Investigating Meaningful Teaching Essay Example for Free

Investigating Meaningful Teaching Essay Investigating Meaningful Teaching Daniel Bowen Grand Canyon University Special Education Foundation and Framework SPE-330 May 26, 2011 Investigating Meaningful Teaching Investigating what meaningful teaching is it is having teachers that are willing to teach to the whole student by having patience, compassion and developing a meaningful relationship with their students. Being a positive influence and having effective classroom management. An effective teacher is a teacher that wears many hats such as a coach, actor, cheerleader and friend. Having the ability to read their moods, body language, when and what may cause them to become frustrated. Also having a deep belief in each and every student has the ability to learn and achieve. In an interview with four teachers, two inclusion teachers and two self contain teachers was conducted. All four teachers were asked the same questions this being a summary of the results of that interview. (Grand Canyon University, n. d. ) In their opinions, what is necessary for a meaningful and worthwhile teaching and learning experience? All four teachers refer to having respect for each student and students having respect for them and being consistent in enforcing classroom rules. Maintain a set of routines so the students know what is expected of them each day. Know the laws that deal with Special Education. These laws are appt to change at any time. (Grand Canyon University, n. d. ) How is a meaningful learning experience for students related to the teachers philosophy of education? The teachers all feel in general that a meaningful education is synonymous with their philosophy. A student must be made to feel respected, valued, and to feel safe in the classroom. Discipline is as necessary as the text without it the learning process cannot be achieved. Each teacher believed that having the understanding that each student will learn on deferent levels and different ways. It was part of their philosophy to discover the uniqueness of every student. (Grand Canyon University, n. d. ) Why did you want to become teachers? Why do you continue teaching? The first part of this question is generic. They all were influence by a teacher or more than one teacher as they were growing up. The second part was a little different with each teacher. In general the challenge they face every day. Having a child all of a sodden come alive. They begin to grasp the math or reading at their level seeing the excitement in their eyes when a door opens for them that once was closed. The small rewards everyday is what kept them in the classroom. (Grand Canyon University, n. d. ) What are two or three of their most rewarding teaching experiences? Their most challenging? Two of the teachers stated that their most rewarding experience was in having a past student call them up with an invitation to their graduation. These students stating that they would not have made it through school if these two teachers did not believe in them from the start. The others where when they observed there student achieve the understanding of basic math without a calculator and one learning how to write their name for the first time at the age of thirteen. (Grand Canyon University, n. d. ) What changes would they like to make in teaching? Why? They all agreed that the change they would make would be Standardize testing the F-cat (Florida Comprehensive Assessment Test). The teachers have to teach the test and not what the student truly need to be successful in the classroom. They state the biggest problem with this test is that the government is trying to outsmart the student. It is believed that they design the test to make the students to fail. One example was given were a student was a straight â€Å"A† students her whole life all through elementary, middle and high school. She took the F-cat so she could graduate and failed. She could not graduate with her class. They feel the test is not fare to student with or without learning disabilities. The changes they all agreed with was to completely do away with the F-cat and much of the paper work and go back to letting teachers teach. (Grand Canyon University, n. d. ) The reason I want to become a teacher is the total opposite of the teachers interviewed. I never had a teacher that left a lasting impression on my life. I had no on to mentor me as I chose to become a teacher. I became a teacher because after a few industrial accidents left me unable do anything physical for a very long time. While I was looking for something I could do. A bus driving passion came open. So I became a bus driver. As I was driving the position of a substitute teacher open I became a substitute teacher because it paid two dollars more an hour. That was as a substitute teacher that and working with the student that made me decided to become a teacher full time. Watching students struggle with their work, being able to show them how to do it correctly, and having the opportunity to see the â€Å"ahh† factor. Being able to help students learn and see them as they learned is one of the greatest experiences I had in my life time. The decision to become a Special education teacher came a little later. It was the same as when I decided to become a teacher. It was having that one on one with the student. Being able to teach a class with children that were diagnose with Downs, Autistics, Mental Retardation and the list grows. I feel in love with these children and discovered the real need for teacher in this area. This is the reason I decided to join the ranks of Special Education teachers. Through the interview I discovered an even stronger desire to become a Special Education teacher. Through these teachers interview help to enforce what I already knew. Each student is a unique individual. Having different personalities, weakness, strengths, and learning styles. This becoming one of the greatest challenges is unlocking each student mind helping them to discover knowledge. References Grand Canyon University. Syllabus module 2 (n. d. ). http://angel103. gcu. edu/section/default. asp? id=835810

The Poetry of Billy Collins Essay -- Billy Collins Poet Poetry Essays

The Poetry of Billy Collins In 2001 a new poet laureate was crowned and a new voice; the voice of a poetic everyman was heard by many for the first time. That voice belonged to Billy Collins. Collins was born into a working-class Bronx couple, and grew up in a typical middle-class neighborhood where he went to church on Sundays and listened to jazz music in his free time. This middle-class background and sensibilities are reflected in his poetic style and themes, and in his desire to bring poetry back into the American main stream by making it more accessible to the average reader. Billy Collins was born March 22, 1941 in Queens, New York. He was born into a middle class family. His parents were of Irish descent, and had deep roots in the Irish Catholic religion (Press). Both of his parents held steady jobs; his father was an insurance broker, and his mother was a nurse. During Billy Collins’ years up until middle school, he had received a below average education, attending a public school in the Bronx. However, his father became very successful and rather wealthy. Billy and his family then moved to Westchester County, a wealthy New York suburb, where he attended a prestigious private school. After high school, Billy attended Holy Cross College where he received his bachelors degree, then went on to get his Ph.D. in Romantic poetry at the University of California at Riverside. Billy began his Career in poetry as a writer for â€Å"Rolling Stones† magazine, selling his poems for thirty-five dollars each (Billy Collins). In 1970, after his job in â€Å"Rolling Stones†, he got a position teaching poetry at Lehman College, located in the Bronx, where he is still teaching. Along with his teaching career, he served... ...shows Collins’ love of music and familiarity with jazz. It can also be appreciated on two different levels. You can enjoy the dreamy description of a jazz club, but also the deeper discussion on the topic of beauty. Despite his upbringing in a middle class home, and his poor education as a child, Collins has become a very well known and highly respected poet, whose middle class backgrounds have had a large influence on his poetry, as well as his goal to make poetry more accessible to the average reader. Collins has had a very successful career, publishing several poetry books and being the Poet Laureate of the U.S. from 2001-2003. Collins has a very unique style of poetry that has appeal to both the average person, being both easy to read and humorous to the normal person, and the more sophisticated reader by having a deeper more complex meanings.

Motivational Interviewing: How It Works With Native Americans Essay

The Motivational Interviewing and Stages of Change approach is complementary to the cultural values of Native American people and emphasizes listening, learning, and respect. Addictions in this day and time can be contributed to many factors and effect every ethnicity of people. Substance addiction has even affected the smallest ethnicity of people, Native Americans since their encounter with white people. Motivational Interviewing (MI) has even helped Native Americans through counselors learning and implementing the techniques. Even though clients are naturally resistant to change, utilizing the three pillars are very effective in helping even Native American people because expressing empathy shows that you care and developing discrepancy between client’s present behaviors and values & beliefs. Counselors today need to be trained in MI and cross culturally trained also to better serve individuals. I would through MI be empathic and express it through reflective listening, paraphrase what I hear from the client, ask them let me see if I am hearing you correctly, You are saying†¦.., I would communicate respectfully with the client, be supportive and establish a non-judgmental therapeutic relationship with the client. There are some great CBT techniques alone with homework assignments to help deal with the shame and embarrassment that a client is feeling about their substance use or other problems that are going on. CBT can be self talk with positive statements to themselves, daily mood and thought record and etc. There are so many techniques that can be utilized with MI to help a client even through shame. As a counselor, I will utilize the following principles known also as pillars with MI to help motivate my clients: expressing empathy through reflective listening, developing discrepancy between client’s present behavior and values & beliefs, rolling with resistance by avoiding arguments & confrontation also adjust to the resistance, and last support self-efficacy by affirming clients strengths and allowing freedom and choice. First pillar that would be utilized is expressing empathy. Expressing empathy means to understand my client, know and respect where they are in the stage of change, and using reflective listening by using reflection, paraphrasing, or summarizing what has been stated by the client. For example, so let me get this right you said †¦Ã¢â‚¬ ¦.. , Did I get that right? Okay, let me see if I understand what you are feeling right now. In other words walk a mile in their moccasins and know where they are coming from. Second, pillar that would be used is developing discrepancy by getting the client to see that their behaviors that they are exhibiting does not reflect what they have stated that is their values, beliefs, and morals. I would listen to my clients, reflecting, and ask open ended-question. According to Capuzzi & Stauffer (2012), â€Å"When a client is able to experience an internal discrepancy between his or her current behaviors and his or her values, beliefs, and goals, the change process can begin. This is due in large part to the underlying principle of cognitive dissonance (p.131). Third pillar is rolling with resistance which is where a client is resistant to change than as a counselor I would not argue with the client, I will ask the client to tell me more about their view point so that I can understand where they are coming from more. Most important avoid labeling a client. I would ask open-ended questions to invite them in to talk more about what they believe is their reason for not wanting to change, engage in problem solving, or maybe reflecting back their values, beliefs, and goals (Capuzzi & Stauffer, 2012). Last pillar is support self-efficacy which is fostering the client’s belief that they can make the necessary changes successfully, making sure the client knows that they are responsible for deciding to change and carrying out the change, let the client know my belief that they can change, and guide client to explore alternative problem solving solutions or approaches to change (Capuzzi & Stauffer, 2012). In conclusion, I learned that if a counselor is trained in MI and understands how to deliver the techniques with clients that it would be an effective technique with clients to motivate the stage of changes. For instance, â€Å"data from the current survey collected in a Native American community suggest that MI may be well suited as an intervention to prevent underage drinking and that a MI research program to reduce underage drinking would be generally well tolerated in this reservation community (Tonigan, Miller, & Villanueva, 2007). References Capuzzi, D., & Stauffer, M. (Eds.). (2012). Foundations of addiction counseling (2nd ed.). Upper Saddle River, New Jersey: Pearson. Tonigan, J. S., Miller, W. R., & Villanueva, M. (2007). Response of native american clients to three treatment methods for alcohol dependence Retrieved from http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&AuthType=ip,url,cookie,uid&an=28650827&db=ehh&scope=site&site=ehost; http://xs6th8dt4r.search.serialssolutions.com.library.gcu.edu:2048?sid=CentralSearch:EDJ&genre=article&atitle=Response+of+Native+American+Clients+to+Three+Treatment+Methods+for+Alcohol+Dependence.&volume=6&issue=2&title=Journal+of+Ethnicity+in+Substance+Abuse&issn=1533-2640&date=2007-06-01&spage=41&aulast=Tonigan&aufirst=J

Siddhartha Quotes From His Spiritual Journey

Siddhartha is a novel by Hermann Hesse, an award-winning Swiss-German poet and novelist. A Western novel that takes place in India, the storyline follows Siddharthas spiritual journey during the time of Buddha. Exploring themes of enlightenment, the balance between opposites, love, and indirection, the episodic book reflects Hesses own pacifist outlook and Eastern influence.   Here are a few quotes from the work on the quest for self-discovery and nirvana.   Chapter 1 Was Atman then not within him? Was not then the source within his own heart? One must find the source within ones own Self, one must possess it. Everything else was seeking—a detour, error.When all the  Self was  conquered and  dead  when all passions and desires were silent, then the last must awaken, the innermost of Being that is no longer Self—the great secret! Chapter 2 Siddhartha was silent. He dwelt long on the words which Govinda had uttered. Yes, he thought, standing with a bowed head, what remains from all that is holy to us? What remains? What is preserved? And he shook his head. Chapter 3 You have renounced home and parents, you have renounced your own will, you have renounced friendship. That is what the teachings preach, that is the will of the Illustrious One.The teaching which you have heard...is not my opinion, and its goal is not to explain the world to those who are thirsty for knowledge. Its goal is quite different; its goal is salvation from the suffering. That is what Gotama teaches, nothing else.I, also, would like to look and smile, sit and walk like that, so free, so worthy, so restrained, so candid, so childlike and mysterious. A man only looks and walks like that when he has conquered his Self. Chapter 4 I, who wished to read the book of the world and the book of my own nature, did presume to despise the letters and signs. I called the world of appearances, illusion. I called my eyes and tongue, chance. Now it is over; I have awakened. I have indeed awakened and have only been born today.That was the last shudder of his awakening, the last pains of birth. Immediately he moved on again and began to walk quickly and impatiently, no longer homewards, no longer to his father, no longer looking  backward. Chapter 6 She taught him that lovers should not separate from each other after making love without admiring each other, without being conquered as well as conquering, so that no feeling of satiation or desolation arises nor the horrid feeling of misusing or having been misused.Siddharthas sympathy and curiosity lay only with the people, whose work, troubles, pleasures, and follies were  more unknown  and remote from him than the moon. Although he found it so easy to speak to everyone, to live with everyone, to learn from everyone. Chapter 7 He rose, said farewell to the mango tree and the pleasure garden. As he had not had any food that day he felt extremely hungry, and thought of his house in town, of his room and bed, of the table with food. He smiled wearily, shook his head and said good-bye to these things. Chapter 8 The wheel of appearances revolves quickly, Govinda. Where is Siddhartha the Brahmin, where is Siddhartha the Samana, where is Siddhartha the rich man? The transitory soon changes, Govinda, you know that.Now, he thought, that all transitory things have slipped away from me again, I stand once more beneath the sun, as I once stood as a small child. Nothing is mine, I know nothing, I possess nothing, I have learned nothing.As a  child,  I learned that pleasures of the world and riches were not good. I have known it for a long time, but I have only just experienced it. Now I know it not only with my  intellect  but with my ears, with my heart, with my stomach. It is a good thing that I know this. Chapter 9 Nothing was, nothing will be, everything has reality and presence. Chapter 10 It was true that he had never fully lost himself in another person to such an extent as to forget himself; he had never undergone the follies of love for another person.Siddhartha realized that the desire that had driven him to this place was foolish, that he could not help his son, that he should not force himself on him. He felt a deep love for the runaway boy, like a wound, and yet felt at the same time that this wound was not intended to fester in him, but that it should heal. Chapter 11 Had not his father suffered the same pain that he was now suffering for his son? Had not his father died long ago, alone, without having seen his son again? Did not he expect the same fate? Was it not a comedy, a strange and stupid thing, this repetition, this course of events in a fateful circle?All of them together was the stream of events, the music of life.From that hour Siddhartha ceased to fight against his destiny. There shone in his face the serenity of knowledge, of one who is no longer confronted with conflict of desires, who has found salvation, who is in harmony with the stream of events, with the stream of life, full of sympathy and compassion, surrendering himself to the stream, belonging to the unity of things. Chapter 12 Seeking means: to have a goal; but finding means: to be free, to be receptive, to have no goal.Therefore, it seems to me that everything that exists is good—death as well as life, sin as well as holiness, wisdom as well as folly. Everything is necessary, everything needs only my agreement, my assent, my loving understanding; then all is well with me and nothing can harm me.He saw all these forms and faces in a thousand relationships to each other, all helping each other, loving, hating, destroying each other and become newly born. Each one of them was mortal, a passionate, painful example of all that was transitory. Yet none of them died, they only changed, were always reborn, continually had a new face: only time stood between one face and another.