Teaching Experiences With Phonics And How They...

Teaching Experiences With Phonics And How They...
Article one, teachers give their account on their teaching experiences with phonics and how they
incorporated a culturally relevant curriculum. A third grade teacher who taught history was teaching
the basic information about different cultures than the actual culture from their perspectives.
Another teacher taught more on inferential teaching, relating what we know and experienced in our
own life. One of the teachers taught phonics by making a personal alphabet book with the help of
the parents using letters that the child was familiar with or liked. The personalized picture book was
similar but the student used different types of material to make their book. The book represented and
depicted who they are as a student. Last lesson was the morning circle where students were able to
use their native language to greet others and talk about themselves. Article two, starts off discussing
what, explicit systematic phonics instruction means (Mesmer, H. E., & Griffith, P. L., 2005, p. 366).
Everyone has own interpretation of that phrase which needs to be correctly defined. The phonics
instruction has two separate meanings both are teaching encoding and decoding of sounds. It also
very important because the phonograms is part of the English language. The students use phonics to
by corresponding sound to letters, spelling, and understanding the meaning of the words. Explicit
and systematic phonics originated before 1900 but both were used together after 1900 to teach
phonics. That
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Graduation Speech On Teaching And Learning And Interactive...
I enrolled in the Certificate in the University Teaching (CUT) program in spring 2014 right after
completing the FUT program in winter 2014. Through the GS901 workshops, I learned about
students' traits and attitudes toward learning and interactive teaching through active learning. With
regards to course design, I learned the importance of having an organized, yet flexible, course plan
that is designed in equilibrium with course objectives and assessments. Teaching observation
practicum, provided me with an opportunity to assess my teaching from the perspective of an
experienced educator. Below, I will discuss the elements and strategies that I have experimented
with based on the comments and suggestions I received.
COLLECTIVE LEARNING:
One of the key elements in teaching undergraduate classes is to create a learning environment that
cultivates critical thinking and mastery of concepts. As an instructor, I have experienced with
various active learning methods to keep my students engaged and motivated. Within the pedagogy
toolbox, I found the element of discovery to be the most effective way of teaching. In my classes,
before even explaining a new concept, I usually pose a question to class and ask my students to find
a solution. I ask my students to work in pairs (and sometimes groups) to come up with a solution
without them knowing the new concepts. The idea is to assist them to discover the new concepts by
thinking out of the box and trying different approaches. During

Persuasive Essay On The Experience Of Teaching In School
In comparison to fieldwork, teaching is very different. The hardest obstacles to overcome in the
classroom is being hired mid–year, having to review all of the curriculum, and making sure you're
prepared for each day. The first day can be intimidating because all of the students are looking at
you. There is more talking in front of the classroom than there is discussion. To acclimate to teach at
first involves an introduction and communication with the students. This can be a little difficult
because some kids are acting out and it may be difficult to control them. Learning how to become a
teacher in college was fun, but also challenging. Overall the preparation was very important and
helpful. Although it takes time to plan, it is always good to overplan. When planning and teaching, it
is important to think outside the box, as a capacious understanding of the material is very vital.
When preparing instruction, a teacher must look at common core standards, and prepare for
unexpected events such as various student questions, etc. to occur. It's very important to make sure
that the planning is thorough and that all lessons and materials are fully prepared. Even though a
teacher may teach the same material to multiple classes, one class may adapt it more quickly than
others. Week to week planning is also a very vital aspect of teaching. It's OK to not have all
answers, because you have resources to find information such as the Internet. It is always possible
for a teacher to look up the answers to questions, or save the discussion for the following day. When
it comes to teaching, it is important to present kids with different options, and not to use the same
method of instruction every day. It is very important to remember that while some students are eager
to learn something you are presenting, others may be bored. It is therefore important to approach
teaching the subject in different ways. It is OK to be honest with the students if you are If you
nervous about something, if you don't really like a topic, or if you don't know the answer to
something. A lot of work has to be done for a teacher to establish authority in the classroom. You
must be approachable to parents and students, and be able to

Cadet Teaching Experience Essay
My Experience Cadet teaching Centerville Abington is the school that I cadet at. I am very fortunate
to be able to have a mentor like Mrs Charlton, who so happens to be my old elementary teacher.
Mrs. Charlton is the head of the P.E. department at Centerville Elementary and Rose Hamilton
Elementary. She so happens to teach all the kids K–6 by herself. My duties and responsibilities at
cadet can be extremely stressful but at the same time they can be rewarding. I hardly ever miss cadet
unless I have to take a test at the high–school. When I first walk into the elementary I sign into the
office, which I normally arrive at 7:55am. After I sign into the office I check Mrs. Charlton's desk
for any notes she left me. I assist her by making copies,

Personal Reflection On Teaching Experience
Reflection on Teaching Experience Our Final project for EDU 581– Clinical Teaching in Health
professions was to build on our Educational experience in EDU 497– Teaching and Learning in
Higher Education and Health professions in planning and implementing a lesson related to Health
Professions Education. This lesson design and implementation was so important for me, because it
was my first official lesson to teach. So, the guidelines given by the course instructors in the course
modules helped me to design my comprehensive lesson plan beyond a novice expertise. I chose to
deliver my lesson in our face–to–face meeting in May 2014. I decided to choose a topic of a
common interest amongst different healthcare providers "International Patient Safety Goals". The
plan to my project included: knowing Audience, Learning goals/objectives, Needs assessment, and
timed implementation scheme. Needs assessment Evidence that there is a need for such a lesson.
The main phrase we know quoted from the Hippocratic Oath is "First do not harm". Patient safety as
a new discipline of health care quality and management, emphasizes on the process of reporting,
analyzing and preventing of Medical Errors that often lead to adverse health events. The WHO
called patient safety an endemic concern, as 1of 10 patients around the world is impacted from
errors. Also, IOM report (1999): "To Err Is Human: building a safer health system" 98,000 patients
die each year from preventable medical errors.

My Experience As A Teaching Assistant
I am currently employed as a Level 2 Teaching Assistant at Oakway Academy in Wellingborough.
Since starting in October 2013, I have worked in Year 4, Year 2 and I am currently working in a
Reception class. Within my role I am responsible for helping children with their work, supporting
the Teacher in setting up, gathering and clearing away resources as well as carrying out pupil
observations and completing relevant tracking paper work. I have also completed training on Read,
Write, Inc. Phonics and have taught my own Phonics groups over the last 2 years.
During my time in education at Bishop Stopford School, I have gained various experiences that
have supported my development. During my GCSE Health & Social Care course in June 2009, I
completed ... Show more content on Helpwriting.net ...
I have completed Rainbows, Brownies and Guides Groups over the years and I attained the Baden
Powell Award which is the highest accolade possible within Guides. During my time at Guides I
also became a Brownie Pack Leader supporting our local group "1st Mawsley Brownies" I did this
for 2 years between September 2008–2010, I really enjoyed the interaction with the children and
during this time I was responsible for planning and delivering two special unit session meetings, one
of which was on disability awareness and the other on educational games. During July 2012
Summer Holidays I volunteered as a Play Scheme Leader at the William Knibb Centre in Kettering.
I helped look after a group of 12 children aged between 5–6 years old assisting them with various
activities including crafts, sports and group games. This time allowed me to work with groups from
varied social backgrounds and gain lots of new skills.
Outside of work I enjoy traveling on Holidays and have visited various destinations, my favourites
so far being USA and Spain. I like to keep fit and attend various Zumba classes on a weekly basis
and any down time I do have you will normally find me reading a book to relax.
Although I have always wanted to become a Teacher and knew this path would mean going to
University, I didn't feel ready when leaving school to apply. Now having matured a little and having
first–hand experience working in a primary school for the last 2 years I feel it has given me the time
and relevant experience I needed to make the next the step to University to gain my QTS and then
achieve my career goal of becoming a

Teaching And Mentoring Experience For Undergraduate Students
Teaching and Mentoring Experience
Teaching has been a fundamental component of my academic training. I have been actively involved
in teaching, tutoring, and mentoring high school and undergraduate research students throughout my
doctoral and postdoctoral work at the City University of New York (CUNY). I taught General
Chemistry (I & II) laboratory courses and recitation sections at CUNY for four years. I volunteered
as a physical chemistry tutor for undergraduate students from CUNY. At St. John 's College of
Liberal Arts and Sciences, my teaching assignment included a General Chemistry Laboratory course
that also involved a synergistic approach to conducting several laboratory sessions guided
simultaneously by two instructors.
Along with Dr. Ruth Stark and her graduate students at City College, I designed a curriculum for a
biophysics foundation course ("Touring the tomato: A suite of chemistry laboratory experiments")
geared for undergraduate and high school students seeking research experience through CUNY's
College Now program. The eight–module course introduces a panel of analytical techniques for
studying the structural properties of biopolymers obtained from an inexpensive source such as the
tomato fruit at increasingly detailed molecular levels. In its final phase, students design independent
research projects related to structural investigations of various biomaterials obtained from fruits and
vegetables. We tested our new curriculum by giving a summer

Reflection On Teaching Experience
During my Practicum observation throughout the month of October, my practicum teacher works on
formative and summative assessment in her math class. My teacher uses different ways to assess
students in the classroom. In most cases, whether the child is above level or where the child should
be she has many options and strategies on how to solve mathematical problems as a whole–group or
individually. In this reflection I will discuss the formative assessment, summative assessment, how
students respond to the instruction, and interview process. Formative assessment focuses on
conducting how the student learns over time. Teachers test based on understanding and
comprehending of the lesson such as; chapter tests or small quizzes. My teacher uses review
packets, chapter tests, bonus homework sheets, individual whiteboard sheets, and whole–class
discussions. For example; if a child is learning about multiplication and has to apply the concept to a
word problem, but has no concept in combing the lesson to solve the problem. This informs the
teacher that the child doesn't understand the lesson or needs to go back to change how it could be
taught differently. These assessments show my teacher whether the child understand the concept
they are learning or whether the teacher needs to change her teaching as a whole. Summative
assessment has a different goal towards the students' learning at the end of a unit by comparing it
against some benchmark score. This assessment focuses on the curriculum aspect on assessing the
whole picture meaning the unit at the end of the lesson. My practicum teacher works on providing
checklists, checking problems before moving on to the next problem, using hand signals, and
writing in their math journals. Students enjoy using hand signals to answer the problem and use
their individual white boards to personally solve the problem. There are a few benefits of using hand
signals in the classroom. Incorporating these signals provide teachers a quick visual check on
whether the students understand how to solve a problem and comprehend the problem. For example;
using thumbs–up, hands on your head, or finger on your nose if agree or disagree to a solution.
Allowing students to use individual white

Community Teaching Experience : Diabetes Essay
Community Teaching experience: Diabetes Diabetes is a major problem in our society today. Many
people have heard about the disease; however, they do not know too much about its complications.
Diabetes is a chronic, progressive and lifelong condition that affects the body's ability to use the
energy found in food (WebMD, 2016). Many new cases are confirmed every year and unfortunately,
many go undiagnosed for years. Diabetes is a serious disease and need to be taking seriously. The
disease can lead to many other health problems such as blindness, nerve damage and kidney
diseases. The more the community understand and made aware of the seriousness of the disease, the
better it can be control and or prevented. Summary of the Teaching plan The teaching focuses on
diabetes. The teaching plan also lay out the signs and symptoms to watch out for. The three main
types of diabetes and who is at risk for each one. The church members were given materials to learn
more about the disease. We explore some of the most common myth about diabetes. The group were
given the opportunity to decide if the statement was a myth or a fact. Furthermore, the community
were made aware of the importance of reading food labels. Many food labels contain high amount
of sugar with can add up to the calories needed per day. Additionally, the group understand that not
everyone can prevent diabetes. Some people can minimize their risks by staying active and eat a
healthy well–balanced diet every day. There

Teaching Experience Philosophy
In my opinion children learn best through physical movement and interaction with their
environment, meaning that the children need to be provided with hands–on activities and movement
opportunities. My teaching practice meets the goal of advancing physical and intellectual
competence because I involve the children in developmentally appropriate gross motor and fine
motor developmental skill building. Everyday the children are given different types of materials to
work with and taught different skills to try to expand their knowledge.
During circle time it is a fun to play games such as "Simon Says". This is an activity that encourages
the children to move and use different parts of their body. This experience reflects my philosophy of
how

My Clinical Teaching Experience
As I reflect on the different lessons that I have taught throughout this experience, I can think of
many that went well. The students were engaged, they were grasping the material, and asking good
questions. These lessons were not only encouraging but also helpful as it gave me some insight as to
how my students learned best, and instruction they enjoyed. When I figured those things out, I can
implement them into lessons plans for the future. However, not every lesson was like this. As a
matter of fact, during the course of my clinical teaching experience, there have been lessons that I
struggle to maintain the students' attention, the students are not understanding the material, I cannot
motivate the student to learn the material, and so on. These lessons I have also found to be insightful
in such a way that makes me think in a "trouble shooting" manner if you will. Reflecting on both
types of lessons are largely beneficial in helping me grow as a future educator. ... Show more
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In my tutoring sessions, I attempted to get the students to understand how to cancel out all of the
denominators by using something I chose to call the elimination factor (which was a product of
every denominator in the equation and thus when multiplied by the equation, would cancel all the
denominators). I think my strengths of this lesson were I was able to communicate clearly to the
students what the concept of eliminating denominators by coming up with this elimination factor, I
was patient as the students processed the material and asked questions, and I made good use of
scaffolding during this

Teaching Is Complicated And Intricate Experience
Teaching is complicated and intricate experience included the teacher, the students, and environment
(Harrison et al., 1999). Earl (1983) said only a small number of teacher make an improvement in
development of students' skills, and the evidence that traditional instruction is positively related to
the development of skills for students was rarely found. However, some teachers make an
improvement than others. The reasons for this are varied, but the goal of teacher in physical
education is same. The goal is to have students enjoy and play the game well. So, how should
teachers do for effective teaching? Rink (1996) summarized effective teaching in physical
education.
1. Students need enough time to learn skills well to use them in ... Show more content on
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Developing and finding the effective skill of teaching is great interest to teachers in college. Various
effective teaching skills will make teacher to select appropriate skill for various type of students and
activities (Beckett, 1990). As a result, it is reasonable to find the methodologies of those teachers
who make an improvement using new or good teaching skill. Therefore, in this review, I will
explore various teaching skills and some example that the skills were applied in physical education.
Skill–focused Instruction, Teaching Games for Understanding, and Play Practice
Skill–focused Instruction
A lot of researchers have discussed skill–focused approaches to teaching sport as responsibility for a
lack of proficiency in students' ability to play games (Bunker & Thorpe, 1982; Mitchell et al., 2003;
Rink et al., 1996). As a result, alternative approaches were proposed instead of the skill–focused
teaching. The most notable alternative approach has been the teaching games for understanding
(TGU) (Bunker & Thorpe, 1982; Mitchell et al., 2003).
Teaching Games for Understanding (TGU)
The original TGU model is a step–by–step procedure model for teacher to enable student to be
skillful players (Bunker & Thorpe, 1982). TGU model consists of five steps such as; 1) the game
introduced, 2) game appreciation, 3) tactical awareness, 4) making appropriate decisions, 5) skill
execution, and 6) performance. Also, Thorpe and Bunker (1989) introduced

Eudora Teaching Experience Paper
For my Eudora teaching experience, I had the opportunity to teach a wonderful class of
kindergarteners. When I got to the school, I wasn't really sure what to expect out of the classroom. I
had talked briefly to Kelly about the set up of the classroom before going, so I had a little bit of an
idea of what I was walking into. My first impression of the school was that it was very similar to the
elementary schools that I grew up in in Spring Hill. The secretaries were very nice, and seemed to
know exactly what I was there for. I was escorted to the classroom instead of being given directions.
This was very nice, because in past situations where I was new to a school, I was simply given
directions as to where to go and that was it. After being directed to the classroom, I got the
opportunity to meet Kania. Once I met her, I felt much more relaxed about getting prepared for the
lesson. Since I had never taught in that classroom before, I was worried about the amount of time I
was going to have to ... Show more content on Helpwriting.net ...
Their energy was very high, which gave me a lot to feed off of. As the students arrive, I asked them
to have a seat at the table, they supposedly had assigned seats already. I started by introducing
myself and welcoming them to the class. We then went though the PowerPoint I had prepared. I
talked briefly about Kandinsky, and his goal to use his paintings to convey emotion to his views.
Additionally, I explained to them that the concentric circle paintings were like experiments that he
conducted to play with interactions that colors make with one another. Then, we talked about
painter's etiquette, color, what primary and secondary colors were and their differences, and what
primary colors make which secondary colors. Finally, we passed out materials and the kids got to
paint. It was a lot of fun to see them paint and mix colors for the first time knowing what colors they
were supposed to

Importance Of Teaching Experience
Through the teaching experiences I have engaged in my life, I have understood how important is to
enhance students' willingness to study and their enthusiasm and enjoyment of the subject.
Indeed, I have always loved studying, as well as reading and writing, and I would like to share this
interest with any person who wants to study English.
I will briefly mention some of the teaching experiences that helped me gaining a fair level of
understanding of pupils.
I have participated in an internship in a Kindergarten in Italy and I have volunteered in a refugees'
camp as an Italian teacher as well. I have also tutored a teenager for a whole academic year,
teaching her the English Language and helping her with homework and class tests, as well as with
the improvement of writing, speaking, reading and listening skills.
Additionally, I have been an au pair for six months and I have helped two very young children to do
their homework in all subjects at Primary School as part of my daily tasks.
I have also volunteered in a Primary School near Falkirk and in a project called "Conversational
English" for the University of Glasgow. I have indeed helped a foreign lady to improve her
confidence in speaking English both in front of formal and informal contexts.
I recently worked as a self–employed English tutor, finding students through the website "Tutora
ltd".
Finally, I have just completed a 120–Hour TEFL Course with distinction. I am a native speaker of
Italian and I have an advanced

Teaching Level Field Experience Requirements
The IR states (pp. 40–41) that the unit 's field experience requirements are sequenced to align with
PDE recommendations. There are four stages of field experience:
Observation,
Exploration,
Pre–student Teaching, and
Student Teaching.
The early field experiences in each of the initial programs focus on observation and exploration.
Cooperating teachers can provide additional opportunities based on the candidates' readiness and
abilities.
The methods pre–student teaching level field experiences for juniors/seniors are lengthier because
candidates are expected to tutor individual students, work with small groups of students, and even
teach lesson(s) following the plans of and under the supervision of the cooperating teacher ... Show
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41).
The unit has instituted Transition Points (Gates) at both initial and advanced levels to track and
gather evidence of candidates ' outcomes, guide faculty and candidates as they transition through the
program and the unit assessment system, specifically in relation to knowledge, skills and
dispositions (Exhibit 2.3.a. These assessments are both formative and summative.
According to the IR, the gates for initial Programs are:
Pre–Admission,
Admission to the program,
Admission to Student Teaching and
Program Completion (p. 27).
A new regulation approved by PDE under Act 168, requires that all candidates pass a Basic Skills
Tests before they exceeded 60 semester hours and are be formally admitted to Teacher Education
programs. There are four ways:
SAT or ACT scores,
PAPA (Pre–service Academic Performance Assessments) tests or
CORE Basic Skill Tests

Since candidates take these tests at various times during the first 60 hours the unit is finding
difficulty in disaggregating the data by academic cohort
The gates for advanced Programs are, but may vary:
Admission to the program,
Advancement to Candidacy, and
Program Completion (p. 27).
The unit provide no additional guidelines on the advanced program Transition Points (Gates)
System and the systematic progression of the advanced program candidates through their programs.
The unit identified 5 (five) key assessments for data collection on candidates ' performance. These

Reflective Teaching Experience
I find it refreshing to go beyond the classic lecture practices, and since my experience comes from
both industrial practice and academic education, I value and apply different ways and forms of
delivering my classes as such.
By basing my teaching on the knowledge and practical experience that I have gained from
practice/research, I am able to transform the teaching process into one that emphasise 'process of
inquiry' (Light et al, 2009), supporting inclusive teaching and learning practices (Hockings, 2010;
Armstrong, 2011)[A4,V3,K2]. Firmly believing in the power and effectiveness of technology, along
with my openness and confidence as an IT confident user, I apply audio/video resources and visual
aids to facilitate students' understanding of complex concepts and to add enrichment to learning
(Brown and Race, 2002)[A4,A2,K4]. I do my best to not make assumptions in my classrooms
(Race, 2006), and work earnestly to minimise barriers for students with difficulties (appropriate font
type/size; guidance on useful resources/links, etc.)[A4,V1,V2] in order to ensure student success.
Furthermore, I provide extensive Blackboard support (clear module structure, prior notes for
students with dyslexia or language difficulties)[A4,K4,V1,V2], giving students the opportunity to
easily use to platform and engage in the learning process.
It's important to engage students, and in the case of large audiences, I use a microphone, make eye
contact, move about and interact with students

Philosophy, Interdisciplinary Teaching and Student...
Philosophy, Interdisciplinary Teaching and Student Experience
ABSTRACT: This paper focuses on novel approaches open to teachers of philosophy in particular,
but more generally also to other university teachers, in the face of what Allan Bloom saw as the
waning of a literary culture. It is argued that, although some of Bloom's suggestions regarding the
successful engagement of students' interest–against overwhelming odds–are didactically valuable,
he neglects precisely those avenues from which students could benefit most on the basis of their
own experience in a world largely devoid of literary attachments but saturated with audiovisual
ones. These options are explored in some detail from various perspectives, including the difference
... Show more content on Helpwriting.net ...
The reason behind this assumption is my belief that, even if Rorty were right that philosophy is just
one voice in the conversation of humankind – or one language game among others – and even if it
does not occupy a hierarchically superior position in relation to other conversation partners, it is not
one that we could blithely give up whenever we felt like it, as his own continued practice of it
demonstrates. To give up philosophizing would require that we first cease to be self–conscious
beings – not just conscious beings, but beings conscious of being conscious, or reflective beings,
homo sapiens sapiens. And the day we are no longer such beings, we would no longer be human,
and I could well imagine that philosophy would have no place in a world populated by such
unreflective creatures. Jean–Francois Lyotard (1991) has hinted – and I agree with him – that our
humanity is at present being threatened by an inhuman system of global development, but also that
the resources exist within us to resist the dehumanizing effects of such a system, even if, in the
process, we have to draw on something within us which is 'inhuman' in a different sense: the sense
of that which will always escape the various processes of rationalization (or 'normalization',
Foucault would say) typical of an

My Teaching Experience In Education
Am I a better teacher after working in the classrooms at BSES and KES? Absolutely. Before student
this experience, my teaching strategies were limited to book knowledge and my experiences of
teaching dance and theatre for the past five years. Working within the school setting, I learned the
importance in being flexible. Each time I entered a school, I generally knew what age student I
would be teaching, the progression of skill I planned to teach them, and how much time I had to
complete my lesson plan. What I did not know was how many students I would be managing, if my
students could speak English, what level of physical competency my students had mastered, or if I
would be dealing with any physical or mental impairments. I learned to think quickly on my feet
and to adapt to the class size; for instance, on my last day of teaching, I had prepared a lesson
around using scoops, because I thought my students already knew how to use them. When I found
out they did not know how to use them, I adapted, by changing from the games I had planned on
teaching, to teaching the basics of handling the scoops and practicing over–hand and under–hand
throws and catching with the scoops. The new skills were easy for some, yet hard for others;
therefore, I adapted exercises to meet the needs of diverse students. For some, I simplified, and, for
others, I made the tasks more difficult. Ultimately, the students enjoyed learning a new set of skills.
Similarly, I learned to be flexible in how I

My Philosophy Of My Teaching Experience
My teaching experience has showed me a lot not only about the field of teaching but also myself. It
has helped me reflect on my current status as a teacher along with my future status as a teacher. As
my teaching experience has showed me is that my strengths as a teacher is patience, planning and
organization. This has helped me manage all the struggles that a new teacher faces. Getting
accustomed to fellow colleagues, administration, schedules, school paperwork, etc. I know I had
struggles but thanks to a fellow teacher I was able to ask him what things meant and understand how
to properly do them. My strengths not only helped me get through the daily grind but also my
classes. Working in an elementary school is a first and a surprise. I always saw myself in middle or
high school. It has been a blessing in disguise because I able to use my strengths of patience,
planning and organization to provide meaningful and insightful lessons. I can see how much they
appreciate what I do by the letter and drawings they give me. It reaffirms that what I am doing is
making a difference.
Even though I feel my lessons are doing a good job I think they can do better. As I mentioned, I saw
myself in middle or high school and it has caused me to struggle a little bit with creativity and
discipline the most. I try to make my lessons as lively and visual as I can but there always seems to
be something missing to take it over the top. Some activities I tend to rely on drill like formations

David Sedaris 'Essay Me Talk Pretty One Day'
Writing Assignment: Education (Test) Understanding–– a concept of comprehending derived mainly
from how one sees and applies something they have learned to what they know. Not everyone
understands absolutely everything; where some may understand one idea, another may not
understand that idea, but fully understand another. This concept comes from how and what you were
previously taught and how you apply your own particular sense of knowledge to situations.
Understanding goes along with the essay, School by Kyoko Mori on how she expanded that satori,
"enlightenment is considered to be beyond human description" is used in the Zen–style teaching
method. Mori's input and familiarity with the Zen–style teaching method follows truly with how
David Sedaris in, Me Talk Pretty One Day, found his point of enlightenment. The marvelous feeling
of reaching enlightenment comes purely from the effort and speed at which you perform a certain
task; from understanding someone to mastering a skill, the end result marks a beneficial use of the
time you put into that task. The Zen monk's teaching techniques used in Japan that Mori introduced
to us rely heavily on the students' effort and desire to achieve. This Zen technique is based off satori,
or enlightenment and in this style of teaching the teacher presents "a series of koans–– questions
that are meant to puzzle and disturb rather than provide answers" (Mori). The goal of these koans is
to break down the students' confidence about their

Co-Teaching Experience Analysis
Think:
This article seemed very familiar to me. I believe that, perhaps, I had read it before. As I read I tried
to recognize where I had seen this, and then looking at the date, realized that it was probably at one
of the co–teaching trainings I had attended when at another district. I then tried to look at it more
carefully, thinking –– Well, what do I know now that I did not know then? What stands out as very
familiar? What did I maybe miss last time I read this so many years ago? I did not remember the 7
principles exactly, but I did know that good coaches treat others as equals, provide choice, engage in
dialogue, and not only let others express their ideas and opinions, but listen objectively and
carefully consider their partners contributions.
Connect: ... Show more content on Helpwriting.net ...
At that time, I requested some clarity as to what exactly my role was and was invited to participate
in both special education co–teacher training and the training offered to elementary ESL co–
teachers. I know this training made a huge impact not only on my teaching, but how others saw me.
My principal took great pride in bringing district officials into my co–teach classes and asking them
if they could distinguish which teacher was the co–teacher and who was the teacher of record. I do
have to give my co–teacher much of the credit, from the start she made me an equal in the
classroom.
I also felt that the section on praxis was a bit understated. The ability to rapidly apply new
knowledge is, I believe, a core skill of successful teachers. Long gone are the days when a teacher
could just go to her file cabinet, dust off her lesson, and use it again, year after year. One of my
supervising teacher during my student teaching did that. She never wrote lesson plans. She had a file
cabinet with each folder labeled for each day –– Q1W1D2. I am very glad that this is no longer a

Statement of Teaching Philosophy, and My Experience...
Statement of Teaching Philosophy
"A teacher can never truly teach unless he is still learning himself. A lamp can never light another
lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject,
who has no living traffic with his knowledge but merely repeats his lesson to his students, can only
load their minds, he cannot quicken them." ... Rabindranath Tagore (Nobel prize in literature in
1913)
This is my favorite quotation because it express what, I think, is the essence of teaching and
learning. As a student, I have observed that the best teachers were those who cared the most about
teaching. It is noteworthy to mention that, I loved the way of my organic chemistry teacher taught
conformational ... Show more content on Helpwriting.net ...
If a teacher makes the material covered in a course interesting, the students are more likely to learn
and keep the information presented. Besides helping students learn course content, I think its
teachers' role to help students develop broader skills that are important in all field and future careers.
These skills include verbal and written communication, critical thinking, and consideration of issues
from multiple viewpoints. As an assistant professor, I would use several methods to convey clearly
principles relevant to the chemistry class I would teach:
Demonstration –supplemented lectures.
In–class participation
Development of Internet Resources
Research papers.
Motivation
One of most challenging task in teaching is the motivation of students. However, students can be
motivated to work hard if they see that professor cares about their success and if they see that he/she
sets high standards for him/herself as well as for the students. Poor lecturing, unavailability during
office hours, unfulfilled promises of checking the answer to a question, and general sloppiness set
the students wondering, not in a good way. Furthermore, motivation is one key factor which brings
students in the classroom. This can also be achieved logically by letting them to know the
significance of science, how it changes world, how can we have a better future, how can we control
fuel crisis, how can we reduce global

Reflection Of My Teaching Experience
Teaching is not just a job that I perform because I expect a reward at the end of each month; it is my
passion and I feel extremely satisfied with every successful lesson. I like to help the society, and
teaching gives me a great opportunity to do so. I am passionate about educating my students, so I
work with them and motivate them to lead them to find inspiration in learning. I use different
strategies to engage them and share with them the knowledge.
As a teacher, I believe that I play a crucial role in the success of every learning process. To
guarantee that learning will take place, I make sure to create a learning environment that is relevant
to the students' background. Throughout my teaching experience, I learned how to love my students,
... Show more content on Helpwriting.net ...
The observation's reflection has already influenced the way I plan and teach. Reflecting on my work
helped me improve my teaching strategies and gain the ability to schedule plans that respond to the
students' needs. In my opinion, observation is one of the most successful strategies that are used in
the practicum course to support teachers. I believe that AUD has formed an enthusiastic teaching
and learning community.
I learned a tremendous amount of information and experiences since my enrollment in the ME
program. I learned to be flexible, remain open to continuous learning, and improve my career. I am
also learned about the importance of time and about the importance of education in our life. I give
the credit of all of that to the reflection strategy.
During my learning experience, I had the opportunity to re–skill myself and learn new strategies to
support my mission as a teacher. Recently, the Practicum course has helped me live an authentic
experience by transferring my learning and understanding into reality. I share knowledge,
experience, and communication, which increase my awareness in a way to understand the change
and implement new ways of

Teaching Experience
Running Head: TEACHING EXPERIENCE/REFLECTION PAPER Margaret Carter MAT 534
Teaching Experience In order to be a successful educator, it is important to reflect upon one's
teaching. This may include videotaping classes, being observed by a colleague, asking for help with
a problem or finding new ways to teach a topic. Being a reflective teacher is something I have tried
to be while student teaching and plan to continue working on. The activity that I performed with my
group of students is called the Peanut Butter and Jelly dance. This lesson took about 35–40 minutes
to implement. I started off with giving the students some information on what it is that we were
going to be doing. I then gave some background ... Show more content on Helpwriting.net ...
Overall I think that the students did learn something, they seemed to have fun doing the activity, and
I had fun teaching them. The students did respond to the lesson in a positive way and were able to
comprehend what it was I wanted them to do. Below is a copy of the lesson plan used. Title of
Lesson: Peanut Butter and Jelly Grade Level: K–2nd Length of Completion: 35 mins Curriculum
integration: dance/history National & State Standards: Objectives: The student will be able to find
three other people, by non–verbal body language that will complete a peanut butter & jelly
sandwich, while the song is playing. Students will be able to give a brief history of where and how
peanut butter & jelly were created. Motivation: Bring out a jar of Peanut Butter and a jar of jelly and
then ask them what they think we are going to do today? (make peanut butter & jelly sandwiches)
Background information: March is national peanut month. Peanut butter comes from peanuts.
Peanuts are planted in April. Peanuts are ground up and salt and sweetener is added for the peanut
butter. Peanut butter does not need to be refrigerated. Peanuts grow on plants in the ground. Jelly
comes from grapes. The grapes grow on vines. The juices from the grapes are then added to other
ingredients like sugar and mixed up and cooked in kettles until the jelly forms. Vocabulary: Peanut
Butter, Jelly, Dance, Bread, Legumes,

Reflection Paper On Teaching Experience
Today was the first day in a while where I was able to interact with the students for most of my time
in Mrs. Beach's class! When I arrived, Mrs. Beach and I shared how sad that we were that today was
my last observation. I have developed such great relationships with my mentor teacher and her
students that it was hard to say good–bye. Mrs. Beach and I also talked about some of the things that
I have learned from my time with her. I have always loved the first ten minutes of my observation
because it is the time the Mrs. Beach and I use to debrief the past observation or to discuss the types
of teaching that I will observe. Today, we talked about how the geometry unit that the students have
just started is very easy and that in past years students have flown through it. With that being said,
Mrs. Beach teaches this unit differently. Instead of dividing the class into two groups to teach the
lesson in small groups, the teacher taught the lesson whole group.
Before teaching the lesson, Mrs. Beach had the students read the lesson objective silently. The
lesson objective stated: "I will use right angles to determine whether angels are equal to, greater
than, or less then right angles. Draw right obtuse and acute angles." After two minutes, the teacher
asked students to share the terminology that they recognized from the objective. This is how the
conversation went:
Teacher: "I am looking for a thumbs up if tour have read the objective. Can someone read this for us
aloud? What do you recognize from this objective?"
Student: "I remember what a right angle is."
Teacher: "What's something that you don't recognize?"
Student: "Acute and obtuse angles."
Teacher: "Okay, good. Make a right angle with your arms. Now make an obtuse angle with your
arms. I always think of an obtuse angle as having a deep voice because it is bigger than a right
angle" (The teacher says this last sentence in a deep voice). Now make an acute angle with your
arms. I always think of an acute angle as having a cute voice because it is smaller than a right angle
(The teacher says this last sentence in a small, higher pitched voice). Using gestures to teach this
part of the lesson was so creative, and the kinesthetic learners were eating it

My Teaching And Tutoring Experience
Describe your teaching and tutoring experience. (Minimum 350 characters):
I have been tutoring people for over 5 years. I first started tutoring by teaching classmates english
when I was living overseas. Soon afterwards it was my main supply of income. I have continued to
tutor/teach people off and on for the past 5 years and I currently work for the writing center at my
college as a writing tutor with a specialization in ESL work.
Tell us about yourself. What are your interests outside of school? What else would students enjoy
knowing about you:
I grew up overseas and I think this gave me a good perspective of the world. I have personally had
tutors in the past but I hated them because they seemed so judgmental and strict. I

Intentional Teaching And How Does Extending Young...
Reflective Question: What is intentional teaching and how does extend young children's learning?
Stop: As part of my research project on how to extend 3–4 year olds learning I have been
researching the term "Intentional teaching". So what is intentional teaching? The Early Years
Learning Framework (EYLF) in Australia, describes intentional teaching as "educators being
deliberate, purposeful, and thoughtful in their decision and actions". International teaching is not
teaching and learning by rote, but reflects how children's learning can be enhanced through
purposeful interactions with more experienced and informed learners. Highscope Preschool
Program in the USA, describes intentional teaching as being planned, thoughtful, ... Show more
content on Helpwriting.net ...
We set up our environments and provocations to reflect these interests. We ask our students what
resources they would like to engage with. We have conversations and pose questions in order to
develop critical and higher order thinking. We are constantly incorporating social, emotional, and
academic coaching into our everyday interactions with students. These are all aspects of
intentionality and being an intentional teacher. Intentionality should be embedded in our practice
and daily interactions rather than at a certain part of our day. For example, mat

Student Teaching Experience: My Experience As A Teacher
My first experience as a teacher was very exciting and a bit challenging. I spent four weeks in a
child protection agency, observing, teaching lessons, and working small group of pupils. This has
given me a valuable insight into a many important issues related to teaching. I have learned a lot
about myself. The student teaching experience allowed me to put everything that I have learned
about education into action. During my student teaching, my supervisor guided me along and helped
me the kind of teacher that I want to be.
The most important thing I learned during student teaching is to be confident. In my first teaching
session I was a little shy with my students, even while presenting them information. After my first
teaching session, I was more comfortable in front of my students. Once I improved my confidence
in the class, I had more comfortable with teaching, and my students had more fun and comfortable
as well. Respect for myself and my students ties into this as well, and is closely related to the
relationships with my students. I learned that one of the most important thing is confident in terms
of maintaining relationships with my students, which does help to better ... Show more content on
Helpwriting.net ...
During student teaching experience, I wanted to find ways to improve my teaching skills. I have
never been afraid of taking negative feedback and I was not bothered. When my cooperating teacher
observed me in action, he noticed things that I had not noticed before. Such as pronunciation
mistakes or standing in one place a long time. Cooperating teacher pointed out these things to me,
so I could make the necessary changes to improve. On the other hand, more than just asking for
feedback, we need to have a good attitude about the feedback that we received from teachers. I
realized that when I eager to learn and willing to hear criticism, I noticed greater improvements in
my teaching and increases in my

My Teaching Experience
I am excited by the prospect of teaching outside the United States and believe that I have the
experience, skills and disposition to be a great international teacher.
In addition to my professional teaching experience, I am currently a graduate student at the
University of Wisconsin–Madison, pursuing a Master's degree in Secondary Education and English
as a Second Language (ESL). My program features intensive coursework and student teaching
experience, and is consistently ranked as one of the top three programs in the country by US News
and World Report.
I possess a broad knowledge of history and the social sciences that forms a strong backbone for the
academic skills and content I teach my students. Reflecting this, I will be certified by the State of
Wisconsin in history, geography, political science, sociology, economics, and broad field (general)
social studies, in addition to ESL.
My teaching experience is varied and reflects my adaptability and love for the day–to–day
challenges of teaching. As a substitute teacher in an urban school district, I have taught across all
subjects at the elementary, middle, and high school levels. My ... Show more content on
Helpwriting.net ...
I am passionate about teaching students with different linguistic and cultural backgrounds than my
own. My first teaching experience, in a summer school program, involved taking charge of a class
of 11–year old Latino/a English language learners, without any experience, curriculum or support.
The job tested my persistence. It required quick decisions, a great deal of responsibility, and a
tremendous work ethic. Most importantly I learned quickly that developing a strong rapport with my
students depended on my being open, curious, and accepting of their

Personal Experience: My Teaching Philosophy
Teaching Philosophy
My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my
classes. Providing a creative environment that allows self assessment, growth, group interaction and
mentorship are at its very core. Having taught in Higher Education for many years, and as an
instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to
work with some of the brightest and creative young professionals. Teaching has not only broadened
my love of art and exploration, but my determination to help students that do not have the
confidence to persevere through their education, yet have the passion to follow their dreams.
Learning is social, in studios you gain more and grow more when working with members of your
team; at times more than a student will in an entire term in college. This type of collaboration must
be a part of he current classroom climate. It must be .
Students need to embrace critical and independent thinking. They need to trust their own instincts
with somethingdoes not look right or fit into the bigger picture of the projects intendedoutcome.
I facilitate a culture of learning that is centered around self growth, relections, invstigatn and
problem solving. How does one teach art? Its been a question that has been thrown around a lot, and
in years of faculty meetings and workshop, a much heated debate.
Students are reauired to share their terms weekly plans in achieving the goals

Teaching And Tutoring Experience
Teaching and tutoring experience
I have been a clinic tutor on the SPOP course since its inception in 2015, I believe I have been an
effective and active participant making positive contributions, to this new team this has involved
suggesting and writing tutorials both individually and sometimes with colleagues. I have become
adept at adapting or changing these at short notice when the needs of the student or situation
required this
I am generally organised and flexible in my approach to clinic tutoring, I have managed the
occasional clinical emergency or child protection issues in a sensitive, calm and respectful manner,
while supporting students' learning and managing the aftermath. I sometimes work as a solo tutor or
within a team ... Show more content on Helpwriting.net ...
I understand that this is a demanding role, I believe that my postgraduate studies at the osteopathic
for centre for children Improved my resilience to manage the emotional toll treating specialist
groups can bring at times. During that time I treated a variety of patients, including children with
chronic or debilitating conditions, some in end of life care. Although at times this was terribly
upsetting, it was an enormous privilege to part of their care team. In terms of my own support
networks I founded a supervision group locally just after graduation, it includes osteopaths, a
general practitioner and allied professionals, we meet less regularly now but it is still as vital
support structure when needed, providing useful peer support and

My Teaching Experience Essay
When I first come to Saint Cloud High School, I was uncertain of how I would fit into the world of
education as a teacher, in fact, this was my first teaching practice. After completing a few
observations, I changed my view and recognized my teaching abilities. I was able to learn many
different things that will be helpful to me when I become a certified teacher someday. Although I
could face many possible challenges in the classroom, I have many of the strengths it takes to be a
good teacher. There were many times during this field training that gave me a broad idea of how the
ordinary life of a teacher would go. Similarly, I got a profound sense of how the classroom
environment is for most instructors. In general, I believe this was a pleasant experience for me, and I
learned a lot in such a brief period.
The educational unit I executed has an element of my instruction beliefs that students should
connect and relate theme content to real life situations inside and outside the teaching space.
Therefore, during my teaching experience, I feel compromise and responsible for meeting my
students' needs and that is why I included many visuals aids and plenty of flexible activities. Hence,
this unit involved a mixture of student and teacher–centered strategies such as direct instruction,
drill and practice of the unit vocabulary, lectures, dialogues, question and answer sessions,
discussions with exchanges of opinions and perspectives, discovery learning events and
presentations

My Experience As A Volunteer Teaching Assistant
Based on my current ongoing experience, I believe the factors that make up a quality volunteer
experience resolves around communication and interaction as it opens doors for individuals to share
common ideas and thoughts from different perspectives allowing volunteering to serve as a social
medium. Furthermore, being able to understand the true meaning behind why an organization is
driven to give back to the community allows volunteers to see what is expected and how they can
give back to their community in a positive manner. I have been able to create such an experience for
myself while working as a Volunteer Teaching Assistant by being able to build communication and
social skills, allowing me to learn how I can assist students understand certain concepts discussed
within the class and how they can become successful and obtain so much from a particular class that
is going to play a beneficiary role for them in their future career paths. The duties and
responsibilities I have completed consist of teaching laboratory material via lectures and lab
experiments, grading a number of different assignments, and organization of paperwork as ... Show
more content on Helpwriting.net ...
Additionally, as having worked as a volunteer teaching assistant for 3 consecutive semesters within
the Molecular Biology and Microbiology department has allowed me the opportunity to gain an
immense amount of experience while giving back has made me want to continue working as a
volunteer for the department which I ensure is done until I graduate in the Fall 2018

Culturally Responsive Teaching Experiences
training, an additional assumption is that many in–service teachers lack practicum experience with
culturally and linguistically diverse students during the preparatory course to work directly with
culturally diverse students (Atwater et al., 2010; Castro, 2012; Jackson, 2013). Therefore, each of
the participants will have different behaviors in regards to the phenomenon, based on their
individual experiences.
5. From a personal perspective as an African American female teacher, the researcher has a personal
bias. Therefore, it is necessary for the researcher to separate personal views from the study. To
ensure trustworthiness in qualitative research, the researcher must construct the reality of
participants' responses and make sure that her personal views do not cloud the integrity of the study
(Giorgi, 2009). The researcher will need to separate her values and perceptions from the research
and focus strictly on the revealed evidence of the study.
Limitations
1. A limitation of this study relates to the sample size of 10–15 participants. The number of teachers
in the state of New York and the Albany area is enormous in comparison to the sample size. Thus,
the sampling size does not present a large enough picture to describe the phenomena of teachers
using CRTS with diverse urban student populations, as it applies ... Show more content on
Helpwriting.net ...
The culturally responsive teaching experiences of the participants are a limitation. According to Gay
(2010), culturally responsive teaching is effective when teachers and students cultural background is
acknowledged and integrated into the teaching–learning process. Teachers' years of lived
experiences using CRTS with culturally diverse students will limit the scope of this study. Siwatu
(2011) argues many preservice teachers have limited experiences and exposure to using CRTS
throughout their teacher preparation and training programs. Therefore, some teachers may have
limited experiences while others have an abundance of teaching skills using

Teacher Reflection Paper
Even as a native speaker, teaching something as complex as another language will always present
certain challenges. During the course, and particularly during the observed teaching sessions, I
learned several techniques and theories that I feel have greatly improved my ability to teach and
control a classroom. More specifically I learned about the different aspects of teaching from lesson
planning to classroom management. Furthermore, I gained knowledge of different teaching
approaches and philosophies and was able to find out which ones worked best for me.
What is a good teacher?
Obviously there is more than one way to be an effective teacher. This may depend on what is being
taught, what the teacher is like already as a person and of course the students. As William Arthur
Ward said "The mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires" (goodreads.com). This quote demonstrates that being a
great teacher is about more than just telling students about the material. A good teacher is someone
who understands this and thus is able to modify the class to suit the needs and personalities of their
students. This requires a teacher to be adept at gaging the level of proficiency of the students and to
teach accordingly. It also requires patience and motivation to teach. In order to be effective in the
classroom, teachers must also be prepared an organized. By focusing on these attributes and by
combining this

Reflections On My Teaching Experience
Total 51 29 80
3. Linking generic, disciplinary, professional and teachers with school context and problems of
students skills.
Our teaching practice should respond to modern times, which have been major social, political,
economic and educational, in this sense, the model proposed RIEMSER is based on education
competencies that support their bases on constructivism, trend for the twenty–first century.
Education according to Delors (1994) should be a means by which it can be transferred effectively a
lot of knowledge to adapt to the knowledge society and support for the development of future
competitions, to comply with the above education must meet four essential pillars for a
comprehensive knowledge, which consist of "learning to know, learning to do, learning to live
together and learning to be"
Hence the need to design teaching strategy covering these pillars that permeate the development of
skills in the actors in the teaching–learning process, it being ... Show more content on
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Reflections on my teaching experience
At present and for the constant changes daily arise in education, teaching practice must be in line
with these changes, that is why we have a continuous training in the area of design and use of
teaching strategies, as well as use of new information and communications technology; and it is here
that as teachers us to consider new challenges to strengthen our educational system out of
backwardness in which we are immersed for several years.
Throughout my transit through the classrooms in these 18 years, my teaching in the classroom has
had a strong transformation, since my alien to education professional profile, the early years were
characterized by a teaching based on repeat certain schemes of how they taught me and how I
learned, having no idea an idea techniques as psychoeducational strategies, based on a teaching
focused on the transmission of content, specifically in math subject of algorithmic procedures
exercise unrelated to the context of students and

Teaching Assistantship Experience
I am writing to apply for the Teaching Assistantship position at your department. With my
experiences in relevant design courses, leadership, communication skills, and coaching, I believe
that I can help the school to provide productive learning environment for other students, for them to
succeed in both academic and professional pursuit. With many visual design courses that I have
successfully went through such as Design Fundamentals 1 and 2, where I produced high quality
rendering, graphic presentation and detailed plans on a high–intensity weekly basis, using Adobe
CS, Rhino, etc. Along with that, I also went through many other studios/workshops that required
high visual design to communicate in different formats. For example, I presented

Environmental Teaching Experience
Environmental Factor Teaching Experience
Health Assessment
May 2, 2014
Part II: Direct Care Experience
1. Share the pamphlet you have developed with a parent of an infant child. The parent may be a
person from your neighborhood, a parent of an infant from a child–care center in your community,
or a parent from another organization, such as a church group with which you have an affiliation.
2. Provide a written summary of the teaching / learning interaction. Include in your summary:
a. Demographical information of the parent and child (age, gender, ethnicity, educational level).
b. Description of parent response to teaching.
c. Assessment of parent understanding.
d. Your impressions of the experience; what went well, what ... Show more content on
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ucation

My Teaching Experience : The Importance Of Learning
Education encircles teaching and learning skills by imparting of knowledge, judgement and wisdom
for future generations. Fullan (2016) defines change as "being imposed on us by (natural events or
deliberate reform) or because we voluntarily participate or initiate change when we find
dissatisfaction, and inconsistency in our current situation" (p. 19). Fullan (2016) explains that "how
we seek change on our own terms, but rather how we handle it when it inevitably occurs." (p. 21).
Philosophy Teaching young minds is a task that utmost importance while being challenging,
frustrating and having significant responsibilities. Also, it is exciting, beautiful and joyful. All
children can learn if they motivate, and have the correct directions and visions of their teachers.
Throughout my Walden experience, I have become aware of learning, behavior, and developmental
theories to help myself and my students by pushing them and myself to our fullest potential.
Therefore, it is my responsibility is to be the leader for all my students by giving them my full
attention, motivating and teaching them so that they are the change that changes the world. The
learning environment is where students are emotional, physical, or socially safe. The parents,
administrators, teachers, and community need to see that I am someone they can approach without
fear or discrimination. Also, my classroom is a zone for my students to feel safe to explore, the
freedom of creativity and be able to ask

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