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Importance of education in ones life
Importance of education in ones life
Changes in education over time
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My philosophy of education Throughout our school years we are told to decide what we want to do with our lives. I have had a hard time deciding on the right career choice for myself. During my field placement I learned that I really want to make a difference in children’s lives. The enjoyment that one gets out of seeing the looks on their students faces is rewarding. I enjoyed working with the students and now I know that becoming a teacher is for me. The purpose of education is to teach children that learning is valuable and that the mind wants and needs to grow by learning. All children can learn if they put their mind to it. Not everyone learns the same way, but we are all capable of learning. I have a cousin who is down-syndrome, he is the same age as my brother and graduated the same year I did. He graduated 4 years after he was supposed to, but he did it. His graduating class gave him a standing ovation, they were proud that he made it through. For this reason I believe that everyone can learn. He is just like a young child but he went to school and learned all that he could. Education is very important in life. Learning develops your mind and makes every person unique. As a teacher I hope to teach my students about everyday life, teach them math in a way that keeps their interests, and teach them to respect others. I want my students to respect me and look up to me and in turn I will respect them. My classroom is going to be an energetic room with students enjoying themselves, not unhappy because they have to do more math work. I hope that when my students leave my classroom they will have learned everything that I taught them. I once had a Math teacher whom all of her students loved. Sh... ... middle of paper ... ...better understand. Bringing everyday activities into the classroom will be a part of my curriculum. After finishing school I would like to stay in Beckley. If there is a need for a math teacher some where else then that is where my plans will take me. After teaching for a little while my plans are to go back to school and receive a masters’ degree. One day I would like to teach college students, it would be an excellent experience in life. Teachers make a big difference in their students’ lives. One teacher could change the outlook of a student forever. Being able to make a difference is rewarding. Education shapes the world today. In any field that a person may choose there is some type of education behind it. A mechanic goes to a technical school for training, and a lawyer goes to law school. Every career available needs some form of education.
One influential theory was the Dual-Process Model of Grief (M. Stroebe & Schut, 1999) which moved away from a stage-like process to a cyclical pattern. The model proposes that the bereaved oscillate between dealing with the loss (loss-oriented coping) and managing daily living (restoration-oriented coping). The underlying principle being at times the bereaved will confront their loss and at other times will avoid them (M. Stroebe & Schut, 2010). A decade on from their original paper, M. Stroebe and Schut (2010) reported strengths of the dual-process model was that it accommodates gender differences in ways of grieving better than other models, as well being compatible with cultural differences. Furthermore, the dual-process model has received positive assessment from both researchers and clinicians in the years since the original publication. For example, the study by Ryckebosch-Dayez, Zech, Mac Cord, and Taverne (2016) found that all stressors could be classified in either loss-orientated or restoration-oriented coping thereby supporting the relevance of the dual-process model to describe coping by the bereaved. In addition, the dual-process model has been included in guidelines for mental health practitioners (M. Stroebe & Schut, 2016). However, as postulated by its developers, one major weakness of the model is that it failed to take into account 'overload', that the bereaved may feel unable to cope with the burdens of too much loss- or too much restoration-oriented stressors resulting in feeling distressed and worn out (M. Stroebe & Schut, 2016). Interestingly, this weakness was considered when Carr (2010) reflected that although the bereaved engage in both loss- and restoration-oriented coping, the ideal balance and timing had not been determined suggesting this could lead to overload on one side. This does not, however refute the original model, but extends
...n the classroom is very important. I would encourage each student that they are capable of whatever they desire, whether to grow up to be the first woman president, an astronaut, fireman, or a cashier; along with those dreams they must know that all of their dreams start in the classroom with their education. I will also teach them that whatever they desire in their future, to be the best they can be.
The different stages portray coping mechanisms that may be used throughout the process of grieving. These stages may occur in any order and will still be considered effective. All of these stages are considered normal when it comes to the process of coping, but only if these stages are processed in the correct way. If these coping mechanisms are used in excess, there is a potential for devastating outcomes. Each individual is fully entitled to express their unique feelings of emotions in their own way, however monitoring and recognizing these different stages has been found to be vital in the progression of proper grieving. Coping mechanisms in the face of great tragedy have the ability to significantly assist in the comfort and healing of individuals enduring
Education means a variety of things to any individual because it is the route to fulfilling dreams that one would not have otherwise been able to believe was possible. Just as food provides nourishment to the stomach, happiness satisfaction to the soul, education is the dietary supplement to the brain. Education endows one with the strength and motivation to have a dream, as a consequence one is able to lead a life filled with happiness. One is able to have contentment because with the attainment of an educated mind they are cognizant that they can achieve all of what they have ever imagined. As children we are taught to dream what we want to become and as an adolescent, we are able to live to become just as what we have imagined. The very essence of what we seek to become is educated in a sense because we can only become a step closer to making our reality come into existence without beginning with education.
Coping with grief and the four tasks of mourning are equally important when dealing with death and go hand in hand. The four tasks of mourning are similar to the four domains of coping. Accepting the reality of the loss, can be compared to the psychological domain, experiencing the pain can be compared to the physical domain, assuming new social roles can be compared to the social domain, and to reinvesting in new relationships can be compared to the spiritual domain. It is important to understand that grief is not the whole experience of the bereaved. The seven behaviors and feelings are important to become a whole person again and the four stages of mourning allow an individual to, over time, reestablish their social roles.
...losing a spouse or partner. One of the most important factors for someone who is grieving is having support from people who are around; it may not be easy to express feelings at this time but it is important to try and let your feelings of emotion out rather than keeping them bottled up.
Grief is best described as mental suffering or distress over affliction or loss. Bereavement on the other hand is the “culturally patterned expression of the bereaved person’s thoughts and feelings, [and] is a universal experience” (Kastenbaum 2009). Counseling refers to “professional guidance in resolving personal conflicts and emotional problems” (Kramer 1998). This type of counseling requires a high level of understanding and effort on the part of the social worker. The worker has to meet the needs of clients and help them through the grieving process. This is a long and complicated process as everyone experiences grief differently. Healing is a complex individual journey but the feelings of loss stay with the person for ...
The griever may feel tightness in their chest or throat, making it difficult to breathe. It is also common to feel weak or nauseous (American Society of Clinical Oncology, 2013a). Sleeping habits may be affected as well, resulting in difficulty falling or staying asleep. The lack of sleep can lead to feeling exhausted or losing energy quickly (American Society of Clinical Oncology, 2013a; Williams, 2014). It is also possible for grief to cause vulnerability to illnesses (American Society of Clinical Oncology,
Reflecting on this I realized that I had been repressing my own thoughts and feelings. That conversation proved extremely cathartic for both of us, allowing us to let out all of the emotions and thoughts surrounding our grief, shared and unshared alike. We had both tried to ignore our pain and supplement with things we thought would make us happy, but “the phenomenal emotional, mental, and behavioral energy we spend running after pleasure and away from pain distracts us from the ability to live in equanimity.” (Kumar, 1997, p.
The grief that death or any loss can cause to an individual is something that is common and through the duration of this course on Transition, Death, & Loss is extensively identified and learned about. In some cases, the loss can be in the form of a non-death experience such as a job, a home, or a relationship. The reason why we grief may be different scenarios such as these and is not just limited to a loss by death. Grief is natural and needed to move past a situation of loss. In the book, Grief Counseling and Grief Therapy by J. William Worden he states grief is a broad range of feelings and behaviors that are common in people after a loss (Worden, 2008, p.17). At times these feeling can vary, which is what describes the 5 stages of grief.
These misconceptions stem from the lack of precise definitions with terms surrounding the grief process (Worden, 2008). Grief is often seen as a maladaptive reaction to an individual’s loss whereas, it is simply an individual’s “reaction to a loss”. George Angel (1961), stresses that grief in itself represents a departure from the state of health and well-being, and just as healing is necessary in the physiological realm, in order to bring the body into homeostatic balance, a period of time is likewise needed to return the mourner to a similar state of psychological equilibrium (as cited in Worden, 2008, p.16). It is essential to distinguish that grief is not the same complicated grief, which is characterized by prolonged acute grief and complicating factors such as second-guessing, self-blaming thoughts and excessive reminders about the loss (Cadell, Regerh, & Hemsworth, 2003). Grief and loss are very fundamental human experiences stimulating major personal and social responses that are often very high intensity and personal to the individual affected (Calhoun, Tedeschi, Cann, & Hanks, 2010). Thus, in this paper, I will discuss and identify a significant loss that I have experienced and reflect on the loss. I will also elaborate on the grief theory that
In my first years of teaching I plan to get a better understanding of my school community and the surrounding community, so I know where and how to get support for my students. I plan on attending trainings to keep up with the various concepts and principles that I will have to follow when teaching. I will also need to develop deeper understandings of adolescent development which will help when I am teaching to see changes in behavior and understanding and how it relates to each individual student. As a long term goal I will build relationships with fellow teachers to provide them support and learn together to become a team of advocates for our students. I know that it is up to me to grow and continue learning all that I can to provide my students the best learning experience possible.
To begin out of the countless professions one has to chose from in the world today I have chosen to become a teacher. I have chosen to become a teacher because I myself am a product of some whom I consider to be the best teachers in the world. As a child in North Carolina I was inspired by a wonderful woman named Mrs. Hollyfield. Mrs. Hollyfield taught me that no star was too far out of reach, if I put my mind to accomplishing my goal I could make it. Mrs. Hollyfield inspired me to be the best I could be at anything I wanted to be. As I have grown I have had other important teachers, some whom I am surrounded by daily whom inspire me to set out to accomplish my dreams. These wonderful inspiring people in my life have led me to the decision of becoming a teacher.
Once you have mourned the death of a loved one it’s important to start to move on. Don’t
Education is a very important aspect of our lives. It is our education that makes us who we are and determines what we become. Therefore, education is not something to be taken lightly. As a teacher, my goal will be to provide the best possible education for my students. Every student is unique. I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn.