Developing A Strong Classroom Management Style - 1513 Words

There are many factors that affects a student s ability to learn and achieve. Classroom management plays a major role in the effectiveness of education and paves the way for the teacher to engage students in learning. Classroom management creates a set of expectations, routines, rules, and consequences. Through my experience at Olson Elementary, I have had the privilege of observing Ms. Mason, her students, and how she addresses classroom management. Every teacher has their own approach on classroom management, but essentially instills and models and principles of instills the goals and structure that meet the needs of their students. A key factor in developing a strong classroom management style is having engaging instruction. Ms. Mason creates a motivating environment by using a variety of teaching methods and tools. She uses a document camera and projector to display teaching lessons to the class. She does assignments with the students, which engages the students and allows them to move at a pace that better suits them. She also incorporates the use of videos, current events, and different activity stations. She also has a compelling nature about her when speaks and interacts with her students; she is animated, sincere, and captivating. In my future classroom I would also use different teaching methods because students have different learning styles. I would incorporate more kinesthetic and hands-on learning activities. I would want to emphasize Ron Clark’s approachShow MoreRelatedI Am A Great Musician948 Words   |  4 Pagesthey were the same. The work one puts in to being a successful music educator is the similar, however, the way to go about teaching an entirely different concept. Which the various amounts of work we, as a class, put into different learning theories, styles of teaching, and precautions, I thought I would have gained a better grip on how to teach elementary school general music. This slightly held true as I was prepared each week, but the dynamic of each class projected varying results. I found that eachRead MoreOrganizational Excellence And Change : Pepsico995 Words   |  4 Pagesand worldly mindset by having global divisions around the world. PepsiCo global divisions are located in North America, Latin America, Europe Sub-Saharan Africa, Asia, Middle East, and Africa. PepsiCo strives to be a worldly organization thru the strong creation of cross-cultural leaders. Content and Analysis PepsiCo Chairman and Ceo India Nookyi believes that the organization should have ?performance with a purpose?www.pepsico.com .The worldly - mindset at PepsiCo is evident thru the developmentRead MoreCommunication: A Fundamental Part of the Early Childhood Teachers Role1725 Words   |  7 Pagesearly childhood teacher’s role. Educators will communicate with many people during the course of their day. Developing positive relationships through open communication is a strategy that will benefit teachers, parents and most importantly, their students. Teachers must establish limits and expectations for students, not only in the classroom, but within individual lessons. Behaviour management is an essential skill that will be utilised regularly and will require a teacher to develop strategies forRead MoreSetting Up An Effective Classroom Environment1742 Words   |  7 Pageseffective classroom environment is essential in order to be a successful teacher. Good classroom management r equires careful planning of the classroom organization, rules, procedures, and instruction. Without these, classrooms would not run smoothly and efficiently. It is not enough to assume that students will behave appropriately throughout the year just because the teacher has taught the students what is expected of them. Good teachers encourage good behavior by constantly implementing classroom rulesRead MoreCoaching Models : Coaching Model753 Words   |  4 Pagesexperiencing (Knight, 2008). Teacher leaders that are instructional coaches are familiar with and understand many different instructional practices. There are a variety of issues that an instructional coach can take on with their colleague. Classroom management, content, instruction, and formative are known big four, and they are possibilities a where a coach and colleague to begin (Laureate Education, Inc., 2010g). Furthermore, I am a believer in the seven principles of instructional coaching whichRead MoreEssay on Implicat ions of Classroom Management1320 Words   |  6 PagesImplications for Classroom Management Legal and Ethical Implications for Classroom Management Phedelia Singleton Grand Canyon University EDU-536 Classroom Engagement and Management December 21, 2011 Ethics is a word for human behavior which includes classroom behavior. Ethical behavior is a realm of classroom ethics. In every complex society proper ethical is difficult, but it starts when a child is young. The implications below are a few of many ethical principles in the classroom whichRead MoreAmbitious High Potential Employee For An Organization1269 Words   |  6 Pagestheir desired field. It is recommended that these employees, especially the Millennials, be paired with someone who is a generation ahead of them. This is believed to be best because with age and seniority comes experience. A diverse skill set, a strong understanding of the organization, dedication, confidence, and wisdom are derived from experience. The benefits of job shadowing are numerous for an organization. Besides the obvious, cost effectiveness, productivity will increase within the organizationRead MoreQuestions On Classroom Management Techniques Essay1564 Words   |  7 Pagesthinking of classroom behavior, I think of children running around screaming and disrupting the whole class. I also think about how I want my class to run. In order for my classroom to run smoothly I need to identify my classroom management philosophy. Classroom management techniques refer to the strategies that teachers employ to effectively create safe, respectful classroom environments that reinforce positive behaviors and eliminate behaviors that negatively impact learning. Management strategiesRead MoreIntelligence and Character1284 Words   |  6 Pagesphilosophy of education. I do not believe that any student can gain intelligence and a true character without being introduced to a variety of teaching philosophies and styles. Education, a t any level, needs to encompass the needs and learning styles of all students; therefore, I intend on incorporating certain elements into my classroom from three main educational philosophies: Essentialism, Existentialism, and Progressivism. First and foremost, I will definitely use parts of EssentialismRead MoreDifference Between Management And Discipline1048 Words   |  5 Pagesof classes, we will create our classroom policies as a class. I will spend these days telling my students about myself and having them introduce themselves to create a class community. It is imperative that our classroom expectations and consequences are clear and fair to ensure classroom safety. I believe that there is a difference between management and discipline, and establishing the rules early on, with student input, helps a teacher better manage her classroom while disciplining when necessary

Judge But, Beware Of Their Cover - 1899 Words

Judge†¦but, Beware of Their Cover Intro: AP by John Updike and A Rose for Emily by William Faulkner are two short stories which reveal to be different, odd and even bizarre in several aspects; conversely, on the other hand, they are very similar. One similarity for John Updike, William Faulkner and many other authors, is being that they follow the three-act structure, which helps to write their story more effectively. Furthermore, in analyzing AP and A Rose for Emily, we see that both share an â€Å"overarching† theme; however, their symbolism and conflicts are different, yet finally, in the end, you will see which one I infer does a better job compared to the other. Genre: AP demonstrates the three act structure very well. In the first†¦show more content†¦In the Act Two, we see Queenie and the girls go up and down the aisles of the store; as the rising action between Sammy and Queenie come face to face. Once the girls finished shopping; Sammy and Queenie meet, connections made, as they enter Sammy’s checkout line setting up for the climatic finale. Obstacles and complications occur when the protagonist; Sammy gets upset at the antagonist, Lengel, the store manager, as he confront the girls, openly in front of customers about being inappropriately dressed. Although, a hard decision to make, Lengel was in the right to say something, due of all the complaints and interruptions within his store. Lengel’s treatment of the girls, hit a nerve in Sammy, causing some tension, friction, getting his heart rate up, wedge an obstacle between him and Lengel. As Sammy proceeds to ring up the purchase, as tension builds within himself fr om the complication, forcing him into thinking of taking action on his own. In act three, as the tension and conflict escalates, Sammy being trapped within a 19-year old body, had no control over teenage testosterone and hormones as they rage and fly out of control; Walter Wells points out â€Å"Sammy is likewise unable to distinguish between the two quite normal impulses† (2). Without any thought, the climax came when, Sammy, on a spur-of-the-moment decided to quit his job, tired of how everyone was treating the girls. The falling action happened when, Sammy ended up telling Lengel off andShow MoreRelatedOur Choice of Clothes Reflect Our Personality662 Words   |  3 Pagesthink we are? How does the way we dress communicate messages about our identities?† (Davis,1992: back cover blurb). What is identity and what role do clothes play in creating it? Use two relevant examples from fashion to support your answer. ‘O Daughter of mine, beware of the revealing hijab that is spreading amongst the women these days and that characterized by †¦ wearing a niqab that covers what is ugly and shows what is beautiful (Al- ‘Umran 2001: 10-111). ‘In the case of sociological interestRead MoreThe Compromise Of Personal Moral Standards1678 Words   |  7 Pagessomeone’s future when he or she makes unruly decisions and forgets to act maturely and instead reacts solely to the situation at hand. Gender role reversal causes thoughts and doubt based on a person’s gender, because of this, this person begins to judge others when judgment is not required and thinks differently about his or her own self and role in society, he or she is compromising moral standards. When personal moral standards are compromised or corrupted, either in individual situations or generallyRead MoreComparing Mass Delusions And Hysterias : Highlights From The Past Millennium By Robert Bartholomew And Erich Goode1185 Words   |  5 Pagesevidence for the court!†¦Thomas Putnam is out for land!† (Miller). While Giles pointed his finger on Putnam for stealing lands of his neighbors, he is asked to provide proof of this statement. At the end of Act Three, one can notice Giles is going to Judge Danforth directly about his accusations on Putnam: â€Å"DANFORTH: But proof, sir, proof. GILES, pointing at his deposition: The proof is there! I have it from an honest man who heard Putnam say it! The day his daughter cried out on Jacobs, he said she’dRead MoreSdff783 Words   |  4 Pagesversus private ownership of firms; governmental incentives or barriers for international trade and economic development; fiscal and monetary policy; trade boycotts by other countries; ideological leanings of government executives, legislators and judges, etc.)? 6. What are the major influences on marketing and distribution in Australia (communication, physical geography, climate, fuel prices, transportation infrastructure, warehouse availability, retail outlets, consumer behavior, etc.)? Read MoreA Romantic View Of Hester Prynne Essay1316 Words   |  6 Pages Hester embraces the Romantic ideals of individualism and being true to one’s self, but her ultimate happiness is prevented by the unnatural and unreasonable rigidity of Puritanism. These themes also closely resemble the words of Thoreau: â€Å"I say, beware of all enterprises that require new clothes, and not rather a new wearer of clothes† (Walden). Hawthorne affirms the Romantic concept of emotion over reason by highlighting Hester’s silent and deep love and loyalty to Dimmesdale, but Hawthorne’sRead MoreWho I Am A? Essay1423 Words   |  6 Pagesif you look more closely at my life, at the little details, that’s where it all went wrong. I feel bad for feeling like this because I have people I love, I have nice parents and friends, but when I’m alone, I have nothing. And I feel like people judge me for feeling the way I do when others have it worse. But the amount of pain someone is in shouldn’t be measured by how many scars they have or how many meals they’ve skipped. Does it really have to get that bad in order for people to understand thatRead MoreDifferent Types of Lying1731 Words   |  7 Pagespeople to lie and to be more creative in their lies. In serious lies, the falsehood is usually told to cover up the reward or benefit the liar got by breaking a rule or explicit expectatio n. Also, sometimes people lie to keep their privacy. E. Lying to Avoid Punishment: Lying to avoid punishment is the most common form lying, at least in early childhood (Lewis Saarni, 1993). People lie to cover up their mistakes, and to escape from punishment. According to the American Academy of Child AdolescentRead MoreThe Good and Bad Side of Advertising1657 Words   |  7 Pagesare not turn out what they appear to be. Potential customers would review the options on the item which one shall like to obtain. Just as people do a background research before travelling to an unknown destination. All in all, be beware and â€Å"don’t judge a book by its cover†. (1196 words) BIBLIOGRAPHY Golden, L. L. and Johnson K. A. 1983, The Impact of Sensory Preference and Thinking Versus Feeling Appeals on Advertising Effectiveness, in R. P. Bagozzi and A. M. Tybout (eds)Advances in ConsumerRead MoreOthello by William Shakespeare: An Epic Play Worth Reading1406 Words   |  6 Pagesmaid so tender, fair and happy,So opposite to marriage that she shunned The wealthy curled darlings of our nation, would ever have, to incur a general mock, Run from her guardage to the sooty bosom Of such a thing as thou, to fear, not to delight. Judge me the world, if tis not gross in sense That thou hast practiced on her with foul charms, Abused her delicate youth with drugs or minerals That weaken motion.† (Othello 1.2.2) Barbantio states in Act 1 Scene 1 that Othello must have persuaded DesdemonaRead MoreWill an Acquisition Help or Hinder Your Business? Essay1748 Words   |  7 Pagesoriginal business. You need to work out whether the acquisition will add value to your business, after making realistic allowances for all the hidden costs. To be successful, it will need to bring a number of benefits to your business. This briefing covers: †¢ The arguments for making a business acquisition. †¢ How to use an acquisition to expand your business. †¢ How to use an acquisition to reduce costs and risks. †¢ Acquisition pitfalls and how to avoid them. Defining your aims De Acquisitions are more

Holocaust Essay Introduction Example For Students

Holocaust Essay Introduction The delineation of human life is perceiving existence through resolute contrasts. The difference between day and night is defined by an absolute line of division. For the Jewish culture in the twentieth century, the dissimilarity between life and death is bisected by a definitive line the Holocaust. Accounts of life during the genocide of the Jewish culture emerged from within the considerable array of Holocaust survivors, among of which are Elie Wiesels Night and Simon Wiesenthals The Sunflower. Both accounts of the Holocaust diverge in the main concepts in each work; Wiesel and Wiesenthal focus on different aspects of their survivals. Aside from the themes, various aspects, including perception, structure, organization, and flow of arguments in each work, also contrast from one another. Although both Night and The Sunflower are recollections of the persistence of life during the Holocaust, Elie Wiesel and Simon Wiesenthal focus on different aspects of their existence during the at rocity in their corresponding works. Elie Wiesel, winner of the 1986 Nobel Peace Prize, wrote Night with the notion for society to advance its understanding of the Holocaust. The underlying theme of Night is faith. Elie Wiesel, for the majority of this work, concerns the faith and survival of his father, Chlomo Wiesel. The concept of survival intertwines with faith, as survival is brought upon Elies faith in his father. Both Elie and Chlomo are affected in the same manner as their Jewish society. The self-proclaimed superman race of the German Nazis suppress and ultimately decimate the Jewish society of its time. Elie and Chlomo, alongside their Jewish community, were regarded as subhumans in a world supposedly fit for the Nazi conception. The oppression of Elie and Chlomo begins in 1944, when the Germans constrain the Jews of Sighet into two ghettos. During the time of Nazi supremacy, Elie and Chlomo are forced to travel to various concentration camps, including Birkenau, Auschwitz, and Buchenwald. The determining conc ern of survival confronts both Elie and Chlomo throughout Night. The concept of survival is illustrated by the complications brought upon Elie and Chlomo. Elie and Chlomo believe they could only survive the concentration camps with one another; the father-and-son link was held together for the survival of each other. One complication in particular, was the instance when the SS officers separate Chlomo from Elie during a selection at Gleiwitz, as it was the weak, to the left; those who could walk well, to the right. My father was sent to the left (Wiesel 91). Elie, fearing separation from his father, tries to overcome this problem by running after him. However, with several SS officers running toward Elie in order to constrain him, many people from the left were able to come back to the right and among them, my father and myself (Wiesel 91). Elies act of improvisation allowed him to remain alongside his father. The raw act of survival itself confronted both Elie and Chlomo several times in Night. At one point during the march to Gleiwitz, the mass was allowed to rest. However, if the victims were not ready to form their ranks, the SS officers would shoot the resting bodies to death. To overcome this complication for survival, Chlomo decides that Elie should sleep, while Chlomo would awaken him when ranks were to be formed. Elie refused, while his father was gently dozing. He could not see his eyes (Wiesel 85). Elie, attentive during this time, was able to awaken his father in order to form ranks. The tactic to watch his father sleep allowed both victims to form ranks upon the SS officers commands; thus, Elie and Chlomo overcame their difficulty of sleep and death. The concept of survival advances Elie Wiesels theme of Night faith. The process of surviving alongside his father allows Elie to bury faith in his very fathers existence. The most significant event in Night is when Elie injects faith into his father, even though he renounces his faith in God. During his first night at Birkenau, Elie states, Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky. Never shall I forgot those moments which murdered my God (32). However, while resting during the march to Gleiwitz, Elie remembers Rabbi Eliahou and his son. During the run towards Gleiwitz, the son advances quicker in order to rid himself of his father, who was considered to be a burden. After contemplation on this subject, Elie says to himself, My God, Lord of the Universe, give me strength never to do what Rabbi Eliahous son has done (87). Elies statement is extremely crucial to the theme of faith in that Elie dive rts to reclaim a sense of faith in order to survive alongside his very father. Elie Wiesel centers Night around faith, with the notion reaching a climax at this very statement. Elie talks of his faith in God to Moshe the Beadle before the evacuation into the ghettos. Elies faith is then renounced when he sees firsthand the atrocities of the Nazi party. With Elie literally forcing himself to remain alongside his father in the name of survival, Elie redresses his faith by accounting his existence with that of his fathers; this event in itself is the pivot in which other thoughts and notions in Night arise. The theme of faith is epitomized in this very event where Elie reclaims his faith to exist with his father, for his father. Although the aspect of faith is touched upon in The Sunflower, the author Simon Wiesenthal projects the theme of his work towards that of forgiveness. The Sunflower is presented as a work centered around the author, Simon Wiesenthal, and Karl, the dying SS man who asks for Simons forgiveness. For merely being a Jew, Simon is placed in a concentration camp located in Poland. Like Elie Wiesel, Simon is also looked upon as a subhuman outside the Jewish community. As Simon marches to and from the Technical High School, the public Poles have a look of remorse and ill pity for Simon and the Jews alike. Karl, the dying SS man, enrolled in the Hitler Youth at age sixteen. During Karls adolescent years, the Hitler Youth was the popular movement for which one would gain national merit; as a result, Karl enlisted in the program. When the war broke out and the Nazi party needed officers, Karl volunteered into the SS program. It was of considerable value of Nazi Germany for men, such as Karl, to aid the movement. The Nazi society in which Karl was constrained to, ultimately turned him into a murderer; he was forced to completely annihilate a mass of Jews within a confined building in Dnyepropetrovsk. Reconstruction EssayOther differences arise between Elie Wiesels Night and Simon Wiesenthals The Sunflower from the aspects of structure, organization, and flow of arguments. The key difference between Night and The Sunflower, structurally, is that The Sunflower is comprised of two dividing segments; Book One is the actual account of Holocaust survival, while Book Two is a collection of opinions concerning the rightfulness of Simon Wiesenthal not forgiving Karl. Both sections within The Sunflower are fixated upon the notion of forgiveness; however, Book Two is the opinions expressed by several dignified persons, including Edward H. Flannery, Martin E. Marty, and Cynthia Ozick. Elie Wiesels Night is comprised of strictly a recollection of his life during the various concentration camps of the Holocaust. The organization in both Night and The Sunflower is similar; however, a subtle difference does indeed persist. This difference in organization affects the two works flow of arguments ; thus the flow of arguments in each work also differs. Both Elie Wiesel and Simon Wiesenthal organize their respective works according to the chronology of events their had to endure during the Holocaust. The difference arises in the fact that Simon Wiesenthal incorporates several uses of flashbacks in his organization of The Sunflower. A flashback emanates when the author stops the immediate action in order to retell an event which occurred at a point in time before the current state. Although Elie Wiesel incorporates a few flashbacks during his memory of surviving the atrocity, Simon Wiesenthal utilizes the flashbacks to an extent where each flashback further contributes to the motif-like state of the sunflower. For the majority of his flashbacks, Simon speaks of the sunflowers, which are planted above the graves of dead German soldiers. As he states, Suddenly I envied the dead soldiers. Each had a sunflower to connect him with the living world, and butterflies to visit his grave . For me, there will be no sunflower. I would be buried in a mass-grave, where corpses would be piled on top of me (Wiesenthal 20). Each time Simon recalls the notion of a sunflower during a flashback, he covets the dead German soldiers because it seems they will have peace after their groundless acts of murder. Simons consistent use of flashbacks allows his flow of arguments to have a faint, lost sense of progression. Simons flow of arguments is a bit coarse because of the constant flashbacks. It seems Simon jumps from his current points back to the significance of the sunflower throughout his work. As a result, The Sunflowers flow of arguments differ from that of Nights because they tend to be erratic. Elie Wiesels Night differs from The Sunflower in the aspects of organization and flow of arguments because Night is straight to the point; Elie Wiesels work, although incorporating a few flashbacks, is more straightforward in organization than The Sunflower because it does not backtrack as often as the work of Simon Wiesenthal. With the lack of extensive flashbacks, Elie Wiesel organizes Night in an unequivocal manner. This characteristic is apparent from Nights flow of arguments, as the flow of arguments is directly affected by the works organization. In Night, the flow of arguments advances from one point to the next; current points in the work are not extensively interrupted by certain events of the past. Night differs from The Sunflower in that Elie Wiesels work is comprised of straightforward organization and thus, a smooth and consistent flow of arguments. In Night, the descriptions of the atrocities committed are portrayed in such a raw, yet emotional, manner. A pertinent sect ion in Night stands out, as it is especially well-written. This section concerns Elie describing his first witness of abominations in the Holocaust. As Elie Wiesel describes, Flames were leaping from a ditch, gigantic flames. They were burning something. A lorry drew up at the pit and delivered its load little children. Babies! Yes, I saw it saw it with my own eyes (30). This group of quotations is the most dominant and moving section in Night because of its simplistic description. Elie Wiesel does not utilize any form of literary devices within these quotations; this raw account of genocide is a testament to the purpose of Night. Elie Wiesel writes the epitome of true recollection in its most primitive form; that fact in itself proves this section of Night is the epitome of genuine, artistic excellence. The apex of The Sunflower, where Simon Wiesenthal does not forgive Karl, is also described in the same manner expressed by Elie Wiesel. Consequently, the description of the apex is particularly well-written. As Simon describes, I stood up and looked in his direction, at his folded hands. Between them there seemed to rest a sunflower. At last I made up my mind and without a word I left the room (58). Simon writes these quotations in its rawest form. This simple form parallels his physical, passive-like response of quietly leaving the room without relying a single word. However, this simple form greatly contrasts the meaning behind the action; Simon does not forgive Karl for murdering innocent victims by merely walking out of the room in silence. This ample contrast is a result of Simons graceful use of description; as a result, this account of The Sunflowers apex is the distinguished section in that it is principally well-written. Both Night and The Sunflower are works which must be spread to society as a whole. Night and The Sunflower must be read and comprehended because they provide lessons for the current society to utilize. Night and The Sunflower provide for society, a moving, descriptive, first-hand account of the inhumanity and atrocities committed during the Holocaust. The guiltlessness of the Jews allowed the German Nazis to decimate any trace of the culture. A better understanding of the causes, events, and results of the Holocaust allows society as a whole to discourage such genocides. Comprehending these two works will allow the current society to prevent such atrocities. Another Holocaust must never emanate again; spreading the works of Elie Wiesels Night and Simon Wiesenthals The Sunflower will aid in the cause.

The Great Pyramid Essays - Giza Plateau, , Term Papers

The Great Pyramid The great pyramid was built during the reign of Khufu, 2nd king of the fourth dynasty (2,720-2,560 BC). It stands on the Giza plateau nearby Cairo and is the biggest pyramid in the world. It measures 230 m (756 ft) on each side of its base and originally measured 147 m (482 ft) high. Beginning in the 10th century AD the entire Giza complex served as a source of building materials for the construction of Cairo; as a result, all three pyramids were stripped of their original smooth outer facing of limestone. The core masonry consists of large blocks of local limestone taken from the nearby quarries and built around and over a rocky knoll. The size of the knoll cannot be determined, since it is completely covered by the pyramid. The entrance to the pyramid is in the center of the northern face. It is located in the thirteenth course of masonry from the base. This entrance has a pointed roof formed of massive slabs of local limestone and opens into a long steeply descending passage. From there a 36 meters long ascending passage leads to a 35 meters long horizontal passage that leads to the so called 'Queen's chamber'. This chamber measures 5.2 by 5.7 meters and the maximum height of its pointed roof is about 15 meters. The north and south walls each have a small hole a few centimeters square about 1 meter from the floor. These lead into narrow channels that originally opened on the exterior of the pyramid. At the juncture of the ascending and horizontal passage is an opening of a shaft which descends to a depth of 60 meters. It opens into the lower part of the descending passage, close to the unfinished, underground chamber, and is believed to have been an escape shaft for the workmen who filed the ascending passage with huge stones after the king's funeral. From the horizontal passage the Grand Gallery, which leads to the king's chamber, starts. It is 47 meters long and 8.5 meters high, and has a corbelled roof. In the center of the floor is a sunken ramp about 60 centimeters deep. The Grand Gallery ends in a horizontal granite passage which serves as an antechamber. It measures 8.4 meters long and 3.1 meters high, and has slots for three portcullises. Beyond the antechamber is the so-called 'King's Chamber' which is lined, roofed and paved with red granite. It measures 5.2 by 10.8 meters and is 5.8 meters high. Its flat roof is formed of nine monolithic slabs of granite. The northern and southern walls each have an 'air channel', one of which is open to the outside. The Pyramid can be seen to have about two hundred level courses of squared stones. The layers all have a different thickness ranging between approximately 50 and 145 centimeters. The average block size is about 1 cubic meter. On the Khufu pyramid, all the casing elements were removed in the 14th century. The few casing stones which do remain in the Great Pyramid all lie in the 1.5 meter thick bottom course and cannot be representative of the stones which would have been used in the higher parts of the construction. The only examples of face work such as this which remain are those on the pyramids at Meidum, Dashur andGiza.