My Educational Philosophy
When I become a teacher I will strive to better my student’s life not only intellectually, but also socially and emotionally. I will strive to learn from them as much as I teach them; in hopes to become a better teacher to my future pupils. I was inspired to do this by a special teacher who is also my ideal teacher. Mr. Bishop, my junior high teacher, was a big role model to me; he is a teacher whom I model myself after. He is a teacher who always had an answer to everything. Sometimes, I think that he must be the wisest man I know. If you ever needed help he was there for you. Mr. Bishop is a teacher to this day that I trust in and talk to, and I think that’s the way every teacher should be. I hope that after I graduate and become a teacher that I will be someone’s role model or someone a student can come and talk to when they may have a problem and can trust in. As an educator I want to motivate my students to learn. I hope to build their confidence and self-esteem to overcome fears of failure and strive to reach their goals and dreams.
There are many reasons why I want to become a teacher, but the main reason would be that I love the feeling of helping someone be the best person they can be. When I think that I would have a part in this process it makes all my efforts worth everything. Teachers play a very vital role in today’s society. Without teachers there would be no doctors, lawyers, or any other professions. Every skilled working person in America can attribute some of his or her abilities or skills to a teacher. A good teacher does not only teach curriculum, but he or she also teaches children about life. A classroom should make children feel emotionally fit, because not all of them have that stability at home. A good teacher laughs with their students, but knows when to be serious. Children need good teachers, and I intend to become one.
When I become a teacher, my classroom will consist of many different colors to give the children a sense of a fun atmosphere.
Juliet is completely fallen in love with Romeo, as he is with her, and this causes a change is her portrayal since she acts unfaithful to her words. “Good pilgrim, you do wrong your hand too much.” She teases Romeo, Romeo suggests a kiss “O, then, dear saint, let lips do what hands do. They pray; grant thou, lest faith turn to despair.” Juliet accepts the proposition “Saint do not move, though grant for prayers’ sake.” This is the first appearance of Juliet’s behavioural change as she shows signs of disobedience when she kisses Romeo, when she is supposed to fall in love with man her parents suggested
Mark Antony’s Oration from Julius Caesar is an exceptional example of a rhetorical speech because of its use of three distinct literary devices: rhetorical questions, sarcasm, and repetition. Upon analyzing the diction, the word choice, and the syntax, the arrangement of the words, one can promptly notice that the author, William Shakespeare, composed this speech to allow his character, Mark Antony, to inconspicuously blame Brutus and the Roman officials for the murder of his beloved friend, Julius Caesar. In the beginning of his speech Mark Antony addresses a few of the reputable things Caesar has done, and then he throws out a rhetorical question that asked “Did this in Caesar seem ambitious?” (Line 18). This is said to instigate the thoughts
Marc Antony’s speech that shook the people of Rome was mainly how he used certain rhetorical strategies. To begin with, Antony was giving the speech because he was an old friend of Caesar’s, making him the “sender”. The “receiver” on the other hand, happens to be the crowd of people because they are giving a hostile and overall bad feedback. In his speech, he often uses repetition, “For Brutus is an honorable man; / So they are all, all honorable men” (III.ii.79-80), to emphasize
In the novel, “The Curious Incident of the dog in the Night-Time” by Mark Haddon, the protagonist, Christopher, is trying to solve some of the mysteries that surround his life in Swindon, and get to his mother’s place and back through a mature understanding of social integration. In Swindon, some positive influences of mother in his past lead to some maturity and parts of his analytical trait, but primarily, determination and immaturity direct Christopher’s autism when solving the mystery of ‘who killed Wellington’. During the transition from Swindon to Mother’s house in London, Christopher’s analytical trait is starting to be seen, and more mature decisions are guiding his autism, but determination, mainly immature, is driven by fear of his father, and in turn, directing his autism. In the end, when Christopher reaches his mother’s flat, and wants to return to Swindon, autistic trait battle Christopher’s positive traits to try and achieve social integration while his maturity is seen to try and direct his autism. Christopher achieves understanding of autism when directed by positive traits and influences, leading him to solve the mysteries that surround his life in Swindon, and get to his mother’s place and back through a more mature understanding of social integration.
First, Antony started his speech with “Friends, Romans, countrymen” (3.2.72). Earlier during Brutus’ speech, he mentioned Romans first to appeal the reasons while Antony approaches to the crowd friendlier, more personally and emotionally by putting the word “Friends” first. This beginning helped Antony to take the crowd’s full attention throughout his entire speech.
As well of a speaker Brutus was, Mark Antony delivered a more persuasive argument to win the crowd’s favor over Brutus’, in Shakespeare's Julius Caesar. Mark Antony did not overestimate his audience, and spoke to the appeal of the crowd, rather than talking above it, as Brutus does in his abstract ideas and lofty speech of honor, and patriotism. Antony’s speech appeals to the basic needs and desires of the working class, using rhetorical devices such as repetition, sarcasm, emotional words, and the topics of pathos, logos, and ethos to change the crowd's’ emotions, and stance on the murder, manipulating the crowd in favor of avenging the late Caesar.
In conclusion, one can see that Juliet’s love for Romeo influences her to break away from being the shy, obedient girl into a young, independent woman full of wisdom and maturity due to her rebellious nature. Juliet had indeed been a blind stranger to the world as her father had stated in a conversation with Paris. Throughout the play, she awakened her senses, allowed her heart to open up and broadened her perspective while providing her with joy, growth and death. This is perfect to show that as Barbara de Angels once said, “Love is a force more formidable than any other. It is invisible – it cannot be seen or measured, yet it is powerful enough to transform you in a moment and offer you more joy than any material possession could.”
“Rhetoric, the art of making life less believable.”- Ben Marcus. In light of conspirators assassinating Marc Antony’s long-time friend, Caesar, Antony vows to avenge Caesar’s death. In Antony’s speech at Caesars funeral oration, Antony used rhetoric techniques to manipulate and persuade the audience into believing the same ideas Antony believed in. The purpose behind his speech was to lead into rebellion; Antony achieves this by stepping down to the audience’s level, using theatrical actions, and raising the morale to rebel against conspirators in the audience by presenting Caesar’s will.
I want to teach because I think that I can make a difference. I think that before you can make a difference you must have a passion. I have a passion for Art and Biology, and I want to project this passion onto my students. I would like to encourage the sparkle in the eye of a budding artist or scientist. I yearn for their faces to light up when I draw and explain the Kreb cycle as I did as a young student.
Antony begins with the now famous words, “Friends, Romans, countrymen, lend me your ears.”(3.2.62) In referring to the commoners as equals, they feel a sense of empathy even at the first line. This can be seen as a sort of ethos. He goes on to say that Brutus has said that Caesar was ambitious, and that this, if true, is a serious...
Now that I have told you what has led me to this decision I would like to tell you exactly why I have chosen to become a teacher. I want to become a teacher not because of the salary nor because I want weekends and holidays off; rather, I want to become a teacher because I truly have a passion for making a difference in others lives. I feel that teaching is perhaps one of the most fulfilling roles in life. Becoming a teacher to me means helping to shape another person by teaching and instructing them.
As we reminisce and reflect back either on our childhood or academic career, we tend to have that one teacher who was memorable to us in some way - for their sense of humor, their stellar personality, or perhaps having that charisma and charm no other teacher had to make a difficult subject and it 's concepts fun to learn. While knowledge is power, I firmly believe that it is rather the exchange and distribution of knowledge that is power. When one can educate the masses there is no doubt that together we can accomplish great things. Becoming a teacher would mean the opportunity to be able to witness the shaping and molding of the minds of the future generations and the satisfaction knowing that you have helped your students set themselves onto the right path and provide guidance towards the creation of a better tomorrow. Choosing to become a teacher will allow me not only to educate my students, but also educate myself to be a better teacher throughout my career. I believe it is a function of human nature to want to change the world for the better. In adulthood, I have learned that the improvement of the welfare of the world must begin with
I have not always wanted to be a teacher. I always knew that I wanted to work with children in some way, but I was pretty sure that teaching was not for me. I was well on my way in my junior year of college working toward a biology degree so that I could become a pediatric physician’s assistant. I still cannot explain what happened, but one week I was a biology major, and the next I knew that I have always been meant to teach children. I suppose I just took the longer route to get there than most people do. The two main reasons that I have chosen to become a teacher is that I believe that teaching is extremely personally rewarding in many ways and the fact that I can actively make a difference in someone’s life.
There have been many factors that have inspired me to this career choice. Watching my teachers, both past and present, has inspired me to become a teacher. I have a genuine interest in lifelong learning and as such I have the desire to not only instil knowledge and values to others, but also encourage them to share my passion for learning. Social Justice and leadership roles at school, along with my extra-curricular involvement with Cowra Youth Council, have highlighted my ability to work with and for the benefit of young people. In essence I know that my abilities and aspirations will make me a good teacher.
Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a dream of mine for several years. I always knew that teaching would be the career for me, especially when I began working in the school system as a substitute secretary. I loved working in the school environment; coming in contact with children everyday made me realize how much I would enjoy teaching a classroom full of students.