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While each student will respond to school and education differently, all can discover their personal aptitudes in academics, athletics, or the arts. School also provides key socialization functions that helps students learn and grow. As a teacher it is my responsibility to understand the process of socialization and social development in my students. As students become more aware of their personal power, they can apply what they learn in school to outward expressions such as community service, creative endeavors, or athletic performance.
Teachers learn as much from their students as our students learn from us. Students challenge us, and encourage us to change and grow just as they do. By keeping up-to-date on my profession, and the subject matters that I teach, I can provide my students with the best quality education. Incorporating current events and popular culture into my lessons will help students understand how education...
I believe my students should find their education meaningful, and not just a series of tests and random facts. Field trips, multimedia, and guest speakers provide a rounded educational experience that all students can learn from, no matter what their backgrounds. I believe in multiple learning styles; not all students are predominantly verbal so I will make a point to cover subjects in ways all students can understand. Similarly, I will continually refresh my knowledge of issues related to ethnicity, gender, social class, physical disability, and learning disability. Being sensitive to diversity issues is crucial for teachers and for creating a harmonious classroom environment. My classroom environment is a reflection of my teaching philosophy: a safe haven for students to express their opinions, ideas, and questions in ways that stimulate learning, growth, and critical thinking skills.
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
empathy must be accorded to the child, that teacher helps child master words in ways that are most congruent to the child, that teacher must 'step into the child's shoes' (i.e. go down to his level) in order to help him best, that the child must be made to feel that he can succeed, and that progression of knowledge must proceed from lower to progressively more challenging levels Teaching students
Size/Cooperative Learning & it's effects on participation Action Research Question Will cooperative learning have a significantly positive impact on smaller or larger classes? The purpose of this study was to investigate if cooperative learning will have a significantly positive impact on smaller or larger classes. In order to have valid results, I used both my largest and smallest classes as my sampling. I also incorporated a variety of teaching styles with cooperative
Therefore, the selection of historiographies used to create school curricula and to inform pedagogy should be carefully selected and from as many perspectives as possible. Cultural identity does not have to be created in opposition to others. Too often, cultural identity is based on boundaries and borders rather than on commonalities. Relying on singular interpretations of potentially biased historians is particularly problematic when issues of power and social control are
Among all the measures, sentence imitation illustrated the greatest power in discriminating poor and adequate readers (2010). Another study conducted by Flax, Realpe-Bonilla, Roesler, Choudhury, and Benasich (2010) studied the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) with the hope of identifying "which language constructs (receptive or expressive) and which ages
penalty kick, the game was ours. If we missed, the game went into overtime and we risked losing what we worked so hard toward. Overcoming immense obstacles, we rallied from a 5-2 deficit in the second period. Our best kicker was out due to a hip injury; two of our star players fell ill some a severe flu; and the captain must have underwent the psychological trauma of weeding