Teaching Philosophy Statement :: Education Educational Educating Essays

Teaching Philosophy Statement Teachers are key to the children’s future, what they teach students today will inevitably affect our tomorrow. I strongly want to be part in those children’s lives and decision making. I want to be a teacher because I feel it is important to ensure that children obtain a proper education. Teaching them daily will allow me the satisfaction in knowing that I personally have changed some child’s life. The environment of the classroom is very important for the education of children. If the atmosphere of the classroom is plain, it tends to express that education is boring and doesn’t produce any excitement. However, if the classroom has several bulletin boards and enticing educational pictures the children become interested and enthralled about leaning. I feel that the atmosphere is very important and I hope to have a classroom that is unique, with lots of interesting things on the walls of exiting places and remarkable people. I want children to not only hear what I’m talking about but to see and imagine the things I teach, this will help them to gain a better knowledge and understanding of the subject. The seating arrangement in the classroom is also very important. It is important that children not only interact with me but also with their peers. I want to place the student’s seats in small cluster of four; this will enable them to work together in small groups. This will also help the student’s to understand and comprehend the assignment better since they have partners there to help them and share their ideas. Since the students will be arranged into groups I will be able to walk around and give each of the group’s individual attention instead of observing the class as a whole. This group arrangement will benefit the children when we do projects, for example with reading they can take turns and share their personal views on the story with one another. When we assemble back together as a class the student’s will feel positive about their understanding and not be intimidated when they are called on to present their group views. This helps the children to feel confident about themselves and will help with their self-esteem as well. In my teaching style, I will be a mixture between traditional and facilitating. I will always be in complete control over my classroom, but I do not want to just lecture from the textbook all day. Teaching Philosophy Statement :: Education Educational Educating Essays Teaching Philosophy Statement Teachers are key to the children’s future, what they teach students today will inevitably affect our tomorrow. I strongly want to be part in those children’s lives and decision making. I want to be a teacher because I feel it is important to ensure that children obtain a proper education. Teaching them daily will allow me the satisfaction in knowing that I personally have changed some child’s life. The environment of the classroom is very important for the education of children. If the atmosphere of the classroom is plain, it tends to express that education is boring and doesn’t produce any excitement. However, if the classroom has several bulletin boards and enticing educational pictures the children become interested and enthralled about leaning. I feel that the atmosphere is very important and I hope to have a classroom that is unique, with lots of interesting things on the walls of exiting places and remarkable people. I want children to not only hear what I’m talking about but to see and imagine the things I teach, this will help them to gain a better knowledge and understanding of the subject. The seating arrangement in the classroom is also very important. It is important that children not only interact with me but also with their peers. I want to place the student’s seats in small cluster of four; this will enable them to work together in small groups. This will also help the student’s to understand and comprehend the assignment better since they have partners there to help them and share their ideas. Since the students will be arranged into groups I will be able to walk around and give each of the group’s individual attention instead of observing the class as a whole. This group arrangement will benefit the children when we do projects, for example with reading they can take turns and share their personal views on the story with one another. When we assemble back together as a class the student’s will feel positive about their understanding and not be intimidated when they are called on to present their group views. This helps the children to feel confident about themselves and will help with their self-esteem as well. In my teaching style, I will be a mixture between traditional and facilitating. I will always be in complete control over my classroom, but I do not want to just lecture from the textbook all day.

Continuum of Strategies

Continuum of Strategies Sylvia Brooks, Kenya Conyers, Jennifer Williams SEI/500 Structured English Immersion October 22, 2012 Dr. Gretchen Meyer Continuum of Strategies Introduction: Mrs. Brooks is a first grade teacher in Harvard Elementary School and this year she has twenty five students in her classroom. Of the twenty five students in her classroom, five are English Language Learners. These five students are all Spanish speaking but two are from Puerto Rico and three are of Mexican descent. Mrs. Books has found that two of the five children speak English also.Today’s lesson in Social Studies is titled Community Workers. In this lesson we will begin with the teacher centered strategy. The lesson will also include the teacher assisted, peer assisted, and student centered strategies. Teacher-Centered: Mrs. Brooks began her lesson by using the teacher-centered strategy of lecture. She informed the children that they would begin a unit entitled Community Workers, and doing a pi cture walk from the book. Mrs. Brooks has everyone to put there finger on the title and repeat the title together â€Å"Community Workers†.Next she asks the students for suggestions as to who do they think is a community worker? Mrs. Brooks talks about each suggestion then tells the children to look at the pictures on the next page. The children are given thirty seconds to tell their partner the name of the person in the picture. Then the teacher tells them the correct way to say the name of person in English and proceeds to the next picture (Echevarria, Vogt, & Short, 2008). The same process continues until the end of the story and the children can verbally identify the names of the community workers.Teacher-Assisted: After the story is completed, Mrs. Brooks began using a teacher assisted strategy. Mrs. Brooks brought out several boxes and placed them on the table. The children stayed with his or her partner. Each group was given a box with the description of a community wo rker inside. Inside each box were several items that were in English along with a picture attached. Each group was able to look into their box and decide what they were going to discuss with the rest of the class. The groups were given about three minutes to have their description ready to present to the class.Once each group had finished presenting their community worker, Mrs. Brooks passed out a worksheet to be completed. Peer Assisted: Before completing the worksheets, the students swapped partners so that one student from each group could discuss their community worker with another student. The students were instructed to write down key elements about each community worker. The students were given 3 minutes and after 3 minutes were up the pairs swapped again. This continued until all students had paired up to cover all five community workers covered.After this students were given directions to complete the worksheet. Student-Centered: Students were directed to complete the works heet by using the notes taken during the â€Å"pair swap†. Students were also able to refer back to the elements used in their presentations in order to complete worksheet. After completing worksheet, students were allowed time to share and discuss answers. Conclusion: After completing each activity on community workers, the teacher began reviewing the lesson that was taught. She began asking questions about community workers.She asked the students to name several community workers, what they do, and if they wear a uniform. The workers that were left out she held up pictures of the workers and allowed the students to answer questions about them. Mrs. Brooks saw that the students retain the information that was taught and enjoyed learning about community workers. References Echevarria, J. , Vogt, M. , & Short, D. J. (2008). Making Content Comprehensible for English Learners. The SIOP ® Model, Third Edition  (3rd ed. ). Boston, MA: Allyn & Bacon, Inc. A Pearson Education Co mpany.

Genetic Engineering And The Human Disease Models Essay

Introduction Genetic engineering has developed to target specific modifications in the genome of living organisms for a desired outcome. To assist in the process, the CRISPR/Cas9 system has been developed to create insertions and deletions in chosen genes allowing for the alteration and analysis of phenotypic changes resulting from the targeted mutations (Bassett et al., 2013). This is significant for determining the role of various proteins, examining methods to insert new genes into organisms, and for the potential to examine human disease models in organisms. For the purposes of this review article, the CRISPR/Cas9 system will specifically be talked about with regards to genetic modification of the Drosophila fruit fly due to the flies relative short life span and ability to design experiments over multiple generations in short time periods, as well as a comparison of the CRISPR/Cas9 system to alternate methods of genetic engineering. Genome Editing Systems Genetic engineering is any process by which genetic material is changed in such a way as to make possible the production of new substances or new functions through the insertion or deletion of genes. This is achieved through the cleavage of DNA at a specific gene sequence, followed by the repair of the DNA by non-homologous end joining or homology directed repair (Zhang, Ferreira Schnorrer, 2014). Consequently, if left alone double stranded breaks can lead to cell death, as a result cells have developed manyShow MoreRelatedGenetic Engineering : The Field Of Biomedical Research1710 Words   |  7 PagesGenetic engineering is the latest experimental practice used in the world of biomedical research. This practice refers to humans modifying an animals’ genetic component in order to express a particular trait (Dale et al). The scientific community calls the animals produced by this practice as transgenic animals in order to distinguish between its wild type relative. 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