Hamlet Reflection

Reflection, whether it be inward on one's self or outward, as in showing someone else who they are, has come to mean a lot in today’s society and it is often something people turn to in times of hardship. In William Shakespeare’s Hamlet, the main character, Hamlet, is confronted with the task to avenge his father’s death while his mental health seems to deteriorate and his personal and familial relationships crumble. Yet, Hamlet continues to exercise his ability to show other characters who they

perception of the main characters. In William Shakespeare's Hamlet, Prince of Denmark, there is a continuous shifting of the main character's emotions. These emotions range anywhere from madness and rage to grief and sorrow. In Hamlet there is a foil that represents each emotion and behavior that is displayed by the main character- Hamlet.       Laertes holds the most important role as a foil to Hamlet. He represents the rage that boils within Hamlet and the revenge  which he seeks. In many ways Laertes

Hamlet is a piece of work unlike any other. For years the play has been used to stimulate the minds of both the young and old people of the world. One of the greatest reasons for this is the amount of questions and thoughts that stim from this classic tale. Hamlet always seems to be on the tipping point when facing difficult decisions that need to be made throughout the play. These decisions often conflict the actual thoughts of Hamlet and make things progressively more difficult as the play drags

essential to the course of the story as they provide the character’s inner thoughts and battles which cannot be disclosed through regular conversation. In William Shakespeare’s Hamlet, he uses Hamlet’s soliloquies to reveal more about Hamlet’s role and origin of emotions as a character. Hamlet’s soliloquies are the reflection of his state of mind. In this case, Hamlet’s fourth (Act III, Scene I) and his sixth soliloquy (Act III, Scene III) emphasize his indecisiveness and delay process in his mental

Wherever there is action, lie’s a consequence. The tale of one of William Shakespeare’s most prominent play, Hamlet revolves around this theme. The story follows a young prince, who has gone through many obstacles to attain revenge on his treacherous uncle, who had murdered his father and married his mother. A major scene in that enforces this idea would be during act IV, when Hamlet decides that the time for retribution has come. When making this play, Shakespeare had one central intention, impress

To become familiar with this play, I would first, before anything else, look up it’s history . I would research William Shakespeare (the author of Hamlet), and I would then read the general information and expand from there. I would consider general information things like, the time period it is set in, where the story takes place, etc. To expand on those things, I would do research on that time period and setting and get to know the culture and traditions they had. After, I would read the play and

Project Title “How to be a Reflective Educator with Children (the Value of Critical Reflection)” Introduction Children have the right to be listened and heard; it is critical that as educators we let the children know that their opinions in matters concerning them, such as what experiences they would like to engage in, is valued. These positive outcomes will extend to the children reciprocating this with other peers, as they begin to interact positively with others. Rationale Throughout this Degree

with behavioural and emotional issues from a broad variety of differing backgrounds and life experiences. As a consequence, I constantly have to be very creative in my professional practice. Employing the three concepts of Brookfield’s critical reflection allows me to challenge any assumptions I may have and offers me the opportunity to evaluate the effectiveness of my teaching practice. My area of improvement was in specifically, the delivery of English with learners who were demotivated and disengaged

Throughout this piece of writing I am going to "critically discuss the assertion that teachers themselves, are their own most important resource when it comes to the development of their professional expertise." When evaluating this claim I will address a number of topics including reflective practice, professional expertise and the correlation between them; as well as this I will refer back to the GTCNI framework and what it has to say about teacher effectiveness and the variety of tools that teachers

A. Evaluation Form or Observation Protocol The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, 2012). A1. Performance Factors The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components