Teaching
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1) The author reflects on their experience student teaching an 8th grade English class, noting how they initially felt a lack of respect from the students but knew they had to earn it. 2) Over the course of 1.5 months and 5 days of observation, the author got to know the 12 students as individuals and saw they were curious about the author's role as a new teacher. 3) The author emphasizes the importance of putting teaching skills into practice, as no amount of learning can replace actual experience, and shares how they worked to develop students' English skills while keeping discipline.
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The student enjoyed their time at A.O. Middle School and will miss it. They appreciated the teachers and field trips, like to Washington D.C. They list their best friends and thank the teachers. Their favorite field trip was to Washington D.C. where they saw landmarks. They were advised to always apply the golden rule and treat others well. The student is nervous but excited about transitioning to Western Middle School.
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Karyn Flores tells the story of how she ended up attending Full Sail University. She had always been shy and avoided bringing attention to herself. However, in her senior year of high school she did stand-up comedy for extra credit and discovered she was good at making people laugh. After community college, where she studied nursing but realized it was not the right fit, Karyn became a certified medical assistant but still felt unfulfilled. Her brother later told her about Full Sail University, and Karyn fell in love with the program, feeling she had finally found her passion.
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This autobiographical essay discusses the author's journey to becoming an educator. From an early age, the author enjoyed playing school and always wanted to be a teacher. In 4th grade, the author had an inspiring teacher, Mrs. Berberick, who reinforced this goal. After some detours in other careers like pharmacy technician and waitressing, the author returned to school to earn a teaching degree. The author's goals are to graduate with a bachelor's in elementary education in 2015, maintain a high GPA, and land a teaching job after graduation through volunteer work to build experience. The desire to positively impact students and provide them with a quality education that the author did not always receive has remained constant.
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The document discusses the experience of a teacher named Julia from Ukraine. She discusses how teaching has changed her life greatly and convinced her that teaching changes lives. She explains that being a teacher requires constantly thinking of new and interesting things for students. Julia discusses the challenges of teaching different age groups, from engaging young children to motivating teenage students. She explains how she overcame challenges by creating curiosity in her students and showing them lessons can be interesting, exciting, and helpful to society. Now her students participate in competitions and collaborate creatively during lessons. Julia is persuaded that being a strict but fair teacher who teaches with passion and creates a respectful atmosphere leads to great results and student satisfaction, demonstrating how teaching changes lives and makes the world better
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2) One entry describes how the individual initially joined field hockey due to friends but later embraced an intrinsic love for the sport, training independently.
3) Another entry explains studying hard for exams due to extrinsic parental rewards like a new phone for good grades.
4) Social loafing in group work due to a language barrier that prevented contribution is discussed.
5) The final entry examines attitudes that do and do not align with behaviors like skipping class.
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The document discusses Beethoven's Moonlight Sonata. It was composed in 1801 and dedicated to his pupil Countess Giulietta Gucciardi. Though later nicknamed the "Moonlight Sonata" by a poet, some believe the somber first movement was inspired by Beethoven's unrequited love for Gucciardi or mourning the death of a friend. The sonata has three movements and is one of Beethoven's most popular piano works.
Hrg 97-2004
The document summarizes three 18th century British artists:
Hogarth was a satirist known for his humorous observations of human behavior and belief that art should influence society. Reynolds was a portrait painter who drew inspiration from Old Masters and served as the first president of the Royal Academy. Gainsborough described himself as a landscape painter but was known for his portraits, which were often painted within a landscape setting. He had other artistic interests including music and drama.
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Hrg 97-2004
The document summarizes three 18th century British artists:
Hogarth was a satirist known for his humorous observations of human behavior and belief that art was a creative force in society. Reynolds was an important painter who conceived portraits as history paintings and was influenced by Old Masters. He became the first president of the Royal Academy. Gainsborough said he was a landscape painter but was known for portraits, which he often painted within landscapes. He was also a musician and lover of drama.
фрагмент урока
The document discusses the goals and tasks of a lesson on youth subcultures in Russia. The lesson aims to develop students' logical-mathematical, musical, and naturalistic intelligence. Students will be tasked with identifying different youth subcultures from songs and discussing texts about subcultures. The lesson also aims to foster tolerance and develop students' abilities to analyze, synthesize, and express their own opinions. Students will be divided into groups representing different stakeholders to develop programs addressing issues around youth subcultures in Russia.
модельный текст
This document is a lesson plan about subcultures. The objectives are to develop language skills, introduce students to different youth subcultures and their common traits, promote tolerance for different cultures, and develop creative thinking. The lesson involves students discussing reasons for joining subcultures, popular subcultures today, and adults' views of subcultures. Students read a poem about similarities between subcultures and complete an activity identifying traits. They then work in groups to write their own poems about subcultures using the "Ns, like Ms" grammatical structure from the original poem.
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