The Teaching Profession Essay Example for Free

The Teaching Profession Essay Teaching is described by different teachers in various ways and one which made an impact to me is that, â€Å"Teaching is the noblest of all profession†. My cousin, Ms. Gertrudes is now a mathematics teacher in Muntinlupa city. We studied in the same university where we shared together many great things including teaching. According to her, teaching is the most noble among all the professions since all professionals underwent education with a teacher. Through the internet I arranged an interview with Ms. Gertrudes where I gained more insights about her view of teaching as a noble profession, furthermore it opened up a new realization on teaching in relation to our society today. From this point of view, I will lay the foundation of my reflection on the interview with basic education teachers. How teachers mould the minds and hearts of every learner reflects the kind of society we have. Inside our classroom for instance, fast track students represent various responsibilities in the society – teachers, nurse, house wife, policeman, and engineer, among others. Some of us are passive and some are active, having different background and different reactions, yet we were here for the desire to learn how to teach. The teacher not only facilitates learning but could influence the mind of future politicians, engineers, doctors, policemen, priests and nuns, educators, legislators, and ordinary citizens among others. In an interview with Ms. Mondragon she said, â€Å"I considered it (teaching) as a means for which God used me as an instrument to touch lives and in the process, I myself is transformed by my students’ lives†. Indeed, teaching and learning is a collaborative process which exemplifies the unification of a problematic society that we are experiencing now, yet continuously striving through difficult times in finding solutions to the problems. A teacher must assume this tremendous responsibility if we still aspire for a more livable society: a responsibility to be formed and be transformed so as to form and to transform the lives of people. A teacher seeks to transcend the ordinary limits of him or her by allowing the ultimate good to use that life as an agent of transformation. This role of a teacher is highly dignified as Ms. Gertrudes puts it, â€Å"every individual is a prime mover in our society however, the teacher is noblest since he or she teaches how to be noble†. Such phenomenon in teaching and learning permeates from one individual to the other like a hoop that never end as Henry Adams once said, â€Å"A teacher affects eternity; no one knows where his influence stops† . A society consisting of good citizens, according to Socrates is a good society, and the highest end of every individual is to become good. Aspiring to be an educator is learning to become a good student first. Only in this manner I understand that learning is a process of becoming; a good teacher influences students to become good if not the best teachers to become educators of a society who stretches its vision farther towards the future. However, going through this process is a painful one. An intricate silk cloth is not made overnight such as an effective teacher is a result of years upon years of rigorous training. Evidences of this are testimonies of teachers especially those at the beginning years of teaching who would describe teaching as â€Å"difficult†, â€Å"not easy to be an adviser†, â€Å"a thankless career†, or â€Å"challenging† among others. In a conversation with Sir Sapul he said, â€Å"†¦it is not even acceptable that a teacher ca n commit mistakes, in class or outside†. It is a reality that the society has set the highest standards of how they would look at teachers – they should be perfect. It is an expectation that every individual is called for but the challenge is directed specifically for teachers to respond. I believe that each one shares the same responsibility to strive-to-learn to become a better person who is humble enough to accept undergoing a painful process – a process which describes the beauty of our purpose. The more experienced teachers would say, â€Å"I choose teaching as a profession for love of the youth†, â€Å"the early formation of the youth is important to prepare the future of the nation and the church†, â€Å"teaching is my ministry†, â€Å"teaching is my passion†. Teaching for them is a mission already carved in the soul of a teacher, a value system stabilized through time†¦how beautiful! The younger ones will marvel in the same path as they go along the way saying, â€Å"it is my destiny†, â€Å"I want to help children to become better persons and be successful in their life†, â€Å"I be lieve that teaching is God’s plan for me†, â€Å"I can change the life of every person especially the younger generation†, â€Å"this is what I want, this is what my heart says†. Life will eventually give more meaning to every heart’s desire as it grow and ripen in due season. When that time comes, a teacher only counts his or her blessings and continues to grow in grace. The entire life cycle of a teacher, can be likened to a butterfly. One has to be an egg and undergo the stages to become an adult. Weeks after gloriously fluttering its wings the butterfly dies leaving behind new eggs, but a teacher on the other hand is immortalized by the life that he or she have led. The teacher takes the more crucial role in shaping the individual human person and the world. As the famous saying goes, â€Å"you cannot give what you do not have† therefore, every teacher has to be well prepared for that great endeavor that lies ahead. The domain of personal growth and professional development in the NCBTS emphasizes the ideal that teachers value a high personal regard, concern for personal development, and continuous improvement as teachers. According to Corpuz and Salandanan, â€Å"the personality that teachers project determines the impression they make upon students and colleagues†. Asking some teachers about their idea of how students perceive them they responded, â€Å"well prepared†, â€Å"has principles†, â€Å"strict†, â€Å"loveable and caring†, â€Å"patient†, â€Å"honest†, â€Å"sympathetic†, â€Å"approachable†, â€Å"friendly†, â€Å"possesses a good sense of humor†, â€Å"punctual†, â€Å"dynamic and creative†, and â€Å"compassionate†. These responses determine the teacher’s self-awareness in relation to his or her work and to his or her role in the society. Through the course of the process, a teacher accumulates values that he or she feels important to be nurtured and to be developed. Teacher responses include hard work, compassion, creativity, simplicity, service, responsibility, commitment, patience, honesty, generosity, kindness, humility, love, commitment, tenacity, courage, and self-discipline. These are personal values that they wanted to have as teachers yet in the interview, they mentioned that teachers should possess attributes to become an effective teacher: A teacher should have integrity and good moral values. A teacher should be able to motivate in making the students able to love the subjects. A teacher should have passion for teaching. A teacher must be full of energy and enthusiasm. A teacher should be globally competitive, flexible and work oriented. A teacher should be honest, hard working, generous, committed and dedicated. A teacher should have love for students. The teacher has personal values that they uphold but it is also very important that we hear from the students what they value from their teachers since it is the learning of students which is the foremost concern of teachers, only that the process of learning is controlled primarily by the learner as pointed out by Corpuz and Salandanan. â€Å"In order to teach effectively a teacher should consider certain principles of teaching and learning. The principal elements that make teaching and learning possible and attainable are the teachers, the learners, and a conducive learning environment. The learner is different from one another in terms of their demonstration of cognitive and appetitive powers, multiple intelligences and varied learning styles, children with special needs and children of indigenous people’s group†. This is the reason why a teacher should have a good stock of positive personal and professional attributes to be geared up for battle. A teacher to be effective must possess a sense of service as a professional teacher, dedicated to the job and wave that missionary spirit since the teacher himself or herself is one of the elements in making learning attainable. As Ms. Mondragon quoted St. Marie Eugenie of Jesus, â€Å"Education is allowing the good to break through the rock that imprisons it in order to shed its radiance†. It is not only the student that is imprisoned in the rock but sometimes a teacher lacking in proper preparation for the life of a teacher is imprisoned in steel, when the students are free enough, they absorb the negativities that they are exposed into and their light fade out altogether. But an accomplished teacher would say, â€Å"I am a successful teacher since I see my former students effecting change in the lives of people they are working with†. It is indeed a personal commitment that a teacher should develop a philosophy of his or her own. According to Sir Montilla, â€Å"Education is a journey towards a holistic and vibrant transformation within a human person. Molding and preparing one’s life to be more equipped, outfitted, and comprehensive towards the pedestal of success, with strong conviction to the triune God in contributing for the betterment of the community and for the progress of society†. As the famous saying goes, â€Å"the journey of a thousand miles begins with a single step† such that personal change is required in order to move forward towards the ladder of success; offer to God all accomplishments, and create concern for the development of the society. Another teacher said, â€Å"Every individual is able to strive for success in their academic performance and their life†. It is difficult to fathom what one child is capable of, the assessment and evaluation in school are but ways to estimate what the child is capable of having in that specific moment. When a child is free, he or she is able to soar in great heights unimaginable to us. If we allow a child to dream, we allow him to see what he or she is capable to dream and so we guide them that they develop trust in themselves until they will one day realize that dream. Sir Soriano has this to say, â€Å"Teaching is in the heart of the educational process†. The educational process to me is an extensive continuum which extends throughout an individual’s life span. It involves things that we can say about learning and teaching. The very core of it is on the process itself. Such process allows us to experience the joy, the pain, fears, difficulties, danger, yet we strive to redeem ourselves and rise beyond our own limits. As to Bro. Beuchesne, â€Å"Every person is a child of God, who has the right to be respected and properly educated, to develop his particular talent and use them for the betterment of society†. Our life is like a web or a fabric the thread of which are intricately arranged so that each one touches the other, its beauty is seen only as a whole. Each thread is as important as another, just as every individual has its own role in the society which affects the others and as much important as the other; even the flap of a butterfly affects the universe how much more with a human person! Every individual is a gift from God that should be taken cared. There are ways that are done differently by one another which needs to be guided, respected and accepted. Teaching is: loving the learner. I can say that as a student, if the teacher makes me feel important, I can learn better and most inspired. Learning to me is a lifelong process that improves with time. The goal of the teacher is to give the best he or she can and become an inspiration to learn. In a society such as we have, a greater responsibility lies on the hands of a teacher who is committed and competent in facilitating the learning of every unique individual human person. Enormous passion coupled with positive personal attributes and an undying missionary spirit is necessary for a teacher to sustain himself in answering the call to render valuable service and in influencing the students to love learning. As Saint Jean-Baptist de la Salle have said, â€Å"To touch the hearts of your students and to inspire them with the Christian spirit is the greatest miracle you could perform, and the one that God asks of you, since this is the purpose of your work.† We can try to look at what is happening in our society today and I am personally sad to see it being destroyed subtly. If not now, maybe one day we will realize the contribution we made for that destruction. As a responsible teacher would do, a personal reflection is called for to ponder upon the role of the teacher that shaped this society we have today. Can the teachers redeem themselves in their role of reshaping our society? Indeed, only those who retained the zeal for the mission of teaching will carry on the spirit, and it is sad that they are only few.

History of Fireworks :: Design and Technology

History of Fireworks The birthplace of fireworks is generally recognized as China. It is said that a Chinese cook accidently mixed three common kitchen ingredients (black powder): Potassium nitrate or salt petre, sulphur and charcoal and lighted it. The result was colourful flames. The cook also noticed that if the mixture was burned when enclosed in the hollow of a bamboo shoot, there was a tremendous explosion. The first application of this technology was for entertainment. Slowly the theory took roots that this loud sound was perfect to chase away evil spirits and to celebrate weddings, victories in battles, eclipses of moon and religious ceremonies. Once the recipe for black powder was perfected, they found that it was easily used as rocket fuel, and they made hand carved wooden rockets in the shape of a dgoran, in the sixth century. These rockets shot rocket powered arrows from their mouth, and were used against the Mongol invaders of 1279. The principle behind these rockets is still used in rocket powered fireworks today. From China the fireworks moved on to the West, through adventurous explorers. Legend has it that Marco Polo brought this new accidental invention to the West from one of his many trips to China and other eastern countries. Thus the knowledge of making fireworks spread west, through Arabia in the seventh century. The Arabs called the rockets Chinese arrows. The earliest recorded use of gunpowder in England, and probably the western world, is by the Franciscan monk Roger Bacon. He was born in Ilminster in Somerset in 1214 and lived, as a master of languages, maths, optics and alchemy to 1294. He recorded his experiments with a mixture which was very inadequate by todays standards but was recognisable as gunpowder. His formula was very low in saltpetre because there was no natural source available, but it contained the other two essential ingredients: charcoal and sulphur. In 1242 he wrote: "...if you light it you will get thunder and lightening if you know the trick", Fireworks as such probably arrived in the 14th century, brought back from the East by Crusaders, and they rapidly became a form of international entertainment. The first recorded fireworks in England were at the wedding of Henry VII in 1486. They became very popular during the reign of Queen Elizabeth I. Shakespeare mentions them and they were so much enjoyed by the Queen herself that she created a "Fire Master of England". James II was so pleased with his coronation display that he knighted his firemaster. King Charles V as well had a great liking for fireworks. He had many 'fireworkers' in his staff. History of Fireworks :: Design and Technology History of Fireworks The birthplace of fireworks is generally recognized as China. It is said that a Chinese cook accidently mixed three common kitchen ingredients (black powder): Potassium nitrate or salt petre, sulphur and charcoal and lighted it. The result was colourful flames. The cook also noticed that if the mixture was burned when enclosed in the hollow of a bamboo shoot, there was a tremendous explosion. The first application of this technology was for entertainment. Slowly the theory took roots that this loud sound was perfect to chase away evil spirits and to celebrate weddings, victories in battles, eclipses of moon and religious ceremonies. Once the recipe for black powder was perfected, they found that it was easily used as rocket fuel, and they made hand carved wooden rockets in the shape of a dgoran, in the sixth century. These rockets shot rocket powered arrows from their mouth, and were used against the Mongol invaders of 1279. The principle behind these rockets is still used in rocket powered fireworks today. From China the fireworks moved on to the West, through adventurous explorers. Legend has it that Marco Polo brought this new accidental invention to the West from one of his many trips to China and other eastern countries. Thus the knowledge of making fireworks spread west, through Arabia in the seventh century. The Arabs called the rockets Chinese arrows. The earliest recorded use of gunpowder in England, and probably the western world, is by the Franciscan monk Roger Bacon. He was born in Ilminster in Somerset in 1214 and lived, as a master of languages, maths, optics and alchemy to 1294. He recorded his experiments with a mixture which was very inadequate by todays standards but was recognisable as gunpowder. His formula was very low in saltpetre because there was no natural source available, but it contained the other two essential ingredients: charcoal and sulphur. In 1242 he wrote: "...if you light it you will get thunder and lightening if you know the trick", Fireworks as such probably arrived in the 14th century, brought back from the East by Crusaders, and they rapidly became a form of international entertainment. The first recorded fireworks in England were at the wedding of Henry VII in 1486. They became very popular during the reign of Queen Elizabeth I. Shakespeare mentions them and they were so much enjoyed by the Queen herself that she created a "Fire Master of England". James II was so pleased with his coronation display that he knighted his firemaster. King Charles V as well had a great liking for fireworks. He had many 'fireworkers' in his staff.

PSY 250. The biological and humanistic theories Essay

Week 3 ~ DQ #3 When do you think you can see someone’s biological influences? As an infant? As a toddler? As an adult? Provide a justification for your answer. Biological influences are hard to measure because as a human you can change depending on your personal surroundings and the influential people in your life. I personally feel that you can be able to see ones biological influences as an infant because children at this age have been said to resemble their parents since they are in a time in need. Infants are obviously dependant of their providers but if they are influenced in a negative aspect you may be able to override their biological influences as in their early adolescent life they will display those significant influences that trigger them from their instable infant life. Personality development definitely has a biological component, and that shaping begins at birth. Over the course of this week’s readings, I found that very early our brains begin to take different shapes in growth depending on our environmental experiences, such as being overly stimulated or being sedentary as we develop from childhood. Week 3 ~ DQ #1 What are the strengths and weaknesses of biological and humanistic theories? With which do you agree more? The biological and humanistic theories both have strengths and weaknesses. Focusing on nature versus nurture, the biological theory suggests that all behavior stems from genetics and is not a product of our surroundings or environment. Thus, it ignores individual effects and differences people experience such as how our bodies react to different stimuli like stress and anxiety. The humanistic theory focuses on the individual along with outside  influences. This makes the humanistic theory difficult to measure. The humanistic approach seems to be a more comprehensive theory in that it focuses on the individual instead of measuring a group. While the humanistic approach may be more difficult to evaluate and measure, the result seems to be more individualized and specific, making it more unique and accurate. Specificity Week 3 ~ DQ #2 What do you think are the strengths and weaknesses of the biological theory? Some of the strengths of the biological theory are that specific behaviors can be treated and corrected through the use of medication. Using comparisons, different species of animals can be studied helping to understand human behavior. Understanding physiology and how the nervous system and hormones work allows us to understand the effect medication has on behavior. Understanding what traits we can inherit can also help us understand behavior. Some of the weaknesses are that it doesn’t recognize the cognitive process and are often over-simplify the physical aspects and how they interact with the environment. Week 2 ~ DQ #1 What do you think are the strengths and weaknesses of psychoanalytic theory? The weaknesses of psychoanalytic theory from a scientific perspective are that psychoanalytic theory is unfalsifiable. Any reasonable hypothesis must be both testable and falsifiable. Since psychoanalytic theory cannot be proven or disproved, it is unpopular among psychologists today. Psychoanalytic theory is not so effective for dealing with issues, as it does not really serve to offer solutions. Any type of therapy is subject to how each individual will respond. What works well for some may not work well for others. The strengths of psychoanalytic theory are that it is based off of the foundation of the individual; what the person has experienced, learned and grown from during childhood. When defining personality, there doesn’t seem to be a better place to start. Week 2 ~ DQ #2 What do you think are the strengths and weaknesses of trait theory? Why? According to this week’s reading, â€Å"A trait approach to personality uses a basic, limited set of adjectives or adjective dimensions to describe and scale individuals† (Allport & Odbert, 1936). Since there are 18,000 adjectives (most of which could be used to discribe trait theory), trait theory should be limited to a small number to account for a person’s consistencies (Allport & Odbert, 1936). I find that one of the strengths of trait theory is that it supports my feeling that many characteristics of people do not change. Only behaviors change, that is why some psychologists can predict behavior. In its more basic form, we all can predict certain behaviors. For instance, we know that if a behavior is met with reward and no punishment, it is likely to be repeated. Or, if the reward seems to outweigh the punishment, it is likely to be repeated. Allport believed that every person has a small number of specific traits that predominate in his or her personality. He named them a person’s central traits (Heffner Media Group, Inc., 1999-2003). One weakness of trait theory is that its focus is too narrow in that it does not take into account traits such as humor, wealth, and beauty. References Allport, G. W., & Odbert, H. S. (1936). Trait names: A psycholexical study. Psychological Monographs, 47(211), 171. Heffner Media Group, Inc.. (1999-2003). AllPsych online. Retrieved from http://allpsych.com/personalitysynopsis/allport.html Week 2 ~ DQ #3 What methods were developed to define personality traits by â€Å"trait theorists†? How did these differ from the psychoanalytic approach? The methods that were used were to categorize these traits into three levels which are cardinal traits, central traits, and secondary traits. Cardinal traits usually dominate a person’s life, so much that the person becomes known for those specific traits. It has been suggested that cardinal traits  are rare and usually develop late in life. Central traits are the general characteristics that are the foundation of personality. These traits are not as dominating as cardinal traits and are the major characteristics used to describe other people. With central traits terms like intelligent, honest, shy, and anxious are considered. Secondary traits are related to attitudes or preferences that only appear in certain situations or circumstances. Getting anxious while speaking or impatient while waiting are examples of secondary traits

The Stamp Act Essay - 1327 Words

The Stamp Act The passing of the Stamp Act by Parliament in 1765 caused a rush of angry protests by the colonists in British America that perhaps aroused and unified Americans as no previous political event ever had. It levied a tax on legal documents, almanacs, newspapers, and nearly every other form of paper used in the colonies. Adding to this hardship was the need for the tax to be paid in British sterling, not in colonial paper money. Although this duty had been in effect in England for over half a century and was already in effect in several colonies in the 1750?s, it called into question the authority of Parliament over the overseas colonies that had no representation therein. When the news of the passage of this†¦show more content†¦Lastly, That it is the indispensable duty of these colonies, to the best of sovereigns, to the mother country, and to themselves, to endeavour by a loyal and dutiful address to his Majesty, and humble applications to both Houses of Parliament, to procure the repeal of the Act for granting and applying certain stamp duties, of all clauses of any other Acts of Parliament, whereby the jurisdiction of the Admiralty is extended as aforesaid, and of the other late Acts for the restriction of American Commerce. Simply by suggesting that Parliament had overstepped its implied boundaries, the colonists were considered to be boldly defiant. The Resolutions were sent to the king and Parliament, where they were met as warmly as the Stamp Act itself was in the colonies. Many Englishmen held their own opinions of these, including Soame Jenyns, a member of Parliament from 1741-1780. Jenyns wrote a pamphlet entitled The Objections to the Taxation of our American Colonies by the Legislature of Great Britain, briefly consider?d. The excerpt in the text argues for Parliament?s right to tax the colonies and discusses briefly the theory of virtual representation. He begins by censuring those questioning the jurisdiction of Parliament: The right of the Legislature of Great-Britain to impose taxes on her American Colonies, and theShow MoreRelatedThe Stamp Act686 Words   |  3 PagesThe Stamp Act 9/24/15 The Stamp Act was an important act introduced by the British Prime Minister George Grenville that was then passed in March 1765 by the British Parliament. The purpose was to raise money for national debt of Britain after the Seven Years War and Parliament needed means to help fund expensive costs of keeping troops inside the colonies. The act levied a tax on legal documents, almanacs, newspapers, and nearly every other form of paper used in the colonies. 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