The primary teaching philosophy I espouse in every class is that students reach the pinnacle of university scholarship when individuals can take what they've learned, step up to the lectern, and teach their peers. The three successive pillars which support this philosophy are using relevant examples to place classical scientific knowledge within a comfortable conceptual framework, encouraging interactive participation in lieu of passive rote memorization, and providing students the opportunity to practice presenting from a position of authority.
Using and inviting examples to demonstrate scientific concepts place esoteric facts within a familiar physical or social context. It is also succinct: I could spend three minutes explaining the principles of latent heat
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I then ask if the student could not provide something more original or current. They do, surprising me again with their creativity.
Encouraging participation allows students to feel like contributors rather than spectators.
During lectures, I often engage student volunteers. When teaching descriptive statistics I ask for one representative from each gender and hair color to stand and count their condemographic associates still seated in the classroom. Or after explaining autoimmune theory I will have members from the student body role play as heroic, defending B-cells or T-cells battling a viral invasion; I reserve the villainous role of the pathogen for myself. Participatory activities go hand in hand with labs which will either introduce or reinforce concepts learned during lecture depending on scheduling vagrancies. I am a firm believer in establishing a class wide
on or in a different organism while harming its host. The war in this case
Though fictional, this novel illustrates the fear surrounding disease, viruses, and contamination and how if uncontrollable, could lead to a global spread that could jeopardize the human race. Traveling internationally, World War Z represents a zombie epidemic that brings forth infection, which can be considered an unconscious actor during this time of confusion and destruction. Scientifically, fear is defined as a natural response found in almost all organisms that revolve around the emotions and feelings induced by perceived threats and danger. Max Brooks illustrates the societal interaction with fear, “Fear of aging, fear of loneliness, fear of poverty, fear of failure. Fear is the most basic emotion we have. Fear is primal. Fear sells. That was my mantra. ‘Fear sells.’” (Brooks 55). The fear of a zombie virus spreading in fact just produces more fear into the mind of the individual. Through research and scientific advancements, fears and anxieties have been proven to put an individual more at risk of developing health issues. How ironic, right? Our fears and anxieties surrounding diseases and the spread of them cause our society to be more susceptible to obtain and contract more health related problems. The fight against the zombie metaphor within World War Z gives the reader a purpose for finding a way to hold
...ing scholarships, mentoring programs, and seminars for those who intend to become intellectual scholars. Many organizations also offer chances for current to become more visible and hold leadership positions.
The right and privilege to higher education in today’s society teeters like the scales of justice. In reading Andrew Delbanco’s, “College: What It Was, Is, and Should Be, it is apparent that Delbanco believes that the main role of college is to accommodate that needs of all students in providing opportunities to discover individual passions and dreams while furthering and enhancing the economic strength of the nation. Additionally, Delbanco also views college as more than just a time to prepare for a job in the future but a way in which students and young adults can prepare for their future lives so they are meaningful and purposeful. Even more important is the role that college will play in helping and guiding students to learn how to accept alternate point of views and the importance that differing views play in a democratic society. With that said, the issue is not the importance that higher education plays in society, but exactly who should pay the costly price tag of higher education is a raging debate in all social classes, cultures, socioeconomic groups and races.
The Leeds Scholars Program offers many academic benefits that I firmly believe will maximize the potential of any student. Because the Leeds Scholars Program is a rigorous process, the difference in my community of peers, the mentorship opportunities, and the specialized advising will essentially provide the proper guidance needed in order to fully succeed academically and professionally. For the reason that I have first hand experience, I have a strong belief that proper guidance is as valuable as the knowledge given in a classroom. Although I always saw myself as a scholar, coming from an underrepresented background I was always surrounded by pervasive situations. If it were not for the administration team at my high school mentoring me,
Being in Upward Bound has been my greatest privilege and source of motivation. I was one of lucky 12 who was selected from my class and since we spent three summers together, we have created a powerful bond with each other. Ms. Norma, the director, has helped me grow tremendously throughout these years and she has been one of my greatest role models. During my summers in LMU, my UB peers and I were put in positions where we had to work together to solve many problems. Activities like these helped me become better at working alongside others and take the lead when needed. This mental training influenced me to become active in school by joining clubs and taking leadership positions. I learned a lot about myself by being participating in these
context. These ideas and beliefs have been influenced by different factors such as my personal
This should be done by showing statistics that Scholar Students often times get more scholarship money and get into better colleges. Those in the Scholars programs should also be closely examined and be accountable for high expectations to stay in their heavily privileged program. I know Scholar students who have copped out of taking the rigorous AP classes. At the same time, I know Regular students who wished they could’ve gone to Madison and feel inspired to get the grades and become the ideal student. I know Regular students who have been put into honor classes full of Scholar students and not really knowing anyone in the room. I know Scholar students who don’t feel like they can ever catch up to the demanding workload and who would happily step
The most profound recommendations suggesting the benefits of an academic and student affairs partnership have emerged over 25 years ago. The Student Learning Imperative (ACPA, 1994) indicated the positive impact on students through such a connection: “students benefit from many and varied experiences during college and learning, and personal development are cumulative, mutually shaping processes that occur over an extended period in many different settings” ( p. 3). The document, Learning Reconsidered, the result of this collaboration was groundbreaking highlighting the weaknesses and missing elements in a holistic approach to developing the whole student. Learning Reconsidered defined learning as “a comprehensive, holistic, transformative activity that integrates academic learning and student development” (Keeling, 2004, p. 4). Finally, Learning Reconsidered 2 is another serious attempt at bridging the gap between academics and student affairs that
I now spend my time with the help of some teachers who encouraged me to work to my fullest potential guide freshman and sophomores who feel like those years aren't important as I did. I see them walk the halls with little to no cares not understanding the future with brands on their minds and grades being held off until their junior and senior year. Those kids whose parents wanted them to live a better life and amount to more than they.The children who grew up in a crime-ridden city who are already labeled by their society. I will forever encourage students to put forth the best effort, so they won’t need as I do for college to be a second chance. When I realized my wasted time on material items and names, my viewpoint of the world and what was important I noticed that a lot of things I felt so strongly about currently, never make it off the
Every teacher has a different method of teaching. The teachers that I have had in my school career have been no exception. In this way, each teacher has set an example for me, as a future teacher, to follow or not to follow as I see fit. With the examples from my teachers and in continuing my education, I am developing my own method of teaching. I plan to use a combination of teaching methods in my own classroom. My method will be an eclectic approach because I will be using components of more than one philosophy. I will be using essentialism, behaviorism, progressivism, and existentialism.
When thinking of a philosophy of teaching, four major issues need to be considered. Those issues are one’s views on education, the role of the teacher, teaching and learning, and on the children. This is something that someone entering the teaching profession needs to give serious thought to and realize the importance that this will hold in the future. The following essay will express my philosophy of teaching.
My teaching philosophy has been strongly influenced by my field experience in the primary grades. It may be necessary to adjust some of these beliefs to fit the needs of the classroom in certain situations, especially if I were teaching one of the intermediate grades. There are five general philosophies that I believe are essential in creating an effective learning environment as an educator: setting clear expectations for students and creating a respectful environment, acting as a facilitator in the classroom, creating relationships with students and their caregivers, and using positive reinforcement. Though there are a plethora of responsibilities that educators have in the classroom, I believe that these five are the most imperative to being successful in teaching in an elementary classroom.
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.
The two philosophies that I have chosen to write about for my Education Philosophy Paper includes progressivism and existentialism. Progressivism focuses on the child rather than the subject matter. Due to society always changing, new ideas are important to make the future better than the past for students learning. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. Progressivists believe that individuality, progress, and change are fundamental to one 's education. Existentialism is a highly subjective philosophy that stresses the importance of the individual and emotional commitment to living authentically. It emphasizes individual choice over