Teaching Philosophy Statement :: Education Teachers Classroom Essays

Teaching Philosophy Statement There are people in our lives who help shape and mold us to be a unique individual. These people help define who we are and sculpture us in becoming what we want to be. They inspire us to give all we have, and tell us not only to reach for the stars but the moon its self. These people are teachers. As early as grade school there have been teachers that have had positive concerns in my academic learning, and it had an influential effect on me creating a desire to do the same for others. They showed me what it’s like to care, give confidence and support to a student. My 7th grade Social Studies teacher made her classroom feel like time suspended and you were on another planet. She was so knowledgeable and excited about our lesson topics that it motivated me to excel in her class and she gave me a zeal for learning. Teaching is a dream and goal of mine. I want to be helpful in a child’s discovery that learning is power. I want to be a positive influence and an upstanding role model for my students. There are numerous reasons why I want a career as a teacher. The main reasons are: to help a child achieve their full potential, to give support that will strengthen a child’s confidence, and inspire them to fulfill their dreams that help them become productive citizens of society. A teacher can help shape a child's future with praise, challenge, guidance, encouragement, confidence, a smile, and an opportunity to learn and have a positive outlook on life. There is no greater reward than seeing a child's face light up when they realize that they have mastered a task by themselves. When a child feels the full potential they possess within themselves their confidence builds. They are able to see how the future can be if they apply their mind to any task. It’s an honor to help a child mold its future and for me there is no greater goal than being a teacher. I know that from my education classes I can learn from the great thinkers of the past.

Implementation of a Health Program

The â€Å"American Cancer Society† has come up with â€Å"Guidelines on Nutrition and Physical Activity for Cancer Prevention† (American Cancer Society, 2008, pp. 1 – 11). The purpose of the aforementioned is to â€Å"reduce the risk of cancer† through â€Å"healthy food choices†, as well as, â€Å"physical activity† (American Cancer Society, 2008, pp. 1 – 11).The guidelines provided addresses questions of countless individuals who are quite confused by â€Å"several studies or news reports† which are not usually peer-reviewed or not really â€Å"official† (American Cancer Society, 2008, pp. 1 – 11).Although answering the questions would help greatly, this program of the â€Å"American Cancer Society† should still undergo a process of implementation so that people will be motivated to look deeper into the guidelines, as well as, to practice them in order to â€Å"reduce the risk of cancer† (American C ancer Society, 2008, pp. 1 – 11).Before these guidelines are to be fully implemented, there are certain factors needed to be considered (American Cancer Society, 2008, pp. 1 – 11). Some of these factors are the following: 1) leading the implementation; 2) time frame; 3) staff qualifications; 4) staff responsibilities; 5) training; 6) supervision/support; 7) funds; and 8) advocacy (American Cancer Society, 2008, pp. 1 – 11).Leading the ImplementationIt is very important to assign an individual to â€Å"lead the implementation† (Illness Management and Recovery, 2003, pp. 1 – 6). The leader should be well aware of the program or guidelines and should have mastered all aspects of the guidelines (Illness Management and Recovery, 2003, pp. 1 – 6). He or she should also be supported by those in a higher position, as well as, respected by the subordinates (Illness Management and Recovery, 2003, pp. 1 – 6).Time FrameAfter a leader is chosen fo r the implementation, â€Å"time-frame† should also be settled (Illness Management and Recovery, 2003, pp. 1 – 6). This entails the time needed in training those who will play a role in the implementation of the program (Illness Management and Recovery, 2003, pp. 1 – 6). For instance, three months is required to extensively educate and motivate the individuals who will play a part in the implementation (Illness Management and Recovery, 2003, pp. 1 – 6).

Problems Associated With A Learning Disability - 855 Words

Ages 40 to 64 years old as well as 85 years old and older make up over 50% of the reported cases, which is a staggering number and also leaves a questionable gap within the age groups 65-75 years old as well as 75-84 years old. Throughout my literature reivew I was unable to get a well-defined explaination of why there was a drop in occurances of maltreatment in that specific age group. The same study that was conducted by the Minnesota Department of Human Services revealed that 43 percent of cases reported were due to caregiver neglect; 19 percent self-neglect; 15 percent financial exploitation; 11 percent physical abuse; 9 percent were emotional/mental abuse; and 3 percent sexual abuse (MN Department of Human Services, 2015). Vulnerabilities can start early in life and cummulative expereinces can shape adult outcomes. Early life difficulties, such as a learning disability, can can create challenges of personal deveopment, social and economic experiences of one’s family and community, and stressors that may be unique to various age groups or to communities as a particular time (Mechanic Tanner, 2007). Even though malrtreatment can occur at any age – considereing that 18 years old is the generally accepted cutoff for being termed a vulnerable adult – older persons are more likely to have poorer health status, social support, and cognitive skills than younger populations (Kim Geistfeld, 2008). The sources of vulnerability, including race, socio-economic status,Show MoreRelatedThe Effects Of Social Emotional On Students At Risk923 Words   |  4 Pagespaper will address the effectiveness of social-emotional learning for students at risk and the importance of learning social-emotional s kills in conjunction with the students’ academic education. 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