argument that adequate professional instruction of teachers is not exclusively theoretical, but involves a certain amount of practical work. The primary question as to the latter is the aim with which it shall be conducted. Two controlling purposes may be entertained so different from each other as radically to alter the amount, conditions, and method of practice work. On one hand, we may carry on the practical work with the object of giving teachers in training working command of the necessary tools
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I. INTRODUCTION The role of curriculum in educating the students is a dynamic process that seeks to cope with the changes in our society. Understanding the traditional and emerging concepts of curriculum as well as the factors that affect its development will guide the educators to respond to the needs of the learners. In planning, constructing and evaluating a curriculum, educators and curriculum practitioners may use one or more approaches. The contrasting approaches that are generally used in
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practices may exacerbate feelings of rejection and alienation and place these students at higher risk for dropping out, joining gangs, or using drugs. Schools can increase the sense of belonging for all students by emphasizing the importance of the teacher-student relationship and by actively involving all students in the life of the classroom and the school community. Specific examples of programs that promote a sense of belonging for students are discussed. To Belong: To have a proper, appropriate
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considered world as an artificial, autocratic, egotistic and arrogant place and Rousseau believed that education should be given according to the natural interest of the child aiming at a holistic development of the personality . Nature is the best teacher and means of education according to Rousseau (Singh, 2007). Philosophy of Education: Rousseau's philosophy of education is naturalistic (Shahid, 2000). According to naturalists education is the process of development of a natural life (Seetharamu
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Classroom and Behavior Management Plan Dr. Renee Murley Learning in the Urban Environment ICL 7709 July 31, 2009 Rules and Procedures On the first day of class, the students and I will have a conversation about my expectations and the students’ expectations for the classroom. From these expectations, together, we will create a set of guidelines for conduct in the classroom. We will also discuss common occurrences in the classroom such as late arrival, preparation for class, etc., and
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thought of public speaking in English would have been a reality for me but that happened due to a person who made a huge influence in my life many years ago when I was in the latter part of my secondary studies. He was none other than my English teacher, who laid the foundation for my academic and career life. I still remember that he told me, you will never learn how swim until you jump in to the water and same theory should be applied when it comes to learning English. Which I did and it did work
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Every morning in America millions of school age children wake up to attend school. They bustle into school buildings across the country, some ready and eager to learn, and many not. They attend classes which promote unrealistic ideals which the students are expected to meet and also leave children ill-prepared for life outside of high school. For many students, this means that, if they chose to attend college, they are not prepared for the classes and many will not graduate on time, if at all. This
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Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing
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appear to have strong beliefs in different systems is consistent with my own understandings of philosophy. Perennialism is the weakest strand of my philosophy, closely followed by idealism, which suggests that I do not agree with highly structured teacher directed learning. Interestingly, my beliefs regarding realism and existentialism nearly equally flank my strongest beliefs which fall into the experimentalism category. Since I view experimentalism as a combination of realism and existentialism
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always been a student who enjoys being challenged, and I want to continue to challenge myself in college. During high school, stretching my abilities meant taking AP and honors classes. At Portland State University, the Urban Honors College would be ideal for me to continue this pattern of participation in advanced academics. Additionally, the closer-knit atmosphere that the Honors College perpetuates is hard to find at many larger universities. I believe I would benefit from participating in the academic
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