...(1) UTK UTK’s academic programs are organized very well. Especially, many economic classes in UTK include lab sections and research activities. Thus, experience at UTK will provide me the distinctive opportunity to acquire a practical knowledge related to my major. Also, International House of UTK actively supports international students to get involved on the campus. I sincerely want to connect with students from all over the world through various programs of I-House, which allows me to extend my global view. (2) Roanoke College Roanoke has small classes and brilliant faculty who devote to high quality teaching; the student-faculty ratio is 13:1. Thus, experience at Roanoke will provide me a rewarding connection with professor and classmates...
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...(SENATE/07/2014) THE UNIVERSITY OF ZAMBIA OFFICE OF THE REGISTRAR SESSIONAL DATES FOR 2014 ACADEMIC YEAR TERM I Saturday 20th September, 2014 Sunday 28th September, 2014 Monday 29th September, 2014 Friday 3rd September, 2014 Sunday 5th October, 2014 Monday 6th October, 2014 Sunday 26th October, 2014 Monday 27th October, 2014 to Friday 31st October, 2014 Friday 28th November, 2014 Saturday 29th November, 2014 Sunday 30th November, 2014 Monday 1st December, 2014 Friday 12th December, 2014 Monday 22nd December, 2014 to Friday 4th January, 2014 Online Registration Opens Arrival of First year Students Orientation of first year students - Arrival of Returning Students Classes Begin (8 Weeks) Registration ends/System Disabled Graduation Week - Classes End Term Break (5 weeks) Arrival of Distance Students Residential School Begins (2 weeks) Residential School Ends Christmas Break (2 weeks) 1 TERM II Sunday 4th January, 2015 Monday 5th January, 2015 Friday 13th February, 2015 Monday 16th February, 2015 to Friday 27th February, 2015 Monday 2nd March, 2015 Friday 13th March, 2015 Friday 27th March, 2015 Saturday 28th March, 2015 Sunday 29th March, 2015 Monday 30th March, 2015 to Friday 3rd April, 2015 Monday 30th March, 2015 Friday 17th April, 2015 Arrival of all students Classes begin (6 weeks) Classes End Mid year Examinations - Classes Begin (4 weeks) Social Culture Day Classes end Term Break (3 weeks) Arrival of Distance Students Post Graduate Seminar Week ...
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...------------------------------------------------- CURRICULUM VITAE PERSONAL DETAILS NAME : Mubita Mubita Emmanuel DATE : 5th January, 1966 PLACE OF BIRTH : Mongu, Zambia NRC NO : 142271/85/1 PASSPORT NO : ZN 110894 NATIONALITY : Zambian ADDRESS : 174/F Butondo-Mufulira EMAIL : Mubitaemmanuel4@gmail.Com CELL : +260 0977 692 122 HOME LANGUAGE : Silozi ------------------------------------------------- OTHER LANGUAGES : English and all other Zambian Languages ACADEMIC QUALIFICATIONS YEAR SCHOOL QUALIFICATIONS 1980 Sitoya Primary Grade 7 School Certificate 1985 Sesheke Secondary Form 3 And 5 School Certificates ------------------------------------------------- PROFESSIONAL QULAIFICATIONS YEAR EXAMINING BODY QUALIFICATIONS 2009 Preston University, California U.S.A Bachelor of Business Administration 1994 L.C.C.I.E.B-England Third level Diploma in Business Studies 2009 I.C.M Advanced Diploma in Human Resource Development 2009 I.C.M Diploma in Human Resource Development ICM-England-Single subject Diplomas in the Following: -Social Psychology and personality -Human Resource Management -Public Relations ...
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...and creativity. It should be the goal of any educator to create an environment centered on the students and their success, in and out of the classroom. Not only does my educational philosophy encompass these views but so do the philosophies of my five interviewees. Interviews and Reflection I feel privileged and honored to have had the chance to contact a few teachers that have impacted me in a very positive way. Throughout my interviews I was able to speak with an Intervention Specialist who has been teaching moderate to severe developmental disabilities for four years. Her enthusiasm and positive energy carries over into her classroom and makes being in her room an enjoyable experience. My second interview was with a family member of mine who has been teaching high school math for six years. After reading his responses, I feel proud to know him. Not only is he uplifting and positive but he is honest and caring. The students are his first priority. My third and fourth interviews were conducted with two history teachers from my high school. One, I did not have the privilege of knowing within the classroom but within my church and the other is a teacher, who has been teaching for close to twenty five years, that has greatly influenced my decision to become an educator. I can vividly remember his classroom and the excitement I would feel every day. I can only hope to excel at the levels he has and have the same student-teacher relationships...
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...This now turns into a problem with the school curriculum because no one person is given the same opportunity. This causes the job fairness to lean more toward the higher income facilities, making the rich richer and the less fortunate, less. “By 2020, 65 percent of all jobs in the economy will require postsecondary education and training beyond high school” (Carnevale, Smith, Strohl 3). With urban areas not given the same opportunities the fairness in the job field is reduced to...
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...occurrence again and again. My philosophy of teaching is informed by the material I teach, relevant scholarship, and the lessons I have learned from personal teaching successes and failures and more successful through co-teaching. Co-teaching is where two or more teachers work together to plan, set up and deliver the curriculum to a group of students. For use with Inclusive Classrooms co-teaching is often the practice of pairing a special educator with a regular educator in a single classroom. As educators strive increasingly to include students with disabilities in the classroom, the need for regular educators to have greater expertise with students of special needs increases as well. An extra teacher in the classroom also helps to lower the student-to-teacher ratio. This means that there is more individual attention given to each student. I believe that learner-oriented teaching promotes learning that is both purposeful and enduring. As a equal teaching partners, it is our responsibility to know who our learners are, what kinds of knowledge and experience they bring to the group, and what they want to achieve so that we as educator/facilitators can tailor the curriculum that fits their needs and yet leaves enough room to accommodate topics that emerge from group discovery. By...
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...The Great Plant Hunt www.greatplanthunt.org Are you using your free primary science resources? There’s never been a better time to get involved in The Great Plant Hunt and enjoy fun and free educational activities in the classroom, online and outdoors. There are plenty of things to see and do now or you can plan the project into your spring and summer term activities. The project is clearly linked to the national curriculum and can be used as a resource to link your teaching to the theme of ‘Earth’ for National Science and Engineering Week (12-21 March 2010) and the International Year of Biodiversity in 2010. Treasure chests went to all UK state maintained primary schools in March and since then thousands of children have been plant hunting. It’s easy to get involved by accessing everything you need to take part on the website including all the teaching resources and extras such as films and interactive games – visit www.greatplanthunt.org. Each year group has a set of tailored activities all clearly mapped to the national curriculum with familiar teaching processes and concepts. The Great Plant Hunt is funded by The Wellcome Trust and produced by Royal Botanic Gardens, Kew. Join thousands of teachers and children having fun as they learn with The Great Plant Hunt "The teacher's handbook and the individual booklets for the year groups are so detailed and well-thought-out, we have all found them incredibly useful and inspiring." Teacher, All Saints’ Church of England...
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...There are many characteristics that contribute to the accountability movement, based on my personal experience the impact of high-stakes testing resonates the most with me. The three elements to high-stakes accountability that Gunzenahuser (2006) mentioned in terms of the philosophy of education are the standards and measurements created, the narrowing of instruction and curriculum, and the normalization of the students. Every class in grade school the Standards of Learning (SOL) were listed in the syllabus and typically on the board. Specifically, in Virginia, all SOL exams are reviewed twice by Virginia classroom teachers (Cite pdf). The standards were determined by the state accountability system. After the readings in this course, it became clear that the standards set are posed as a democratic process, but in reality, there are policy restraints and limitations. The teachers are included in deciding the curriculum and creating standards with limitations in their discussions limiting educational opportunities and outcomes (NCLB and Gunzenahuser, 2006). This helps contribute to the hidden curriculum that is developed in result of high-stakes testing placing an inflated...
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...Course Project: Technology Plan Author’s Name: Damar Grant Date: August 24, 2014 Course Project Introduction The aim of a technology plan within any institution is simply to supplement insight of excellence in academics and make sure that all the students authenticate competence. In today’s society change is refers to as a standard rather than a hypothesis. Students need to adjust learning by researching how to use new information to explore. It is the responsibilities of the teachers to teach students how to learn. A lecturer of mine once told me, it is not what you teach, but how you teach. In this paper the technology plan speaks to preparation for the future. It is design to assist in preparing our students for their future and administering skilled-learning for teachers and administrators. Background Damar Grant in a paper previously stated, “Children differ not only in their achievement level and their rate of learning, but also in almost every characteristic trait. They differ when they come into the world; they differ physically, mentally and socially. They differ even in their interests and special talents. They differ in learning. No one system of instruction can possible do full justice to all these differences and in all its aspects. One important thing to remember though, is that differences in teaching contribute to the difficulties in learning”. It is the intention to use this technology plan to develop an atmosphere...
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...Education for All LBSU-300 10/12/2015 It is amazing to see how much of Benjamin Franklin’s ideas came to fruition in today’s public education curriculum. For instance Benjamin Franklin wrote that the following should be taught, “Arithmetick, Accounts, and some of the first Principles of Geometry and Astronomy” (Proposals, 1931). The education system has aged and there are certainly some changes needed. For my children I want a classroom which is not oriented toward one style of learner but for all three learning styles: kinesthetic, visual and auditory. I would also implement a more aggressive focus on Math, Sciences and mandatory learning of a second language in my child’s education. Integration of all three learning styles in a classroom will allow for more students to not be left behind or deemed slow. I can attest to this as I always struggled with paying attention, staying on task, and grasping subject matter. Often frustrated with myself I did not know why it was so difficult for me to learn. I discovered that I was a visual learner and soon realized that I had been going to school in predominately auditory learning oriented schools my whole life. No matter how hard I tried I found it difficult to pay attention to lectures and instruction. Implementing the three learning elements into the classroom will help those students who would normally be forced to learn outside of their learning style. “More often than you may like, you will run into courses where the...
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...Components of Curriculum Components of Curriculum I. Objectives and Goals: English is the world's second largest native language, the official language in 70 countries. English can be at least understood almost everywhere among scholars and educated people, as it is the world media language, and the language of cinema, TV, pop music and the computer world. Goals: To improve the learning experiences that is more meaningful and appreciable for student’s wisdom and knowledge by providing to them more activities. To improve the English language among the students who are not aware to the second language that we have. To improve the speaking skill, reading skill and writing skill of the each students using the English language as a Universal Language. Objectives: * Provide learning experiences that increase the learner’s awareness, knowledge and self- confidence of every students in society; * Develop the skills, attitudes and values essential for personal development, a productive life and constructive engagement; * Promote experiences that develop the learner’s orientation to the work and prepare the learners to engage in honest work; * Prepare the learners for college; and * Prepare the learner’s in the work field. II. Subject Content Unit 1 First Quarter: * Intonation * Using SVC Pattern * The Diary of a Young Girl (Anne Frank) * I am a Filipino (Carlos Romulo) Second Quarter: * /I/ and /iy/ * Using SV and SVO Patterns ...
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...CURRICULUM VITAE OBJECTIVE To become an effective, efficient and self motivated professional through continuous development and diverse experience in the dynamic area of engineering and administration. PERSONAL DETAILS Full Names : Mukangwa Locho Eddie Date of Birth : 15th June, 1983 Nationality : Zambian Marital Status : Single Sex : Male NRC : 308578/16/1 Postal Address : Private Bag 84 Woodlands Lusaka Cell No : +260 977 626078 Email : eddielocho@gmail.com PROFILE I have achieved experience and skills from research related activities. I have excellent interpersonal communication and presentation skills. I am also goal oriented, a strong team player, disciplined and committed to achieving the desired results with minimum or no supervision at all. I am also sociable, a fast learner, and possess the ability to adapt and adjust to the changing working cultures and environments. EDUCATIONAL BACKGROUND YEAR INSTITUTION QUALIFICATIONS 2007-2012 University of Zambia Bachelor...
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...that will entice children to want to be in school and learn. I will be in the position not only in educating them, but to get to know them as individuals. I believe that by assessing each student for their individual qualities I will be able to provide differentiated instructions to connect with each student. My direction in education is to teach middle school science. I chose the subject of science because I feel that this subject can be difficult to understand and overwhelming. I know for me, I had to work hard to learn and understand certain topics in science. But because of my teachers and the way they taught; I began to love science. That is what inspired me to want to become a science teacher. I look forward to creating a curriculum that will challenge students to apply concepts and analyze results. I want to witness children not only learning, but becoming involved in their education. I see myself as a teacher following several theories immersed in education. One theory I accept as a true concept is the constructivism theory. Susan Doherty who is teacher and believed in the constructivism theory wrote: One key, I think, is to allow and encourage the students to ask and seek the answers to their own questions. In this way, students’ minds and hearts become active, leading them on a lifelong journey of inquiry and self-motivated learning. (Cooper & Ryan p. 308 2013). I believe in providing a core...
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...Personal Philosophy of Education I would not be considered your typical college student in search of an education degree. I am a 31 year old male, married, with two children, and working on my second career. My previous life consisted of working in the coal mines till I was injured. My injury, however, is considered a blessing in disguise. My injury has leaded me to the world of education. I have seen first hand the difference an educator can make in the life of a child; the child was my own son. My eldest son, diagnosed with Asperger’s Syndrome, was unable to communicate. He had the opportunity to be enrolled in the early intervention program in Raleigh County. The first individual with the challenge of assisting my child was not able to fulfill her roles and think “outside of the box” to reach him. My wife and I promptly searched for the appropriate educator for him. My family was blessed when we found “Ms. Mitzi”. In the matter of weeks our son was able to tell his mommy he loved her. This impacted my life significantly and I wish to be able to pass on what was given to my child and my family. I chose education as my career path because I hope to be able to make a small difference in a child’s life. Time and time again I have seen children being educated poorly and/or not having appropriate role models in their life. I feel that an educator must not only be able to convey to the student the classroom material, but also be a counselor, coach, mentor, and a parent. Failing...
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...DECISION MAKING Decision Making: Developing Your Philosophy of Education Lyndsay Hogsett EDUC 200 Decision Making: Developing Your Philosophy of Education When I first decided I wanted to become a teacher I made that decision for all the obvious reasons. Summers, holidays and weekends off. To “help” children be all that they can be. So on and so forth. But as a get deeper into this course I find more and more reasons for wanting to be a wonderful teacher. Also as I began this lesson I was completely confused on what philosophy had to do with teaching. After reading and completing the philosophical assessment I have a better understanding to what kind of teacher I can become. I scored a 9 on the section of Perennialism. I believe that children can learn better through hands on experiments. Not just in the science world but in every subject that you study in school. Reading and studying about an important historical event and then comparing on how it reflects a situation that the student might encounter today would help students understand the lesson much more. An important part of growing up is learning how to solve problems. A teacher may not always know the students home life. The student may not have people to teach them the important life lessons that everyone needs to succeed in the world. So if you can teach an educational lesson and a life lesson at the same time, that’s absolutely wonderful. While everyone agrees, we all go to school to learn...
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