One of the key responsibilities I feel for a teacher is to provide information, wisdom. In order to share their knowledge and understanding of a subject or topic a teacher needs to have a deep understanding of the topic that they are teaching. However alongside this a teacher should not claim to know it all, and be willing to learn from their students. ‘Knowledge may be seen as a level of awareness, consciousness or familiarity gained by experience, learning or thinking.’ (Jarvis 1987). It is important that the teacher appreciate any input from their students, whether the answer is correct or not.
As a teacher, one of the main roles is to motivate your learners to develop their ability and aspiration to learn. Some may read about delivering training and facilitating learning , but in reality a teacher does much more than that. A teaching role is not just about teaching your subject or preparing learners for assessment. The focus of a teaching role relates very much to inspiring learners to change and develop their personal, social and professional skills to the best of their ability. In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development.
Confucianism is highly advocated in China. In stead of saying Confucianism is a religion, I think Confucianism is concepts of state of moral idea. It provided spiritual and intellectual knowledge to the Chinese. It taught us to be self-ruled and to be virtuous person. The Chinese believed it is a virtue to follow Confucianism.
Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
Although the theories of Piaget, Vygotsky, Erikson, and Kohlberg are relatively abstract, we had to find ways to put them into practice in our teaching. I believe this unit also addressed the same TPEs as the second part of Unit one, going from theory to practice and synthesizing our knowledge about students in general to guide our specific teaching practices. The second part of this unit involved learning how socially developed ways of thinking about race can inform teaching. This learning was specifically related to TPE 11, “Social Environment,” in which teacher candidates must create a positive learning environment including fairness, respect, and caring. During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP.
Jesuit education does value the knowledge that the traditional schools focus on; however, this philosophy is in part an extension of it. It is advocating for the child’s character as a whole person, not just the mind. John Dewey was a leader during the Progressive era and was a proponent of Jesuit education. Dewey disagreed with those that sought efficiency in education. He believed in having the child involved in their own learning.
Finding an authentic Daoist teacher is foundational for gaining a deeper entry into Daoist practice and community. Additionally, personal affinity, there are certain qualities that are common and noteworthy. Teachers should embody what he or she is teaching. Teacher should be cultivating what you want to cultivate. Generally, teachers should not demand that their students practice something that they do not or that their students not practice something that they do.
There are many ways I could serve other with my education, by doing my work for this country, by serving the ones that are less fortunate than I, and to teach the next generation of not just students, but also people that motivation and inspiration are the keys to success and that they should never give up. First, I'd try to do my work in this world by what I am taught in my classroom and applying it to the real world. I would use the morals that my teachers use in the classroom in a world that desperately needs my intelligence, and my sense of service. There is no justice in this world and I would use my education to try and apply it to where it needs to be like: in the world, in the courts, in the prisons, in the fields, in the study and in the classroom, at home and abroad. A second way I'd use my education to serve others is by serving the people that are less fortunate than I am.
Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching. It brings an appreciation of the existence of this frame, and rigour about surfacing our unconscious slants, skews and biases if we want to make real changes to our practice. Ruddock, quoted in Psychology for Language Teachers says: Not to examine one's practice is irresponsible; to regard teaching as an experiment and to monitor one's performance is a responsible
By the unchanged nature of its scheme logic, ethics, and metaphysics will be included and supporting the Existentialism philosophy. To encourage students’ desirable qualities the professor must conduct herself or his-self as a good example for the learners and if entwine with logic, the heavy emphasis on subjects and metaphysics fall into position. Next, progressivism philosophy is link to logic, epistemology and axiology. Ethics