Philosophy of Teaching Essay Example for Free

Philosophy of Teaching Essay I consider my ultimate strength that I bring to the classroom is the desire and eagerness that I have for teaching children. A dynamic part of being a teacher is to motivate the students to know that the skills and information they are learning is worth learning and are valuable lessons to be used in the future. If I can convince the children that the material is enjoyable, powerful, and beneficial then they will want to make the effort to learn. I make it a significance priority to convey drive and enthusiasm to the classroom. It is difficult to learn if you are uninterested and almost not difficult to learn if the learning method is enjoyable and appealing. Additionally it is imperative for the students to appreciate why they are learning and what the importance of learning is. My objectives for teaching in the classroom are limited but crucial ones. I want my students to learn the materials taught in an extensive, everlasting way. I want them to apply the thoughts of these ideas to all subject material taught. I will use the means that I have learned and continue to learn to get the maximum learning potential of my students as a whole. Secondly, I inspire to transform lives so that they determine life paths that have not ever been reflected on before. Reassurance is important and I aim to be their biggest fan. Thirdly, I want to reinvent the practice of teaching. Often teaching is regarded as an art, an uqualifiable expertise, to be practiced and understood by each new generation of teachers. By familiarizing new concepts and practices the doors are exposed to tangible advancement to permit us to learn new and more effective ways of using classroom time, so that the succeeding generation of teachers can be sincerely better and more effective in teaching then even we are today in the world of modernisms and increased use of technology. I don’t always know the greatest ways to teach but I am willing to try different approaches until I reach a place where I know what I am doing will effect upcoming generations of students and educators. Lastly, and most selfishly I want to have an exciting journey and make the classroom a fun and exciting place to learn. I delight in the opportunity of getting to know my students and their families and develop strong lasting relationships that can be seen years down the road. There are great joys of becoming a teacher and knowing that you impact lives each and every day. Our students learn when they are energetically figuring things out, trying to teach themselves, not inactively wandering through busy work and handouts, expecting to be taught. I design my lesson plans and classroom material not around what I do but what the students will do. I let them take command of their own education and to teach them as much as imaginable about the realm around us.

celilo falls :: essays research papers

Celilo Falls Celilo Falls named after the "Si-le-lah" tribe, was located about one hundred and two miles from Portland Oregon. Today Celilo falls no longer exists because the Dalles Dam was built March 10 1957; it was covered up by what is now Lake Celilo. Celilo Falls was a very important place for Native Americans nearby. Many tribes used the falls for fishing. Fishing platforms were built next to the water and men would spend much of their days catching salmon. Since the early 1800's, Native Americans fished the spring and fall salmon runs, the water's edge, and the shore of the Columbia River. Later, small cable cars built by fish buyers linked the shore to the islands. They used two types of dip nets: one was stationary, the other movable through the water. The dip nets attached to poles ranged from 15 to 25 feet in length. There were about 480 fishing stations around Celilo Falls. Fishers built wooden platforms out over the water catching salmon that weighed up to sixty pounds. The wood platforms were very wet and slippery so the men had to be really strong. The men tied themselves with ropes that they tied around their waists in the event that they fell in the river. During the Great Depression, whites began fishing at Celilo Falls. Indians protected their treaty-reserved stations and the white people had to leave. Soon Congress approved funding for The Dalles Dam, the dam would flood Celilo Falls and part of Celilo Village. The Celilo Fish Committee, The local fisherman protested the dam in formal resolutions and in testimony before Congress. But the dam was built anyway and they lost their place to fish. When the United States government drowned Celilo Falls, it compensated the tribes for flooding their fishing sites. But it didn’t, purchase their fishing rights. Those rights, as set forth in the 1855 treaties, were not affected when the government paid for tribal fishing sites, but the tribes' economy was destroyed. The Native Americans that lived in the area that was covered by Lake Celilo were relocated to reservations. When Celilo Falls was covered up, much more was lost than a historic spot.

Paradox Essay

Michael Seamen wrote People of Paradox based on the United States story, culture, and politics, as a paradox and making it tie together all the themes and facts in the American government. He lists his analysis of the many paradoxes that riddle American life. He often observes that the American people expect their leaders to be â€Å"Every man and Superman† which he elaborates that our society is so pluralistic that we expect our leaders to be all things to all people. But not one individual can possibly be everything; not one can be the villain and the hero.With that paradox of â€Å"Every man and Superman† shows how our society is contradicting itself because it's not Seibel to be both or even all. Its what America runs off of and the idea that our leaders should make us all happy, which isn't the case, nor will society make it that way. Although Seamen had strong ideas that showed how paradoxes govern American society, it is often opinionated that the ambivalent stru cture of people is the reason that society can't all agree on one thing.It has been the impulse of our egalitarianism to make all people alike, but because of our social order and intolerance to accentuate differences among groups this cannot be achieved. Paradoxes also show how people are often diverse. Its important to cooperate common goals as a society to create a stabilized life, and I agree that having paradoxes truly do help make that happen.It sticks in people's minds and makes them conjure up their own opinions and ideas on how certain paradoxes can govern their own life and what it means to that person individually. In conclusion, paradoxes govern American life in many different ways. We use them to govern our society and to govern ourselves. It lists to moral concept of how America should be understood. It shows the essential need to be understood even though we as people are often misunderstood.And with that paradox, it just shows how we are not perfect. We live in a soc iety with flaws and aspirations. Not everyone can be fulfilled, but showing your individuality puts you apart from everyone else keeping your mind sane and having your own creed beliefs. Though we are only human, our government leaders are not perfect and are only as ambiguous as the rest of society, its our job to get through life knowing what you personally believe in.

How The Mind And Nervous System - 2920 Words

Jonathan Lewis Dr. Steven Scott Capstone 29 April 2015 How the Mind Modulates the Autonomic nervous system Mind modulation of the autonomic nervous system (Autonomic nervous system) is essential to how we live our daily lives. The reaction between our brain, brain stem, and different glands and nerves in our body is imperative to how we react to things or even go through daily routines. As usual with humans, we are not perfect and have issues such as â€Å"psychosomatic problems† which lead to unwanted responses to stimuli or stress (Rossi). The process in which the mind modulates the cells which produce these effects is broken down into three stages: mind generated thoughts and processes; the filtration of these impulses via state-dependent†¦show more content†¦These participants were highly skilled in cycling with 10-11 years of training, each of these participants completed an intensive cycling exercise test which followed the stimulation of the brain. The perceived exertion regulate exercise performance (RPE), heart r ate (HR), and R-R intervals were recorded during the tests as well as peak power output (PPO) (Okano). The results from the experiment showed promise as with anodal tDCS, their PPO improved by approximately 4%, parasympathetic vagal withdrawal was delayed, their HR was reduced (but not maximized), and their RPE increased at a slower rate (but not maximized) compared to no stimulation (Okano). This experiment, conducted in 2013, shows a very promising connection between the brain and the autonomic nervous system via mind modulation of the cells, leaving us more prepared to search for other means of altering or enhancing this process for more optimal performance. As stated before the mind modulates the autonomic nervous system via an enormous process which starts through signals sent from the brain. One of these â€Å"senders† is the vagus nerve. When your body is hurt, your vagus nerve sends a signal which acts as a counter-inflammatory role (Karimi). In Karimi’s experi ment, which took place in 2011, they used vitro stimulation in order to showed that â€Å"following subdiaphragmatic vagotomy of mice, CD4+ T cells from the spleen