be in 100 years?
What will scientists be able to do?
Stage 2: Pictures
Give each student (pairs) a copy of the children’s pictures. Tell the students that a group of young children was asked to draw pictures of how they imagine things will be in one hundred years and what scientists will be able to do. The students’ task is to work out what the child has tried to draw and what his/her reasoning might have been.
Questions on the white board
What have they tried to draw?
What was their thinking about the future?
Get class feedback and then give them the actual answers.
Stage 3: Drawing
Students are given a blank piece of paper and asked to sketch a vision of the future (like the children did in their pictures beforehand). The students mustn’t write or say anything about their picture.
Stage 4: Drawing Reflection
Teacher takes everybody’s drawing and swaps them around so each student has a new picture to look at. Each student’s task is to work out what the other student has tried to draw and what his/her reasoning might have been. Again, they must answer the focus questions on the board.
Questions on the white board
What have they tried to draw?
What was their thinking about the future?
Stage 5: Giving Opinions
Once students have an idea (or timed) of what the other person was thinking about the future he/she must go to that person and explain in English what they thought he/she was thinking about the future. The other students must reply in English as to whether he/she was right or wrong. Once sat back down, a few students are asked about their classmate’s picture as feedback to the whole class.
Stage 6: Grammar Focus (Describing the Future)
Students are guided to the student book (worksheets) to check understanding of future tenses. Examples are given on the board for further understanding. Students then complete the statements in the student book with the correct verb form. Checking for understanding is paramount.
Stage 7: Writing a Presentation
Students (or groups) are told to prepare a speech using future tenses already studied to explain their drawing further and try to convince the other students that it is a great idea. The teacher must go around the class helping students (groups) and correcting to make their presentation presentable. Students must talk for about 2 to 3 minutes.
Stage 8: Presentation
Each student (or group) must speak for two to three minutes in front of the class showing their picture. At the end, he/she/they must answer questions from the other students.
Stage 9: Winner of Presentation
After every student (group) has finished a draw can be made for the idea that the students think is the best.
