My Decision to Teach
There are many reasons people decide to enter the teaching field. Some enter because they enjoy working with people or children, others because they like being off during the summer months, and still others because of their love for a particular subject. Although all these reasons are valid, I feel my reasons are much simpler. The bottom line is that I love kids and enjoy working with them. My desire to make learning a more positive experience for them has only increased with time.
I knew very early in life that I enjoyed working with children; I am drawn to their eagerness to learn, their trusting nature, and their inquisitive minds. It has always been a joy for me to be around children, who are eager to learn. Children are thrilled when an adult takes time to read to them. After hearing a story only a couple of times, they are like a tape recorder set on replay. Their thirst for knowledge is overwhelming. At the elementary level, children also tend to have a very trusting nature. They rely heavily on their elders for guidance. Most children are very honest with their feelings and don't try to hide them. This is a crucial time in a child's life; it is a time when teachers and parents should be molding them for the future. It seems their minds are always working on something which makes them extremely inquisitive. Their curiosities seem never to be satisfied. Children are always asking "why?" even when they know the answer. The inquisitive child wants to know the how's, when's, and where's of everything.
Because of my early interest in children, I developed a strong desire to teach; consequently, I sought out jobs that allowed me varied experiences with children. My first experience was baby-sitting. Here I quickly learned that children must be told precisely what to do. For example, "Go wash your hands with soap and dry them right now." Or, "You must take your shoes off and then you may get into the bathtub." From the many baby-sitting jobs I had, I soon discovered that if I did not have a plan the day would be total chaos. As early as thirteen I became familiar with the need for structure and creativity when dealing with younger children and found myself loving every minute of it.
Construction was resumed in 1803, with Latrobe as architect. Latrobe designed the central portion of the first building, and modified Thornton’s design so that committee rooms and offices would fit in the south wing. He also designed octastyle porticos for the west and east front of the building, and a colonnade behind the east portico that spanned the entire center section. In order to keep the view of his low dome uninterrupted, Latrobe designed the pediment of the central section to be shallow enough to not reach over the top of the entablature. Another thing that Latrobe designed were the columns in Corinthian style at the east front. Their capitals depicted corn cobs and tobacco leaves, as symbols of the country’s prosperity and the nation’s wealth,
Austria hosted a world's fair in 1873, as it aimed to present itself as a world leader and the equal of England and France. The structure that served as the focal point and ideological locus for the Vienna Exhibition was its striking Rotunda, a feat of engineering and design, which is pictured during the fair's opening ceremonies on May 1, 1873.
Wainwright Building (1890-1891 in St. Louis Missouri) can be one of his exemplary accomplishment. We could see the vertical emphasis to the building’s overall form which is probably influenced by Marshall Field Store designed by Henry Hobson Richardson. The shaft consists of red brick pilasters with decorated terra cotta spandrels, the attic is rendered as a deep overhanging cornice faced in an ornamented terra cotta skin to match the enrichment of the spandrels and the pilasters below. The windows are set back, leaving the surrounding columns and piers to show the vertical aesthetic. These design elements can also be found in his work -Guaranty building. Sullivan designed Auditorium Building which was also renowned for its ornamental interior. Taking his cue from Adler’s acoustical requirements, the featured four elliptical arches, wider and higher toward the rear, dividing the ceiling into smooth ivory panel of the most delicate lacelike tracery. The buildings successfully apply the metal frame technology; they also unify skyscraper’s repetitious components. We can also look at his last big commercial building Schlesinger and Meyer Department store (1899-1904) in Chicago. This building consists abundance of cast-iron Art Nouveau decoration, especially around the entrances in the curved corner pavilion.
The Chicago School marks the beginning of a new development in architecture. Based on the earlier Victorian models, from about 1885 great commercial structures are built with new designs and new construction techniques. During these later years Richardson produced the buildings upon which his reputation principally rests. He designed houses, community libraries, suburban railroad stations, educational buildings, and commercial and civic structures. Instead of the splintered massing, narrow vertical proportions, and disparate Gothic features used by his contemporaries, he favoured horizontal lines, simple silhouettes, and uniform, large-scale details of Romanesque or Byzantine inspiration . Since his best commercial structure, the Marshall Field Wholesale Store in Chicago (1885-87), were demolished long ago (1930).
This image represents the entrance to Machinery Hall of the 1908 Franco-British Exhibition in London. The original is one in a series of 3.5 x 5.5-inch postcards, printed by Valentine & Sons Ltd. The Machinery Hall covered 125,000 square yards. In this image it looks very elaborate, garish, and reminiscent of Gothic architecture. The flags seen on the top of the building are French and British. There are decorations looking like lanterns around the perimeter of the building. Within the context of the fair, the pavilion was vast yet not imposing.
This black and white postcard represents the inner courtyard of the Petit Palais, which was established at the expense of the Palais de l'Industrie that had been erected for the 1855 Exposition. Architect Eugène Hénard (1849-1923) proposed the destruction of the Palais De l'Industrie. In 1894, Hénard received one of three first prizes (others were granted to Charles Girault and Edmond J.B. Paulin) in the competition for the general plan of the Exposition. The final layout of the fair incorporated his suggestion of cutting a new street from the Champs-Elysees through the Palais de l'Industrie which would cross the Seine River on a new bridge and then terminate at the Dôme des Invalides (Wolf, 29). Although some Frenchmen opposed the destruction of the Palais de I'lndustrie, which was seen as one of the most conspicuous landmarks on the Champs Elysées and served as an exhibition hall at the time, many agreed it was obsolete. According to Richard Morris Hunt, a prestigious American architect, "from the very day it began to rise above the ground the critics cried against the destruction of one of the finest perspective views that Paris afforded, and condemned this heavy and compact mask that was being interposed between the Champs Elysées and the dome of the Invalides" (Hunt, 31). Hénard recommended replacing the Palais de l'Industrie with two buildings, Palais des Beaux-Arts and Palais des Lettres (Wolf, 29). From Hénard's idea came the establishment of the Grand Palais, Petit Palais, and the Pont Alexandre III.
The structure was named after the French President George Pompidou who commissioned the construction of the structure from 1969 to 1974. There was an architectural competition to determine who would design and construct this large art museum, to not only hold countless, priceless pieces of art, b...
When a child is starting to learn something new, it is inevitable that he or she is going to be curious and ask why continuously. It is something I have started to notice since working with children. However, it does not mean the child will question what he or she is learning. Children tend to look up to authority figures and therefore believe everything that they say. I know I looked up to my teachers in school because I assumed they knew everything. I was very similar to Marjane in the experiences she had in education. To name a few, we both had to wear uniforms, follow strict rules, and sometimes found our own thoughts and beliefs being censored.
After the concept was made cleared by the project sponsor, in this case the Committee of the Paris Exposition, it became a matter of selecting the proper plan and identifying a project manager who would make it possible. It is during this phase, which I will call The Initiation Phase, in which different artists submit the plans for the monument that would be built in the central part of Paris. Gustave Eiffel was able to make a compelling case for his 300 meter iron tower: he also stressed his tower's usefulness in such areas as meteorology and optical telegraphy, its certain popular success and relatively modest cost, and finally, the certainty that his tower could realistically be constructed.
I am particularly motivated to be an effective and efficient teacher. The basis for this high motivation is my love of learning, respect for the profession, and commitment to inspire others. Therefore, I have chosen a career in teaching. I feel passionate about the direct positive impact I will have on my future students’ lives. Teaching supports my goal of influencing students’ on both the academic and social levels.
The structure I have been given to study is the Pompidou centre, which was built between 1971- 1977, It was first decided by Georges Pompidou, the President of France, decided that Paris needed a Cultural Centre, after his death the Pompidou centre was constructed named after him instead of being named Beaubourg centre. He wanted to construct a cultural centre in Paris that would beneficial to the French economy so that it would attract tourists. Two non famous architects partnered up to create a modern art centre and also a “fun palace for the information age.” These were Richard Rogers a British Architect and Renzo Piano an Italian Architect this building brought them international fame. The site for the Art centre is in the middle of Marias which was the most deprived area in Paris at the time. The concept which these two architects had submitted to the competition was a collage, which portrayed the museum itself as movement. Also in their drawings there was a hand drawn picture of the exposure of the entire structure of the building.
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.
My interest in teaching started at a young age. I used to watch my teachers in awe as they were able to find new ways to get their students involved and excited to learn. Their enthusiasm to teach was so inspiring. I would often find myself using that same fervor as I grasped each concept. I, then, was able to relay it to my fellow classmates as a peer tutor. To this day, becoming a teacher is a passion that flows through me. However, my enthusiasm and passion are not the only reasons I would be a good teacher. I aspire to see a student’s ability to grasp the knowledge they never before understood. I aspire to see a student succeed at something they never thought they ever could. I aspire to not only support students with academic skills, but also with life lessons about the value of community, pride in one’s own ethnicity, good citizenship, sportsmanship, and more. I aspire to play a fundamental role in ensuring that all students from all cultures and learning abilities have the opportunity to be guided in a positive learning
The Eiffel Tower was built for the 1889 World Fair to symbolize the 100-year anniversary of the French Revolution.3
The first main reason that I have chosen teaching as a profession is because I believe that it’s continuous rewards will help me to lead a happy and fulfilled life. For example, teaching young children is one of the few jobs in which you can give and receive hugs on a daily basis. Children have an innocence and a passion for knowledge that I find amazing and I do not feel complete unless I am around them. Teaching will help provide this fulfillment for me every day. Also, teaching is a job in which it is ok, and even encouraged, to laugh each and every day. I feel that this is important for a person’s well-being and I think that it helps to keep people young and alive. I feel that in many other professions the day-to-day routine would become monotonous and boring, and I do not think that I would live a truly happy and fulfilled life unless I could be around children. I feel that a classroom provides many unique and dynamic opportunities every single day and I find that very appealing. Also, I am a very relationship-oriented person and I feel that I will enjoy building unique relationships with each child. I plan on knowing every child as thoroughly as possible because I feel that this will help me to be better at my job.