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Principles of the philosophy of education
The philosophy of education
Principles of the philosophy of education
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Philosophy of Education As I begin my education for becoming a teacher, I am beginning to make decisions on things such as how I would like my teaching style to be, ways to deal with discipline problems, and how I would like my classroom to be set up. However, I cannot put my ideas into one philosophy. I feel that using many styles of teaching is better than just using one. Some students may learn better with one style of teaching while others may learn better with another. The teaching philosophies I can best relate to are realism, pragmatism, and idealism. The main reason I would like to become a teacher is the love for little kids. I really enjoy being around children. After teaching Sunday School to children up to 8 years of age for over five years, I feel that I can relate to them and connect with them very well. I also feel that students look up to teachers, so they are a very big influence on the children's’ lives. I would love to know that I could make such a big influence on a child’s life. In my opinion teachers have an impact on the life of every student they ever have in class. The appearance of the classroom has a big effect on how smoothly the class will go. The seating arrangement in my classroom will be in a U shape. It will be better with classroom discussion to have the students facing each other. This type of seating arrangement should relax the children and make them feel more comfortable. On the bulletin boards there will be pictures of the students while involved in class activities and students work as a reward for doing well on an assignment. Also on the walls there will be posters to inspire the students. My class ... ... middle of paper ... ...er the teacher will have more time for each student, therefore, the students will get more out of the class than if the class was bigger. I think that smaller schools and smaller class sizes are much better than consolidating the schools into one large school. Teachers should try to make the class as interesting as possible. If the students are interested in learning they will try harder and learn better. Teachers should be a positive influence on their student’s lives. They should not only teach them the basic subjects, but also try to make them become better people by being involved with them. Some parents don’t care how their children act and don’t try to help them overcome problems such as shyness; therefore it is left up to the teacher to help these students. This is where the teacher should become a friend and role model for the students.
According to Bass’s (2003) conceptualization, transformational leadership consists of charisma, intellectual stimulation, inspirational motivation, and individualized consideration.
Alchemist follows the spiritual journey of Santiago, who is a shepherd. He travels from Spain to the Egyptian desert in search of a treasure buried in the pyramids. On his journey, he meets a Gypsy woman, a king, and an alchemist. These people help Santiago to find treasure, and demand a price. The treasure is unknown, and he finds love along the way. The Alchemist is a wise book, which combines spirituality, religion, dreams and power.
The alchemist is a person with rare, mysterious knowledge, who knows how to speed up that natural process and use special tools to create gold from lead. From the beginning of this story, Santiago is clearly interested in evolving and experiencing change. He learned language and religion through studying at the seminar, but he is dissatisfied with the learning that happens through books. He chooses to become a shepherd because he wants to travel.
Alchemy and the Alchemist's Gold: Alchemy in itself is the purifaction of oneselfs as they fulfil thier Personal Legend. So when the Alchemist hands Santiago the piece of gold he makes from the peice of lead it is show that Santiago that the Alchemist has finished his Personal Legend and now Santiago must complete his. The gold is a symbol of the product that hardwork, time and the fulfilment of a Personal Legend can have.
Coelho embeds thematic depth throughout The Alchemist as the story of Santiago progresses. The author recounts a story of a wise man and a boy. This tale may seem to be irrelevant to the story of Santiago, but it portrays profound meaning to the life of the main character.
If class sizes where smaller, teachers would be able to do more hands on activities and there would be less chance for distractions. Even through, teachers would be able to do more hands on activities and there would be less chance for distraction. Teachers could do more hands-on activities in a science class likesuch as experiments in class instead of homework outside of class. In smaller class sizes there would be less chance for distractions, more time to review for a big test, there would be more interaction with the teacher.. “In elementary schools, class sizes generally hovered around 20 in 2008, rising to 25 to 30 in many cases this year.” (Giuliani, 1)There would be more time to review for a big test in a smaller class. There would be more interaction with the teacher in a smaller class size. According to Scott Thill “The proposal by billionaire Bill Gates to increase cl...
Another character in The Alchemist is the Alchemist himself. The Alchemist is a mysterious man who many do not know personally. He is extremely powerful- especially in the Oasis of which he lives. His function in the novel is to teach Santiago about the Soul of the World and to act as a mentor. The Alchemist
Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs about teaching and what I have learned this semester, and came up with the following.
The sounds of writing, keyboards typing, students reading. This is what a classroom should be like but if there too many students then there will be laughter, people moving around, and learning just will not be happening. Students can hide in the back, get distracted easily by there friends, or not understand the teacher due to a language barrier. If this happens then students will not be getting the education that they go to schools to get. We should make sure students are getting the best education that they can.
Education is inevitable. It is all around us because we can learn from virtually anything. When you are cooking, dancing, talking or any other activity you have actually had to learn several things to be able to do them. In the educational perspective, I am a pragmatist and I tend to follow after Dewey's footsteps. The concept of Pragmatism is one that developed in the 20th century. My philosophy is based on the idea that learning should involve real-life situations. Learning becomes more concrete to a student when they apply it to real-life situations, as where learning things that do not connect to them has more of an abstract sense. Personally, I would have to agree with Dewey when he said, "I believe that education, therefore, is a process of living and not a preparation for future living." (Dewey 22) Education is a process of living. I want children to learn to be able to think for themselves and be problem solvers that will be able to use these skills in real life situations. My philosophy can be explained throughout the definition of a pragmatist, how I would relate it into practice in the curriculum and ……
Women make up 50 percent of the global population, 40 percent of the global workforce, and yet only own about 1 percent of the world’s wealth. Sixty-five percent of the world’s poor and two thirds of the world’s illiterate are women. While there has been a great deal of progress in the fight against poverty, particularly since the adoption of the U.S. Millennium Development Goals (MDGs) in 2001, women remain disproportionately represented among the world’s poorest nations, and the gender gap continues to persist in economic, social, and political spheres.
Benefits a transformational leader can have on an organization can be substantial, providing teams are enabled to perform at high levels and transfer ideas into action. “Leaders cannot lead everyone in every situation effectively, because they cannot be effective in leading others all the time. Allowing others to lead may be more effective and efficient.” (Malakyan, P. G.2013) This concept of allowing others to lead through enabling responsibilities is critical to business in today’s operating environment. Speed, in combination with quality sets companies apart from competition. Relying on teams, inspiring members to reach higher and go beyond set goals will help influence speed while maintaining quality of work. A transformational leader can deliver engaged, motivated employees, who will drive business forward faster than a leader can on their
Transformational leaders affect the organizational outcomes such as behaviors, job satisfaction, commitment and performance. “Transformational leadership may improve interpersonal relationships among team members and create better performance achievement” (Kearney & Gebert, 2009, p. 26). As transformational leaders influence followers by motivating and inspiring them to achieve organizational goals. Transformational leaders also appeal to the organizational culture changes for future outcomes related to diversity. The influence of transformational leaders on organizational cultures can be seen in the followers who work in the organization and committed to the overall personal and organizational
...olitical participation, and with relatively equal educational and economic opportunity and participation. Yet, as this study indicates, other countries show wide variation, lagging far behind in particular areas, some across all five dimensions. Aside from this general conclusion, and broad country comparisons, the data we have presented here shed light on the disparities within countries, in some cases either confirming formation gathered in other ways, or, in others, countering prevailing assumptions. By identifying and quantifying the gender gap, we hope to provide policy-makers with a tool offering direction and focus for the work of significantly Improving the economic, political and social potential of all their citizens.In addition, we hope that this work provides the impetus for policy-makers to strengthen their commitment to the idea of women?s empowerment.
The Millennium Development Goals (MDGs) are an effort by the international society to redirect some of the disparities and disgraces that bear so many of the world’s women. They present worldwide poverty a female look. They are also a challenge to encourage a happier future for girl children. The combination of the two thoughts of women‘s empowerment and gender equality into one MDG indirectly identifies that gender equality and women‘s empowerment are two sides of the same coin. Growth toward gender equality needs women‘s empowerment and women‘s empowerment wants increases in gender equality.