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Philosophy of Teaching Statement
I have heard people compare teaching to shining a light into the darkness. I like this analogy, because teachers certainly do bring light to the darkness. However, I do not think such a statement is strong enough. When I hear that statement, I picture a person in the woods, leading a bunch of people, holding the only flashlight. Yes, that person is a leader. Yes, that person is illuminating the darkness. However, that person is retaining all of the power and control in the scenario. The person holding the flashlight decides what to illuminate, and what to leave dark. In the woods, such an oversight could mean missing a threat, like a bear, or an opportunity, like berries. In real life, such intentional or accidental oversight could mean depriving students of an opportunity to enrich themselves through knowledge.
Therefore, rather than hoping to act as a light in the darkness, I hope to teach my students how to be a light in the darkness, rather than simply waiting for someone else to come along and illuminate...
This means that my students must be prepared to critically examine scenarios, search for facts, and look for innovative solutions to problems. In order to prepare students to critically examine issues, I use the Socratic Method for some of my teachings. There are pros and cons to using the Socratic Method for teaching. Students tend to have strong feelings, most of them negative about the Socratic Method. It puts students on the spot, and it makes them apply knowledge, rather than merely recite facts back to the teacher. Because of those characteristics, students may initially be resistant to the Socratic Method. However, the Socratic Method reflects how people must apply knowledge in life. Learning is not for the purpose of reciting facts, but to learn how those facts impact new scenarios and situations that arise in life. The Socratic Method helps prepare students for real-life applications of facts to help develop innovative solutions to existing problems.
Of course, as a criminal justice instructor, I know that my students…
The success of every teacher is measured by the ability of her students to progress in their learning and think more critically about the world. The student's relationship to the teacher is that of a person seeking guidance to realize his or her dreams. This does not mean that discipline and rules should be ignored. Far from it, for to create an atmosphere of mutual respect, all students' needs must
visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to
As a result they are often excluded from the mainstream and from being productive members of society. I feel that it is not only ethically and morally important to help these individuals but that it also makes economic and social sense to assist those who are disadvantaged to receive a better education and advance their potential in life. I also believe that we should be careful to consider the fact that
"Many of our current challenges are unprecedented," the president explained. "There are no standard remedies, or go-to fixes this time around. That is why we are going to need your help. We'll need young people like you to step up. We need your daring and your enthusiasm and your energy." I will continue to offer my enthusiasm and my energy -- and hopefully I will be daring enough to
Philosophy and Morality INSTRUCTIONS The exam consists essays. Please essays document. Please plagiarize. Be paraphrase verbatim language authors putting quotation marks. You document sources, -text citation ( footnotes) a reference page. Philosophy John Arthur's "Morality, Religion, and Conscience," A concern on the relationship between morality and religion is an ancient argument that continues in philosophy in the present times. The argument is mainly on whether morality emanates from an institution or religious background. Theologians
All these little faults of speech, which you are so afraid the children will acquire, are nothing. They may be prevented or corrected with the greatest ease, but the faults that are taught them when you make them speak in a low, indistinct, and timid voice, when you are always criticizing their tone and finding fault with their words, are never cured." [195] Similarly, Rousseau uses the example of late-onset language