My Personal Teaching Philosophy Education Essay

My Personal Teaching Philosophy Education Essay Teaching. Teaching is a delivery of knowledge and giving impact on the next generation. In terms of teaching, I will discuss my roles as a teacher and a learner, narrate clearly about my teaching styles that I used to and will intend to apply. Relevant examples are given to cover the importance of the effectiveness of my teaching style as well as its downside. My teaching style is dominated by two preeminent styles: all-round flexible and adaptable teacher and big conference teacher. 1 These results are in line with what I have experienced. Currently, I lecture both theoretical and practical medical subjects. In small groups, I teach Problem-Based Learning (PBL) for theoretical subjects and Skills Laboratory as practical one. Whereas in large classes, I assist one of the lectures in Elective Block. As a medical teacher, I maintain my teaching roles as: 1. Motivator Dreams need a helping hand. As a teacher, I feel responsible to motivate learners. I energize students spirit when they fail, guide and coach them in achieving their dreams. Students should be given an understanding that no goals can be achieved without putting any efforts. Conversely, learning is built with frequent exposure and practising.2 2. Mentor As a mentor, I am alert to students aptitude and learning styles. This allows me to nurture their development and heighten their enthusiasm. To do this, I use inspiring quotations to pump out the students mood. Consequently, not only they enjoy the class, but also love the lessons. Quality time, a form of dedication, is highly important for both of us. 3 3. Role model Our words and actions create our own world. This motto keeps me to provide positive reinforcement for students continually. As a role model, I realize that there is a hidden curriculum that I have to nourish in students performance, particularly: attitude, communication skills, and social awareness. I do hope that my words and actions can inspire students to value other peoples lives, including patients lives. Encouraging learners to see all subjects holistically is equally important, thereby they will have a capability in making wise decision as junior doctors. 3 Learning. Based on educational theory, I found out that I am a Reflector and Pragmatist learner.4 This questionnaire enriched my previous perspective as a visual learner. I realize that being a constructivist learner also impacts my teaching methods. When I teach, for instance, I frequently provide examples and illustration, then relate them to my live experiences. 4-6 By sharing my experiences, I hope that learners compare them to their experiences. Classroom Effectiveness. I use various methods of teaching. This helps students to get accustomed to working collaboratively as a clinical team later. I love using dynamic and interactive methods, including: discussions, activities, games, field trip, and role play. When I teach, for instance, I form the class into small groups, present a few questions, then let them brainstorm. I structure my teaching for not more than two hours by imposing recess in the middle. The aim of this is to create an alive and conducive learning atmosphere, either in PBL or small group discussion. With good organization, I set aside my time prior to lectures to adjust materials and sequence appropriate with the time allocation. To facilitate, I provide up-to-date material, innovative teaching aids and media. Instructional technologies that I use include slides, pointer, flipchart, video, e-learning and simulation. I tend to prevent overload information. This is done by emphasizing most frequent cases and compiling similar topics into one module. Several steps that I perform in classroom: 1. Offer students a Pre-test and Learning Styles Survey I use Index of Learning Styles to find out deeply about my students preference and background.7 Over the years, most of the students are visual learners. Hence, it is advisable not to give lectures in one-way teaching method. For instance, I put visual aids like eye-catching pictures, diagrams, or video in class. 2. Define Learning Objectives Learning objectives are important for students to have a broad viewpoint of what knowledge or skills they will accomplish by the end of the class.8,9 I emphasize the importance of understanding the materials along with other subjects as a whole, not only certain chunks of organ systems. 3. Illuminate rules and roles for learners In large group settings, I discuss with students my teaching rules and learning outline at every first session.8,9 Whereas, in small classes, each student is given a chance to take turn in demonstrating the skills and procedures. I also provide them free time and rooms to practise out of class hours. Sometimes, there is an uncertainty in students own motivation. However, I have a belief, the more we restrict learners, the more they do not respect us. Principally, I trust them as an adult learner and let them learn freely without my full supervision or intervention. Students feedback showed that they favor my teaching methods because they feel valued for being treated as colleagues. Their marks and attitudes are generally excellent. Likewise, faculty members have described my teaching as flexible and professional. Students Background. My teaching is mostly based on class size, students background and interests. I had once a student who was always absent and come late. Previously, other stakeholders did not recognize his problems. After asking him in person, I came to know that he could not come to morning class due to consuming certain medicine. Next, I gathered the group which he involves in class. I asked the other students to help him participate in any discussions and project. Though his participation was slight in the first time, I could see a good progress of his passion to finish a degree. Later on, his internship performance was excellent and he graduated. Another case like students unwillingness to be a doctor is also plentiful to find. Being a sensitive teacher to students problems and conditions help me nourish their development and create an enjoyable environment for them to keep going. Downside. One of my biggest struggles in teaching is facing destructive learners, especially those who often fail the whole entire semester. In PBL settings, for instance, such student is more likely to interrupt and not willing to tolerate other learners perspective. Above all, I need to enhance my teaching capacity tremendously over time. To lead younger generations, I have to learn from others and understand the learners. This will allow me to ensure that all graduates are fit into the best practices as medical field is very much related to humans lives.

Isolation and Resentment in Mary Shelley’s Frankenstein Essay

Mary Shelley’s novel, Frankenstein, deals with two very distinct individuals: the young-but-foolish Victor Frankenstein and his creation, the â€Å"Monster†. Victor is the main focus of the novel for the beginning chapters, while the rest of the work focuses more on the development and actions of the Monster. The characters of Victor and the Monster are first brought together during the Monster’s creation in Chapter 4 (34). It was Victor’s isolation from both his family and his peers that ultimately lead to his creation of the Monster, and it was the Monster’s feelings of isolation and resentment towards Victor that lead to his violent episodes. While these feelings are evident in both characters’ actions throughout the majority of the novel, it was during the Monster’s statements to Captain Robert Walton towards the end of the story that drives home the fact that the Monster’s actions were products of his repeated rejections when he attempted to be accepted by society and as such are not indicative of his inherent nature. It was these feelings of loneliness and resentment that drove both Victor and the Monster to their actions, and it is safe to assume that some of Shelley’s personal feelings of abandonment and resentment towards her mother bled through into her characters. These feelings are made evident by way of the diction of the characters, both elements of and deviations from the Gothic stereotype, the development of the characters throughout the story and the lack of any definite closure to the text. Shelley’s use of eloquent and elaborate language by the main characters could be construed as ironic, in that such well-spoken characters have sunken into committing the most terrible of sins, namely those of murder and hubris. It is this irony that makes the isolation and resentment that Victor and the Monster feel stand out in the reader’s mind; two characters that are so articulate in their speech are reviled for their differences from the rest of society. The sophisticated diction of the Monster in the final pages of the novel helps to lend a feeling of bitterness and remorse to the text. However, the Monster’s eloquent speech does not sway the Captain, as evidenced in the first line â€Å"I was at first touched†¦indignation was rekindled within me. † (154). This shows that no matter how well-spoken an individual is and how sympathetic that person might be, normal society tends to shun those that are viewed as different, whether these differences are physical or in the way that they communicate. Such eloquence, as evidenced in the Monster’s speech â€Å"Once I falsely hoped to meet†¦thoughts of honor and devotion† (154), is a direct product of how a person was raised; those that are raised in an environment where they are kept isolated, whether by choice or through the influence of society tend to develop such oratory skills as a way of hopefully being accepted by those around them. However, more often than not, such well-defined articulation of one’s thoughts leads to such a person being further isolated from society, and as such feeds feelings of isolation and resentment. It was due to realistic depictions of societal reactions like these that helped to solidify Frankenstein’s place as a Gothic novel. Shelley uses many common elements of the Gothic novel in Frankenstein, and the themes of resentment and isolation can be connected to the characters through these elements. Victor is depicted as a â€Å"weak hero†, whose isolation from the world in the development of his creation leads him from an otherwise successful career as a scientist. It could be inferred that Victor’s resentment towards his creation, whom he subsequently abandons, stems not only from his disgust with himself and what he has created, but also from the opportunities denied to him as a result of his irresponsible pursuit of bestowing life upon that which should remain lifeless. Although Victor knew that creating life through artificial means would be considered taboo by his peers, he decided to proceed with the project regardless, letting his scientific curiosity overtake his rational intellect. After he brought the Monster to life, he was realized the irresponsibility of his actions. During this time, Victor had severe difficulties connecting to other people, and he gradually worked to further distance himself from the rest of society, which lead him into an extremely depressed state (. Although there were points in the novel where Victor was able to experience a very temporary reprieve from his mental torments, in his mind he would never be able to fully experience mental peace until one of them was dead. In contrast to Victor’s rather weak characterization, the Monster could be depicted as the â€Å"hero† of the story, in that even while he is committing murders that should sicken the reader, he is still portrayed as a sympathetic character, whose actions are driven by his feelings of abandonment, betrayal and resentment that Victor engenders in him through his various actions, as well of those of human society in regards to the Monster [i. e. The Monster’s episode with Felix]. It is understandably unclear if any the characters can be definitively labeled as a hero or villain, for even though they both have committed acts worthy of abhorrence and disgust, in a sense, they could be considered to be victims of abuse and neglect as well. Due to this, it can be argued that both Victor and the Monster are accurate representatives of the Gothic hero/villain. A final example of Gothic elements that Shelley incorporates into her novel is that of the heroine in distress, in this case Elizabeth. Elizabeth is a good example of a heroine because she is a strong female character who is independent and dedicated, especially to the Frankenstein family after Victor’s mother dies. However, she breaks the classic Gothic mold of a heroine by the fact that she is a patient woman who almost never takes action for herself, and it is for this reason as well as Victor’s negligence on their wedding night that she ends up being killed by the Monster in the novel. Victor’s neglect towards Elizabeth on their wedding night could be due to his isolation during his developmental years, and as such was not comfortable in being tied down to Elizabeth. Victor appeared to have developed in a fairly normal manner, due to the fact that he had experienced a childhood that would be considered normal for the noble class in that time. This continues to be the case until he takes it upon himself match the power of God and attempt to bestow life. From this point, his experiments and eventual creation become his only obsession, and he can no longer interact with other people, even those that he sees on a daily basis while at the college. Victor is unable to communicate with other in any meaningful way during this time, as his mind is always preoccupied with thoughts regarding the monster he is responsible for giving life to. Based on this behavior, it gives credence to the question if Victor ever matured any further as an individual once he arrived at the college. In contrast, the Monster’s experiences during the period of his mental and emotional development were always abrupt and sometimes violent. This occurred when he realized that he would forever be rejected by the human race, as his physical appearance was so ghastly that all those that came in his presence were immediately stricken with fear as evidenced by Even his creator, Victor, who to the Monster’s understanding should love him even if others refused to, was so terrified of the Monster that he refused to fulfill his romise in making the Monster a companion. It is understandable that from that point on, â€Å"all joy was but a mockery† (116) to the Monster, and he decided that the sole purpose in his life was to destroy any and all the things that brought pleasure or comfort to his creator. These events are similar because they both represent periods in which these characters no longer are able to have significant social interactions with those around them. Dur ing his development, the monster was able to have many of the same experiences as a human would. For example, he was able to feel a wide range of emotions, from pleasure to hate, even pride and remorse; he developed intellectually through both his learning from books and his [unpleasant] interactions with society; he learned [much in the way that a child does] to use his physical senses to tell him about his environment. However, because of his grotesque appearance, he was made to feel that he would never accepted as a member of human society, and many of his interactions with humans gave no reason to dissuade him from such a belief. In Captain Walton’s final letter to his sister (154), he recounts the words that the monster speaks to him over Victor’s dead body. The eruption of angry self-pity the Monster displays brings into question the injustice of how he has been treated and compellingly captures and portrays the feelings of isolation and resentment he has experienced in regards to his interactions with society, providing both Walton and the reader a glimpse into the suffering that has motivated his actions. It was these feelings that lead the Monster to disappear with Victor’s corpse, presumably to avoid contact with any others of mankind until he eventually dies; however, the ending of the text is rather ambiguous, so it is possible that the Monster decided to return to revenge himself upon mankind. At the closure of Frankenstein, Shelley does not provide a well-defined ending. The last line, reading â€Å"He sprung from the cabin-window†¦lost in darkness and distance† (156), leaves the reader responsible for deciding how they believe the story concluded. The ending can be regarded as having been left open because although the story does provide a conclusion [in that it may be assumed that the creature took his own life after departing Walton’s ship], there is not enough concrete evidence provided in the text to prove beyond a doubt that this is indeed what occurred. It is entirely possible that the Monster would be unable to let go of his hatred of Victor, and by extension, mankind due to his isolation. Just because his â€Å"creator† died does not necessarily mean that he could let his emotions go, and it is this possibility that shows just how differently people view things; the reader can make of the ending what they will, but they will never know for sure how Shelley would have ended it otherwise. Through the speech of the characters, the Gothic elements applied in the text, the characters’ developments and the rather obscure ending of Frankenstein, it is evidently clear that Mary Shelley believes that isolation and resentment play key roles in how people relate to others, and how they develop their own behaviors. It is through the medium of her novel that allows her to express these beliefs, and she provides plenty of evidence in her text to back up these beliefs. The feelings of isolation and resentment that Victor and the Monster both felt towards society were key aspects of their personalities, and were the main driving forces behind their various actions made through the course of the text.

Analysis Of Shakespeare s Hamlet - 1082 Words

HAMLET Villa has intrigued gatherings of people and perusers for quite a long time, and the primary thing to call attention to about him is that he is cryptic. There is constantly more to him than alternate characters in the play can make sense of; even the most cautious and astute perusers leave away with the feeling that they don t know everything there is to think about this character. Villa really tells different characters that there is a whole other world to him than meets the eye—remarkably, his mom, and Rosencrantz and Guildenstern—yet his interest includes significantly more than this. When he talks, he seems as though there s something critical he s not saying, perhaps something even he doesn t know about. The capacity to compose discourses and dialogs that make this impact is one of Shakespeare s most great accomplishments. A college understudy whose studies are hindered by his dad s demise, Hamlet is to a great degree philosophical and pensive. He is especially attracted to troublesome inquiries or inquiries that can t be replied with any assurance. Confronted with confirmation that his uncle killed his dad, confirm that some other character in a play would trust, Hamlet gets to be fixated on demonstrating his uncle s blame before attempting to act. The standard of past a sensible uncertainty is essentially inadmissible to him. He is similarly tormented with inquiries concerning eternity, about the insight of suicide, about what happens to bodiesShow MoreRelatedAnalysis Of Shakespeare s Hamlet 959 Words   |  4 Pagesnot to â€Å"x† (An analysis of Hamlet s Soliloquy To Be or Not to Be) There are many outstanding stories that have been written by the one and only William Shakespeare, in which a soliloquy of a character is very compelling. The play Hamlet by William Shakespeare is a story in which a man kills his own brother and then marries the wife of his brother and takes the throne while he is at it. 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This scene also largely contrasts the playwright Shakespeare to Hamlet’sRead MoreAnalysis Of Shakespeare s Hamlet 1650 Words   |  7 Pages Duplication and repetition in Hamlet create an effect in which the core foundations of the play are reiterated and given greater attention as to resonate with the audience. Each of these duplications are binary oppositions that showcase a similar situation with opposite processes or results-- ultimately the majority of these duplications are reverberations of death in scenes that show Hamlet trying to be a hero but ending up being a villain. There are two actions in the play that are duplicatedRead MoreAnalysis Of Shakespeare s Hamlet 1510 Words   |  7 Pagesknow how they would respond to such an event. Shakespeare s play Hamlet focuses on the concept of grief and the incredible power it has to change the way a person acts. 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James Burgh wrote the elocution manual The Art of Speaking to inform the youth ofRead MoreAnalysis Of Shakespeare s Hamlet 1406 Words   |  6 PagesAs one of the most famous and world-renowned works, Hamlet has been remade countless of times both on stage and on screen. In 2009 a modernized rendition of the brilliant play starring David Tennant as the Prince of Denmark, with Patrick Stewart as Claudius, and Penny Downie as Gertrude was released to the big screen. Set in early modern times, the clothes of this movie may have been updated, however the language remained loyal to the original text. With the significant length of this interpretationRead MoreAnalysis Of Shakespeare s Hamlet 1278 Words   |  6 PagesHamlet â€Å"To be or not to be, that is the question† Winner of four Academy Awards, including Best Picture and Best Actor, Laurence Olivier states in his famous redemption of William Shakespeare’s Hamlet, where Laurence Oliver played as Hamlet. Characters Laurence Olivier- Prince Hamlet Eileen Herlie – Queen Gertrude Basil Sydney- King Claudius (current king of Denmark) Jean Simmons- Ophelia (Polonius’s Daughter) Norman Wooland –Horatio (Hamlet’s friend) Felix Aylmer -Polonius John Laurie –FranciscoRead MoreAnalysis Of Shakespeare s Hamlet 1609 Words   |  7 Pagesechoes and expounds upon the famous â€Å"To be, or not to be† (Hamlet 3.1.56). The former quote was written by none other than Danish philosopher and poet, Sà ¸ren Kierkegaard. Born in 1813, Sà ¸ren Kierkegaard was well acquainted with Shakespeare’s text and often referred to it in his writings. When watching Kenneth Branagh’s unique, unabridged adaptation of Hamlet, it is apparent that Kenneth Branagh was able to capture how similar his Hamlet and Sà ¸ren are in character while making his mark in cinematography

Industrialization The Transformation Period From An...

Industrialization: the transformation period from an agricultural economy to a mass-producing one. This is an essential step towards avoiding poverty that is established in less-developed states by transitioning from an agrarian to an industrial society. Two broad aspects of industrializing are a change in labor activity, such as farming to manufacturing, and how productive economic output occurs. Within this process, new industries are allowed to develop and the quality of life is improved due to the increase in individual and national income. Although industrialization consisted of many benefits in the United Kingdom, political and social problems arose as a result in Russia. Russia was not as advanced and not ready to transform as†¦show more content†¦The UK led this renewal in a variety of different ways, including their natural resources, agricultural abundance, and imperial power. Before the industrial revolution, they had a great abundance of wood and coal, which allo wed them to power factories and easily transport these resources due to their geographic advantage. In the 18th century, a larger percentage of land was used for production that fueled a growing population. The result of people moving to urbanize contributed the need for labor. Industrialization also prospered because of the country’s large colonial empire. By the early 19th century, the UK dominated oceanic trade, advantaging the factory owners since their exports could be transported abroad. British dominance of world trade meant that it efficiently controlled the economies of regions that the UK had formally exerted control over. Russia’s industrial revolution took place later than most states due to their unchanged agricultural techniques used in the mid nineteenth century since the medieval period. With their weak agricultural foundation, industrialization was impossible. It was not until the late half of the nineteenth century where modern agricultural techniques were used as common practice. Russia entered their industrial age in the 1890’s. The government focused on economic development and encouraged the building