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    also I will discuss how my teaching would change based on that scenario. I will followup with two reflections on experiences I have had, one of which was as a teacher and the other as an adult student. In the above scenario, I would teach the following activities to successfully cover a unit on rhythm and musical notation without today 's resources. I would use popsicle sticks to create ta and ti-ti rhythms (quarter and eighth note rhythms), which is the Kodaly teaching method . Students would write

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    My Practice Teaching Experience

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    Early on in my Block A experience I realised that a major contributing factor to the success, or otherwise, of my lessons was the pace. This is an area that I have looking at improving over the course of my Block A placement. The advice given by Gererd Dixon (2011: Online) is that; ‘One of the hardest things for new teachers is to inject pace and purpose into lessons while recognizing the needs of slower learners in the class.’ Working out the correct pace for my classes did prove to be a struggle

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    Philosophy, Interdisciplinary Teaching and Student Experience ABSTRACT: This paper focuses on novel approaches open to teachers of philosophy in particular, but more generally also to other university teachers, in the face of what Allan Bloom saw as the waning of a literary culture. It is argued that, although some of Bloom's suggestions regarding the successful engagement of students' interest-against overwhelming odds-are didactically valuable, he neglects precisely those avenues from which

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    Statement of Teaching Philosophy “A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.” … Rabindranath Tagore (Nobel prize in literature in 1913) This is my favorite quotation because it express what, I think

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    high school I attended, and they influenced my decision to becoming an art teacher. Teaching is a challenging profession, but also very rewarding. I had the opportunity to do an art project with local kids of Monroe County over the summer. That experience helped me a great deal to see a glimpse of my future. During the four-week program the kids worked and learned about all forms of art. The teaching experience gave me pleasure on departing some knowledge and interest to the children that were

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    programs. In a fast paced world, students, parents, and school staff will want to seize the opportunity to use the fun and entertaining guidelines in this book to stay healthy and fit. Mavis Jukes has twenty years of writing experience and ten years of teaching experience, and is a member of the California bar. She has written many books for kids and teens, including three other health-related titles. Lilian Cheung is a doctor of science in nutrition and a registered dietitian. She is the Director

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    Teachers: The Artists of the Masses "The whole art of teaching is the only art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards." ~ Anatole France ~ Art may be the most subjective subject one can discuss. "Beauty is in the eye of the beholder" is only one of the slew of mantras that have emerged surrounding the idea of art and what can be considered art. And in order to consider the ever unanswered question What is Art? one must first look

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    and calls to ask about a forgotten assignment but ends up talking about anything and everything to keep his mind off the fact that he is all alone.” When people ask me what I want to do with my life, I respond, “I want to teach.” One teaching experience that stands out in my mind assures me that I want to be a teacher. As a senior, I was thrilled to take Spanish three. Half way through the course, my profesora, Sr... ... middle of paper ... ...rouble in certain areas. Or the teacher

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    life teaching young boys. He was a somewhat shy person. Nevertheless he was a competent school teacher, professional and attractive in many different ways. Although his first teaching experience was not successful, he was determined to become a good schoolmaster. After coming to Brookfield, he began to warm up to his students. But more important he brought discipline to his school which is the requirement for good teaching—something he did not achieve while teaching at Melbery. After teaching 25 years

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    changed my life profoundly. I was asked to be a counselor on JOLT, Jewish Oversees Leadership Program, an opportunity to interact with young campers in an impoverished country and positively influence their lives. Little did I realize that this experience would impact mine so greatly. JOLT, an outreach program, runs an annual overnight summer camp in the Ukraine with counselors from the United States and Israel. These counselors are carefully selected because of the rigorous programming and the

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