University Of Balamand
Faculty of Arts and Social Sciences, Education Department
Final paper EDUC 319: Curriculum management
Maria Al Merheby
“Reflection for the Professional Growth of Teachers”
Introduction:
The professional identity “is not considered to be something fixed or static, but something that develops over the course of one’s entire life” (Erikson, in Beijaard et al., 2004). In fact, as we grow and develop we are always being exposed to new experiences and stimuli that trigger specific behaviors in life and keep on building our identity by acquiring different types of knowledge. Dillon & Maguire (2011) referred to Forde et.al (2006) & Dixie (2009) to show that teachers need to see themselves as learners throughout their occupational lives and consider it as an opportunity not a threat, and the authors added that educators must see their professional life as one of continual growth and development and the ability to tolerate their own mistakes in order to master the reflective practice and get empowered to become better educators.
Thus, the most effective way that helps teachers grow professionally is to
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Thus, meaning making from experiences is the one that ensures the cultural reproduction and the continuity of learning as well as the progress of individuals and later of the whole society because it is considered to be the essential way to achieve moral ends. In fact, meaning making from experiences is majorly related to souls, to the essence of self-actualization because in order for us to be humans, we must know how to make value of our own life’s events. This explains when Huxley explained that experiences are not what happened to us, it is what we do with what happened to us (Kegan,
This essay provides a great example on how we establish a deeper meaning in our
In Susan Wolf’s article “The Meaning of Lives” she argues a meaningful life is engaged in positive projects to some degree of success. She also believes that the pursuits with meaning have an objective value that connects with the rest humanity. Susan Wolf’s did not write about her thoughts on the concept of plugging oneself into an experience machine like described by Christopher Grau in “Bad Dreams, Evil Demons, and the Experience Machine”, but her argument for what gives meaning to a life makes it clear that she would argue someone should choose to not plug in. The reason a person would choose to plug into an experience machine is because they could live out all of their fantasies and avoid all the discomfort experienced in real life. But
Mankind does not come to the world with everything made sense already, we give ‘sense’ and meanings to those things. It is a dialectic process that requires three steps: 1) Externalizations; 2) Objectivation; and 3) Internalization. Collectively we made a world for ourselves, we learn how to relate to and shape the
In Monty Python’s The Meaning of Life, there are scenes that trick the audience into thinking that it will give them the movie’s view on the meaning of life. The film, however, never actually gives the audience a real, serious answer to the questions that relate to life’s meaning; by doing this, the people who created the film probably wanted the audience to make up their own views and answers to life’s meanings and purposes (a loosely defined meaning of existentialism). In existentialism, existentialists reject proposed systems that have a definitive answer to the questions involving the meaning and purpose of life; they freely choose standards of values on the human condition, which asks questions, like “Why am I here,” “What does it mean to be human,” or “How should I live my life?” According to Mitchell’s Roots of Wisdom, the idea of existentialism “emphasizes the uniqueness and freedom of the human person as an individual (what makes each life a unique, personal experience) as opposed to the essence of a human being (what makes all of us alive).”
The decision to enter a profession that has the potential to affect hundreds of lives of children each year should not be taken lightly. One must make sure they are ready for the challenges and responsibilities as well as the joys of humour entering the profession” (Hembree, 2013). Some actions that might ensure that we don’t lose sight of the commitments that we once made as new educators entering the profession would be to maintain an emotional commitment and have a lot of patience. “Great teachers’ emotionally commit to their subject matter and students daily. Teaching can feel incredibly rewarding when things go well
Reflecting on my educational and practical experiences, I appreciate the infinite influence that teachers have on children. I realise that children will take the skills and knowledge learnt in the classroom and use it throughout their lives. I know a teacher has to deal with many daily pressures and challenges, in the classroom. However, I feel I require the skills needed to deal with these challenges. As a teacher I hope not only to be an educator but a positive role model, whom the children can look up to and trust.
Not only children learn from teachers, teachers also need to learn from children. A successful teacher is willing to learn. Teachers know that they are encouraged to learn for lifetime and not just for a short time as teacher is a life-long learner. Teacher not only gives knowledge to children and also gains knowledge when they
Abstract As early childhood educators, we the teachers have differing philosophies and approaches to education of our own. There are many different types of early childhood programs. Each program is unique in its philosophies, methods, and program goals. Every one of us early childhood educators is unique in our own way, which makes each early childhood program experience different and special to everyone involved.
Personal Statement for NQT Year I have been lucky enough to have been taught by some truly inspirational teachers and am aware of the effect they have had on my life and the choices I have made subsequently. My own passion for working with young children extends from my desire to emulate these role models and perform the same inspirational function in the lives of my students. I have always enjoyed being around young people and have supplemented my interests in primary teaching with as much work experience as possible. I completed my PGCE Education course and qualified in 2006.
I am pursing a degree in Elementary Education and Early Childhood Education. I am passionate about education and excited to share the joy of learning with students. The perspective of wonder and sense of excitement that children bring into education motivates me daily. Teaching can leave a lasting impression in a child’s life and offers a special opportunity to shape the bright young minds of future generations. While many professions can be impactful, I believe the qualities of the person in the career position to be the most influential.
Academic success to me is achieving good grades and understanding the material to get good grades. Academic success also means to have an good attendance. I already get mostly A’s and B’s, but I am not good at staying on top of things. To improve my academic success I will attend class more often, be more organized, pay attention in class, and not procrastinate.
(2010). Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy. 16, 2, pp.149-161. Jacklin, H. (2010) Teachers, Identities and Space: reading for the SAIDE module: Being a Teacher: Professional Challenges and Choices.
Introduction of these educational changes like school reform, teaching and teacher professionalism is possible through new curricula. In order to design , develop and disseminate this new curriculum we need a specialized development team but we must be aware that during the era of education reform, effective utilization of this new curriculum lies in the hands of regular teachers. By the actions that the educational system take, when it introduces this new curriculum, it can cause serious resistance to the changes. Resistance to educational change can be defined as students ' and teachers ' affective, cognitive and behavioral specific responses or acts of opposing or struggling with modifications because there is a vested interest in maintaining the status quo(Bemmels and Reshef, 1991; Van den Heuvel, 2009). Teachers resist change when it is introduced to them poorly, when it affects how they do their work, and when they don 't see the need for the changes.
Chapter I The Problem Introduction Every school has its own policies which stat the rules and regulations that they are implementing to control and manage the behaviors, attitudes, and activities of the students inside the school. This may enable them to become a responsible and discipline one. The administrators and teachers are responsible for monitoring and supervising the student 's behavior.
I believe that a teacher’s role is to prepare an environment where children can fully realize their potential