From The Midst Of Selection

From The Midst Of Selection Sorry to have been ignoring my poor blog, folks! Heres my excuse Thursday 12/1: The day Id set aside to catch up on email, blogging, work, etc. before heading into selection. Instead I read late-arrival apps all day with MadMatt and Nance Nance Revolution to make sure were ready for committee. That night I edit 50 pages of copy for the new viewbook in preparation for a meeting the next morning. (Lunch: Mass Ave food truck.) Friday 12/2: Viewbook copy meetings all morning. Afternoon: selection begins! 3098 applications, up ~10% from last year. Doing the math, its easy to see that the admit rate will drop this year. This makes committee even more difficult, but doesnt change the fact that its still enormously rewarding. After we all gather around the table, Marilee offers some words to inspire us, which are really powerful to me so I write them down. She says: MIT is not just a university its a concept, an ideal. The group we admit in the next few days is going to change civilization. And thats not an exaggeration. Theres a bit of silence as we all digest the words. And then the first folders hit the table, and we begin another year on our quest to make the world better. (Lunch: Mass Ave food truck again.) Saturday 12/3: We begin around 9AM and pick up where wed left off the night before. The process: grab a folder, read the summary, consider the numbers, look at the short answers, ECAs, etc. Debate the case until the group comes to a unanimous decision. If one cant be reached, the folder goes back on the pile. Repeat. Repeat. Repeat. Playing over and over in my head like a broken record: deferred is not rejected. Its the only way to keep from getting sad about some folks I really want here. Anthony captures a stunning picture of me and MadMatt towards the end of the day. The sun has been down for while by the time a bunch of us head over to The Miracle of Science to decompress for a bit. MIT is not discussed. (Lunch: Indian food, delivered.) Sunday 12/4: I wake up to a snowstorm. The roads have not been plowed nor salted. I slide all over Route 2 on my way in to MIT. On the way I pick up Nance Nance Revolution who looks tired. Were in the committee room by 8:30. It snows all day. MadMatt takes a picture of President Hockfield. Towards the end of the day, someone notices that there are no buckets on the table, which means the last of the folders have been distributed to the teams. Were almost there. At the end of the day we count. I cant give you details (so dont ask!) but suffiice it to say that we have hundreds more than we can actually admit EA. The same thing happens every year. I tell you this so youll know that Im really not lying when I say if you dont get in its likely an issue of space. Tomorrows a new day. (Lunch: Mexican food, delivered.) Monday 12/5: We start again. There is blood. There are tears. The committee room looks like a war zone. It smells like Doritos and day-old takeout. But there is some serious love happening as well. One of the things I like most about selection is the way our team comes together into a single shimmering organism, with direction and purpose and clarity. I love the way we balance each other; the way the process is designed to bring our individual strengths together. I know from reading your applications that most of you understand how it feels to really be part of something truly magical. This is sortof like that. At the end of the day weve finished with the big committee. (Lunch: Pizza. This concludes our five days af artery poisoning.) A lot of stuff will happen this week, so no decision is set in stone. Decisions will be reviewed by various subcommittees, and finally Marilee will go over each admit to give her final stamp of approval. Depending on a variety of factors, we will mail sometime between Friday and Monday. If all goes well, it will be Friday. Ill keep you posted. I hope you all are doing well, and Im hoping to finish my QA post in the next day or two. Until then, keep rocking hard. Its the only way to rock. -B P.S. Nance Nance Revolution me at the end of Monday:

Essay about A Beautiful Mind - 993 Words

â€Å"To see is to believe†¦Ã¢â‚¬  This is a famous quote that has been passed on from one generation to another generation, and has been securely kept deep within my views and perceptions in my life. Actually, that is one of my favorite quotations since my childhood years. However, after watching this movie, my perception was opened to a lot of realizations and realizations in life that I never thought of before. One of these realizations is the fact that seeing something is not a guarantee for you to believe that it really exists. This fact only states that even your own eyes and your own minds can fool you. This is what happened to the case of John Nash in the movie. His wife, Alicia, took note of every weird action that he started manifesting,†¦show more content†¦Great love that endured through thick and thin is a thing that will definitely make the impossible things as possible or to change the incurable to curable. Nash’s story mainly revolved around the themes of love, intelligence and acceptance. All through out the movie, these messages are consistently communicated by the actors to their watchers. Love is what made the relationship of Nash and Alicia stronger as each day passes by. This is one of the great tools that helped Nash to go back to the reality of his life which he almost lost during his exacerbation days. When Nash started to have his schizophrenia, Alicia is so desperate to help his husband and to make him have a normal life again. A life that is far from paranoia and hostility is the kind of life that Alicia wishes for her husband. On the other hand, the excellent intelligence that Nash manifested by formulating the game theory received due recognition as the Noble Prize Award. Such intellectual ability is something that one must be proud of and something that one must make use of. It is also nice to think that even though Nash suffers from various tragedies and psychia tric illnesses, he was still accepted by the people and the scholars regardless of the background the person. Acceptance is such a big word that Nash experienced in the full sense. It is good to hear that he was able to have self-acceptance, peer acceptance, and group acceptance. He fought offShow MoreRelatedA Beautiful Mind (Summary)805 Words   |  4 PagesA Beautiful Mind by Sylvia Nasar 1.) A.) A Beautiful Mind is a biography based on the events that happened to a mathematical genius John Forbes Nash Jr. He was invited to go to Princeton University on only one term, and it was to create a truly original idea based on using mathematics. Once he is enrolled in Princeton he is looked at as a social outcast. Once after originating his idea of what other mathematicians thought was unsolvable, he shocked the mathematical world by becoming an overallRead MoreAnalysis Of A Beautiful Mind 1197 Words   |  5 PagesI chose the film â€Å"A Beautiful Mind† produced in 2001. The main character is John Forbes Nash, Jr. portrayed by Russell Crowe. The heart, not the mind is where the true meaning of life is found. A mathematical genius who is fixated on finding an original idea to ensure his legacy embarks on a mission with the belief that mathematics will lead him to a higher truth. â€Å"I cannot waste time with these classes and these books, memorizing the weak assumptions of lesser mortals. I need to look through toRead MoreA Beautiful Mind Characterization and Dialogue1176 Words   |  5 PagesWriting Portfolio The 2001 biopic/drama film ‘A Beautiful Mind’, directed by Ron Howard is a prime example of a text in which visual and verbal techniques are used to develop the personality of a character. 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Nash is a pompous, ungainly socially-uncouthRead MoreBeautiful Mind: Reaction Paper1584 Words   |  7 PagesA BEAUTIFUL MIND SYNTHESIS John Nash first arrives as a new graduate student at Princeton University. There he meets his roommate Charles, a literature student, who soon becomes his best friend. He also meets a group of other promising math and science graduate students. John sometimes goes out to a bar with his fellow students to try to meet women, but is always unsuccessful. However, the experience is what ultimately inspires his work in the concept of governing dynamics, a theory in mathematicalRead MoreA Beautiful Mind By Sylvia Nasar1201 Words   |  5 PagesThe book that I read for my report was A Beautiful Mind by Sylvia Nasar. The book was published in 1998 by Simon Schuster. I got the book at Barnes Noble, and it is one of the best reads I have had in a long time. A Beautiful Mind is a book about a very intelligent mathematician, John Forbes Nash, who suffers from paranoid schizophrenia. The plot was organized chronologically from the time that he arrived at Princeton University, until he is older and won the Nobel Price. Nasar does not worshipRead MoreA Beautiful Mind By John Nash Essay2033 Words   |  9 PagesPushing Past the Voices, Delusions, and Hallucinations: A Beautiful Mind A Beautiful Mind, about John Nash, follows him has he goes through life living with schizophrenia and accomplishing the biggest feat; knowing reality from unreality. When people with schizophrenia are around others, that is when their mental illness shows. Social behavior affects everyone based on who they are around and the thoughts and feelings as a response to how others act and treat you (Grant, 1963). They do not knowRead MoreJohn Nash s A Beautiful Mind862 Words   |  4 PagesAs someone who has always found mental illnesses very intriguing the film â€Å"A Beautiful Mind† never fails to tug at my emotions. John Nash, a brilliant mathematician, faces a series of struggles due to his bad case of schizophrenia that makes him believe he is a secret agent that is on a very complex mission; this effects not only his work life but family. In this film I felt the attitudes towards John’s disability varied; his wife Alicia did everything she could to support John regard less of theRead MoreA Beautiful Mind Is The Film That Changed My Life905 Words   |  4 PagesA Beautiful Mind was the film that changed my life. It is biographical drama film based on the life of John Nash (Mathematician), a Nobel Laureate in Economics. A Beautiful Mind was directed by Ron Howard, starting Russell Crowe as John Nash and Jennifer Connelly as his wife (Alicia Nash). 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Cynthia Astle - ThoughtCo

“Because I Could Not Stop for Death” An Analysis of Emily Dickinson’s Style Free Essays

Emily Dickinson was an exceedingly eccentric poet of the Romanticism movement, whose fascination with death and the afterlife is embodied in her poem â€Å"Because I Could Not Stop for Death. † The piece opens from the viewpoint of a female speaker, who is called upon by the personified character of Death to take the journey to the afterlife. It is evident that the poet’s troubled life and disillusionment with society spurred many deep and insightful works about her perspective on her own existence. We will write a custom essay sample on â€Å"Because I Could Not Stop for Death†: An Analysis of Emily Dickinson’s Style or any similar topic only for you Order Now Dickinson effectively uses the tools of personification and imagery to portray a soul’s odyssey through death. Using subtle symbolism and by personifying Death as a suitor in her poem â€Å"Because I Could Not Stop for Death,† Dickinson paints an image of her concept of the final departure based on her own personal experiences. Emily Dickinson was born to a middle-class family on December 10, 1830 in Amherst, Massachusetts. Her father was a Yale-graduate, chief financial officer, lawyer, congressman, and an intellectual; he was not very involved in Dickinson’s life, albeit serving as her inspiration (Spiller 810). On the other hand, she did not get along with her mother: â€Å"Emily Norcross was not an intellectual by nature- she barely understood much of her daughter’s poetry†¦ the mother was lonely and nonliterary,† (Forman n. p. ). Forman also states that Dickinson was frustrated that her educational horizons were limited as a woman, although she attended the esteemed Mount Holyoke Female Seminary (Emily n. p. ). Furthermore, her education was terminated due to her lifelong health complications resulting from polio. Her family consistently failed to support her, and she felt fettered by the life she was living. Around the age of 28, Dickinson suffered from an emotional crisis which caused her to write prolifically; she drew into herself and her profound mind, preferring to express herself mainly through letters and poems (Blake n. p. ). Throughout the course of her life, Dickinson exhibited many strange tendencies. She always dressed in white and remained a recluse. She refused to leave her home for any reason (Forman n. p. ). This was the direct result of her experiencing the death of two childhood friends, as well her chronic health issues; Dickinson often felt disconnected to the world around her. She was inspired by a world manifesting itself as unpredictable, violent, and terrifying. She had suspected that the world was defective for some time† (Blake 218). Her perspective on her life, as well as her disillusionment from her surroundings, became reflected in her poems. â€Å"[Her] work†¦should be seen in terms of traditions of withdrawal from the world and of her resistance to them†(Wolosky n. p. ). Most notably during this phase in her life, however, Dickinson developed an occupation with the concept of death and the possibility of an afterlife. Many of her poems have come to embody her personal contemplations about mortality and death, particularly â€Å"Because I Could Not Stop for Death,† (Explanation n. p. ). Primarily in this work, Dickinson effectively uses the character of Death to convey the message that death is not a cruel, cold process. â€Å"Death is personified, or described in terms of human characteristics†¦. Figuratively, this poem is about one woman’s ‘date’ with death. Death is a gentleman,†¦ who makes a call at a home of a naive young woman. †(Explanation n. p. ). By representing mortality as a kind, courteous suitor whom the narrator seems to have been anticipating, the notion arises that Death is nothing but an old friend who was always expected to come. It becomes an inevitability; it is not unpleasant in the least. Dickinson envisions Death as a person she knows and trusts: The carriage holds but the two of them, yet the ride, as she states with quiet emphasis, is a last ride together. Clearly there has been no deception on his part. †¦ Indeed, his graciousness in taking time to stop for her at hat point and on that day in her life when she was so busy she could not possibly have taken time to stop for him, is a mark of special politeness. She is therefore quite willing to put aside her work (Johnson 222). The narrator welcomes Death, and although he was an unexpected caller, knows that he was bound to come. Thus, she â€Å"had put away/ [Her] labor, and [her] leisure too,/ For his civility† (Dickinson 1). Dickinson also effica ciously uses symbolism in this poem to bring out various feelings and emotions in the reader, strengthening the overall mood, and therefore the meaning of the poem. By her use of specific syntax and diction, the poem is able to showcase the exact feelings evoked by death and immortality, as well as the feelings associated with the unconventional exposure to Death himself. In the poem â€Å"Because I Could Not Stop for Death†, the narrator’s journey was described as a slow scenic drive, across the fields of grain and past the setting sun (explanation, n. p. ). The fields of grain represents society and how while alive, the fields of grain escaped the notice of the narrator, but now, while traveling with Death, she finally can appreciate the true beauty and power of nature. The setting sun reflects the end of one journey and the beginning of another, just like how the setting sun ends the day and signals the start of nighttime (explanation, n. p. ). Dickinson uses the transition of the setting sun to show the narrator’s transition from life to death. Dickinson was able to portray, through her extensive use of imagery, the ambiguity as to whether the narrator is alive or dead; the fact is not directly stated in the poem. Rather, there is a slow transition of the narrator’s state of being. The narrator starts off leaving the comfort of her house, invited for what feels like a ride in the park. However, as the poem progresses, the narrator is seen growing cold, and her clothes fade â€Å"only tippet only tulle†. The light gossamer articles of clothing and the coldness suggest that the narrator has indeed died, and faded into the afterlife. The whole concept of time is also manipulated to give the poem such a dream-like feel. During her journey with Death, time slows down to a point where it doesn’t exist; time is a human creation, and death does not follow time (Priddy, n. p. As she passes the children frolicking in the playground, she vicariously lives through her childhood again; another lifetime has passed, from the youthful days of childhood to the ripening of the grain to the setting of the sun (Johnson, n. p. ). The- sense of time being inconsistent and changing allows the journey with Death to gain a truly surreal and abstract feeling. From start to finish, Dickinson masterfully creates a striking image of the human process of death, putting to full use the tools of personification and imagery, as well as subtle symbolism in her poem â€Å"Because I Could Not Stop for Death. Her own personal struggles with the concept of death give Dickinson the ability to capture the mystery and possibilities of the final departure with words; she was able to translate the true emotions associated with death into poetry. To Dickinson, the existence of an afterlife made death not only the end of one journey, but also the start of another; death is not an evil, but rather a necessary process. The net effect of literary devices combined with Romanticist beliefs results in a work that provides monumental insight into the world Emily Dickinson built around herself, specifically pertaining to her image of Death . How to cite â€Å"Because I Could Not Stop for Death†: An Analysis of Emily Dickinson’s Style, Papers

Articles Of Confederation (376 words) Essay Example For Students

Articles Of Confederation (376 words) Essay Articles of ConfederationArticles of ConfederationAs the first written constitution of theUnited States, the Articles of Confederation created a legislature whereeach state was represented equally. The Congress had jurisdiction overforeign relations with the authority to form alliances and make treaties,make war and peace, sustain an army and navy, coin money, establish a postalservice, create admiralty courts, and settle disputes between states. Thus,the power vested in Congress allowed it to operate with moderate controlover the states. Another successful point was in the allowance ofequal votes in Congress for each state and the decree that most decisionsbe decided by majority vote. However, through these articles, the UnitedStates government lacked a sufficient system of taxation. Under the Articlesof Confederation the Congress had no power to tax the states, instead itdepended on donations by the states. The states desired moderate governmentinvolvement and thus, were repulsed by the idea of federal taxation. Lackingin adequate funding, inflation soon overwhelmed the nation. Anotherobstacle in effective governing was that The Articles did not grant Congressthe power to enforce its laws, instead depending on voluntary complianceby the states. In place of executive and judicial branches, The Articlescreated an inefficient committee system branching out of Congress. Most importantly, any amendment to the Articles of Confederation requiredthe ratification by all the states, a measure that virtually eliminatedany chance of change. The negatives of The Articles graduallymagnified. The British refused to evacuate from forts in the AmericanOld Northwest. Finally, Shays rebellion in Massachusetts symbolizedthe feebleness of the nation, and inadequacy of the Articles of Confederation. Although, some states opposed a radical change in governmental form , itwas inevitable by 1787. The Articles of Confederation providedeffective management of expansion for the United States. It also gave Congressample control over guidance of the country. However, The Articles wereinsufficient in several important matters. Without an executive branchthe country lacked a clear, decisive leader. The Congress had nopower to lay and collect taxes, nor did it possess the power to enforceits laws, making it virtually dependent on the states. On matters of amendmentThe Articles left little room for change, relying on an unanimous decisionto alter it. Despite, success in expansion policies, The Articles of Confederationwas a failure in creating a prosperous and efficacious country that couldsupport and defend itself and its people.

My Personal Philosophy of Teaching and Learning †Education Essay

My Personal Philosophy of Teaching and Learning – Education Essay Free Online Research Papers My Personal Philosophy of Teaching and Learning Education Essay My personal philosophy of teaching and learning is a product of many influences including experience, instruction, a melding of the philosophies of past educators and an intrinsic sense of what is right. I have attempted to capsulate this philosophy in the seven belief statements that follow. I believe learners are individuals who bring a unique set of needs and abilities to the classroom and that they should be encouraged to become responsible for their own learning, especially as they mature. I believe that a teacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. I believe that the learning process is multifaceted, unique to each student, yet containing unifying threads of purpose in addressing the student as a whole person. I believe the curriculum is a set of criteria designed, as much as possible, to meet the needs of students and should be offered to them in as compelling a manner as possible. I believe that the learning environment is a shared, public place that must be welcoming, safe, and the responsibility of those who share it. I believe it is important to recognize and embrace the diversity that arises from the milieu as it provides a myriad of opportunities to enhance student learning and growth. Finally, I believe if I am to be a good facilitator of the learning of others, I must embrace opportunities to expand my own learning on an ongoing, life-long basis. This includes allowing myself time to be critically reflective. These seven belief statements form the core of my current philosophy of teaching and learning. This is an evolving philosophy that is heavily influenced by experience and driven by a passion for teaching and a passion for learning. It is my hope that these passions will combine to kindle a similar passion for learning in the students in my care. The articulation of a philosophy is the first and often smallest step in its development. Once stated it must be measured against a set of recognized criteria or standards to determine its validity. I propose to measure my personal philosophy of teaching and learning against the standard created by the five principles of philosophy outlined by George Counts. The first of these standards requires that my philosophy be based on my experiences. I have worked in a public school as a Resource Educational Assistant for the last five years and this, coupled with my own educational experience has afforded me the opportunity to observe dozens of teachers at close range. From this myriad of experience I have formulated a philosophy that focuses on the student as an individual. I recognize through this philosophy that students bring different biological, psychological and social experiences to the classroom. My philosophy welcomes and validates each of these experiences, valuing the benefits they bring to the learning environment. My philosophy, though brief, is comprehensive in its outlook. Its focus on the needs of the individual is counterbalanced by the belief that the classroom must welcome diversity and requires that this same environment be one in which all participants have an equal voice. The belief that the classroom must be welcoming, safe and tolerant of the diversity of the milieu validates all elements of each learner’s social heritage while striking a balance between meeting the needs of individuals and preparing them to become accepting, contributing members of society. Similarly, the increasing onus on the learners to take responsibility for their own learning as they mature, balances the demands of childhood with the demands of maturity. This philosophy is very consistent in all aspects. By asking students to become responsible for their learning and their classroom they are being taught to become responsible for themselves and their environment later in their lives. The aim of this philosophy has been to develop a sense of self worth while acknowledging that all other participants must also be valued. If my role as a teacher is to facilitate student success then it is consistent that the atmosphere created in the classroom be one that welcomes all participants and places their safety above all else. It also follows that a curriculum that is approached in a manner that embraces the diversity of the milieu encourages the success of every student within the classroom and beyond. This philosophy incorporates practicality in its focus on my own self- development. If my philosophy is evolving then it stands to reason that this evolution will keep it current and adapted to any particular time and place wherein it is practised. Similarly, if I am constantly upgrading my skills through on-going, lifelong learning then my practices and my philosophy will reflect a harmony with the current trends that reflect what is best for the students. This sensitivity to, and incorporation of, the latest methods in education should empower students to be successful in their current and future environments. Since my philosophy incorporates sensitivity to current ‘best practices’ in education, the unique individual requirements of the students, and the diversity of the milieu, it cannot help but be satisfying to its adherents. Students will find their needs met and their social heritage embraced and validated. I too will be satisfied because personal growth will result from the passionate pursuit of further knowledge and experience. Based on the proofs offered in the preceding five paragraphs, it may be concluded that my philosophy of teaching and learning is consistent with George Counts’ five principles of philosophy. There are three belief statements within my philosophy that I would like to defend in greater detail. The first step in affecting a greater defense of these belief statements is to show that they are grounded in the theories of past philosophies of education. The first belief that I propose to defend further is that learners are individuals who bring a unique set of needs and abilities to the classroom and that they should be encouraged to become responsible for their own learning, especially as they mature. This belief represents a combination of three different schools of educational philosophy: Existentialism, Idealism and Realism. Soren Kierkegaard, the founder of Existentialism, stated that each individual has his or her own inner history and they choose for the future (Stendahl, 1976). Adherents to the philosophy of Idealism maintain that â€Å"education is the process of unfolding and developing that which is a potential in the human person† (Van Nuland, 2001). The concept of the learner as an individual is supported by Dr. Howard Gardner who developed the theory of multiple intelligence which states that students learn in several different ways (Gardner, 1983). The later part of this belief statement is supported by a component of the school of Realism which maintains that learning is the students’ primary responsibility. (Van Nuland, 2001) The second belief I would like to defend in greater depth is that a teacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. The School of Existentialism supports this belief through its emphasis on individuality. It states that it is the teacher’s role to help students make their own choices and become their own person (Van Nuland, 2001). It also states that it is the teacher’s responsibility to create a learning situation where students can express their subjectivity (Van Nuland, 2001). The School of Idealism claims that it is the teacher’s responsibility to stimulate learner awareness of ideas and be a transmitter of cultural heritage (Van Nuland, 2001). The school of Idealism also states that a teacher should expose students to the wisdom in cultural heritage so they can know, share and extend it (Van Nuland, 2001). Finally, Freidrich Froebel, the founder of kind ergarten, may be cited in support of this belief as he emphasized the importance of the learner’s own self-activity (Van Nuland, 2001). The third and final belief that I would like to further defend is that the learning environment is a shared, public place that must be welcoming, safe, and the responsibility of those who share it. The definition of the student according to the school of Idealism is a mind to be nurtured and protected (Van Nuland, 2001). This directly supports the notion that the classroom must be a safe environment. The purpose of a school according to Idealism is to expose students to the wisdom in cultural heritage so that they can know, share and extend it (Van Nuland, 2001). If the classroom described in my personal philosophy is truly welcoming then it will embrace the varied heritages brought to the classroom by the students and foster an appreciation for each of them. Having shown that each of these belief statements are grounded in past philosophies of education I would like to continue to defend them by connecting them to more modern thought and my own practical experience. In many ways this has already been completed. The schools of Existentialism, Idealism and Realism were discussed in our Education and Schooling class lecture presented by Dr. Shirley Van Nuland on November 7, 2001 at Nipissing University. The theory of multiple intelligence, developed by Dr. Howard Gardner was discussed in detail in Professor Darlene Brackenreed’s class and in an assigned reading (Gardner, 1983). The belief that the teacher is a facilitator is supported by Dr. Ron Weeks and Professor Jeff Scott who instruct future teachers (at Nipissing University) how to teach Science to Junior/Intermediate students (Weeks, 1997). Both advocate the extensive use of discrepant events and that the teacher should often act as ‘a guide on the side’ so s tudents may learn for themselves. This is also how the theory of Pragmatism sees the teacher’s role. The third belief, of those chosen for further defense, is supported by Barrie Bennett and Peter Smilanich who co-wrote Classroom management: A thinking and caring approach. This text was consulted regularly in the Management class of Dr. Pat Falter at Nipissing University. In their book Bennett and Smilanich state that inclusiveness is what a teacher does to ensure that all students experience a sense of belonging. This, they maintain, is one of the first steps in creating a safe, welcoming environment within the classroom (Bennett, 1994). The importance of a safe environment is also reflected in the Ontario Government’s policy on Safe Schools which has been adopted by the Avon Maitland District School Board, among others. Finally the need to create inclusiveness was made clear to me by Mr. Douglas Yeo who has taught for thirty-three years in various public scho ols in and around Goderich, Ontario. It was Mr. Yeo who first explained to me that if you give students enough say in a classroom, they will take responsibility for it. He then proceeded to successfully demonstrate this concept during my first two practica. These three beliefs must also be applicable in the classroom if they are to remain an integral part of my philosophy. As mentioned in the previous paragraph, I have seen the belief that a classroom must be welcoming, safe and the responsibility of those who use it practised successfully by Mr. Yeo in his Grade 7/8 classroom. I would use his practices of allowing the students to co-write the classroom rules and decorate a large portion of the room themselves so that they buy in to the concept that the room is their responsibility as well as mine. In addition I will also instigate the practice of holding a weekly classroom meeting in the style set out by Dr. Janet Nelsen in her book Positive discipline in the classroom: Developing mutual respect, cooperation and responsibility in your classroom. One of these meetings would be held on the first day of classes and continue at least once a week with the expectation that they could be held more often if necessary. In this approach stud ents and I sit in a circle and are encouraged to share first compliments, then concerns. All members of the circle will be afforded the opportunity to speak when they are in possession of the ‘talking stick’ (to borrow from an Aboriginal People’s model). The meeting will be run according to an agenda that will be formulated from suggestions contributed to an anonymous suggestion box (Nelsen, 2000). If run properly, this meeting will constitute a safe, comfortable environment in which we can praise each other, share our successes and resolve any problems within the classroom. Ensuring that my primary role as a teacher is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success will require some adjustments to the teaching style I use on my future practica. I do not believe I can completely avoid the ‘sage on the stage’ approach, as my Faculty Advisor, Mr. Stephen Binstock described it, but I hope to minimize its use. Increased use of single and multiple activity lesson plans, which utilize a hands-on, Pure Inquiry or Directed Inquiry approach to student learning, will enable me to act as a facilitator of learning more often. The artful use of questioning should also lead to a sense of self-discovery for the students. I am fortunate because I have access to a tremendous wealth of resources like the Curriculum Planner, experienced teachers, and board sponsored workshops. All of these will support me in this approach to teaching. The most challenging belief to bring into practise in the classroom will be to treat learners as individuals who bring a unique set of needs and abilities to the classroom and who should be encouraged to become responsible for their own learning, especially as they mature. The first step to adjusting to the uniqueness of learners will be close observation and extensive pre-assessment at the beginning of the school year. This assessment will be of learning styles as well as knowledge. Most important of all I will try to get to know the students early by showing an interest in them. To do this I will make myself available to listen to the learners by being in the classroom early, greeting them at the door ‘morning, noon and night’ and after recesses. I will inquire about their extra curricular activities, coach as many of their teams or clubs as I can and have regular contact with their parents. I believe the use of a rubric for assessment is the best way to encourage students to accept responsibility for their work. Though it will involve more work for me I hope to vary the means of assessment and evaluation so that it will permit students to succeed by choosing a method of evaluation that recognizes their unique learning style. I am confident that the staff at Nipissing University will assist with any problems I may encounter and they represent over one hundred years of the best quality teaching. The resources I have become familiar with during my year at Nipissing will be invaluable sources of lessons that will accommodate the uniqueness of the students. Finally, gatherings like the 2001 Checkmark Conference on Assessment will provide wonderful opportunities to view various methods of adjusting my teaching and assessment, helping me stay up to date on the latest ways to facilitate learners. This ends my in depth defense of three elements of my personal philosophy. In conclusion I would like to illustrate how my philosophy of teaching and learning will contribute to my teaching practice. The exercise of defining and defending my philosophy has enabled me to consolidate my approach to teaching. This philosophy has allayed much of the initial trepidation I had about teaching. I am now confident if I adhere to this philosophy, until experience evolves it into an even better one, I will be equipped to provide the best possible learning environment for the students in my care. My philosophy will cause me to continually strive to find better, learner centered, approaches to teaching. This philosophy will cause me to be constantly aware of the value of the approaches others take to teaching and I will be open to incorporate the ‘best practices’ I see into my evolving philosophy. The most important impact that this philosophy will have on my teaching practice is that the students will experience greater success because of it. My assessment, evaluation and teaching methods will all be varied so that they maximize the students’ chances to succeed. I realize that the requirements it will place on me will be onerous but I sincerely believe that this flexibility is possible. The challenge that I look forward to most is providing a welcoming, culturally diverse environment, free of prejudice, gender bias, and violence. This philosophy, if adhered to, will create this kind of environment in my teaching practice. The elements of my philosophy will be the source of the enthusiasm for creating this type of environment and of the passion for teaching and my own ongoing learning. These two emotions, enthusiasm and passion, coupled with student success, will become the earmarks of my teaching practice as a result of this philosophy of teaching and learning. I am so looking forward to putting it into practise and watching it evolve. Respectfully submitted by Russell A. Watson: Section 8 Bibliography Gardner, Howard. (1983). Frames of mind. In Richard L. Bucko Brain Basics: Cognitive Psychology and its implications for education. In Kathleen M. Cauley (Ed.), Educational psychology 01/02 Annual editions. (2001). Guilford, CT: McGraw- Hill Dushkin. Nelsen, J., Lott, L., Glenn, S. (2000). Positive discipline in the classroom. Developing mutual respect, cooperation and responsibility in your classroom. Seneca Falls,NY: Parma Publishing. Stendahl, Brita K. (1976). Soren Kierkegaard. Boston: Twayne Publishers. Van Nuland, S. (2001). The developing reflective role model teacher building a personal philosophy of teaching continues to meet and debate philosophy. Retrieved February 2, 2002, from nipissingu.ca/education/BEd/educ4204/educ4204.html. Weeks, Ronald C. (1997). The child’s world of science and technology: A book for teachers. Scarborough: Prentice Hall. Research Papers on My Personal Philosophy of Teaching and Learning - Education EssayStandardized TestingThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesOpen Architechture a white paperBook Review on The Autobiography of Malcolm XThree Concepts of PsychodynamicAnalysis of Ebay Expanding into AsiaTrailblazing by Eric AndersonAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social and

Analysis of the novel, A Good Man Is Hard to Find

Analysis of the novel, 'A Good Man Is Hard to Find' A Good Man Is Hard to Find, first published in 1953, is among the most famous stories by Georgia writer Flannery OConnor. OConnor was a staunch Catholic, and like most of her stories, A Good Man Is Hard to Find wrestles with questions of good and evil and the possibility of divine grace. Plot A grandmother is traveling with her family (her son Bailey, his wife, and their three children) from Atlanta to Florida for a vacation. The grandmother, who would prefer to go to East Tennessee, informs the family that a violent criminal known as The Misfit is loose in Florida, but they do not change their plans. The grandmother secretly brings her cat in the car. They stop for lunch at Red Sammys Famous Barbecue, and the grandmother and Red Sammy commiserate that the world is changing and a good man is hard to find. After lunch, the family begins driving again and the grandmother realizes they are near an old plantation she once visited. Wanting to see it again, she tells the children that the house has a secret panel and they clamor to go. Bailey reluctantly agrees. As they drive down a rough dirt road, the grandmother suddenly realizes that the house she is remembering is in Tennessee, not Georgia. Shocked and embarrassed by the realization, she accidentally kicks over her belongings, releasing the cat, which jumps onto Baileys head and causes an accident. A car slowly approaches them, and The Misfit and two young men get out. The grandmother recognizes him and says so. The two young men take Bailey and his son into the woods, and shots are heard. Then they take the mother, the daughter, and the baby into the woods. More shots are heard. Throughout, the grandmother pleads for her life, telling The Misfit she knows hes a good man and entreating him to pray. He engages her in a discussion about goodness, Jesus, and crime and punishment. She touches his shoulder, saying, Why youre one of my babies. Youre one of my own children! but The Misfit recoils and shoots her. Defining Goodness The grandmothers definition of what it means to be good is symbolized by her very proper and coordinated traveling outfit. OConnor writes: In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady. The grandmother is clearly concerned with appearances above all else. In this hypothetical accident, she worries not about her death or the deaths of her family members, but about strangers opinions of her. She also demonstrates no concern for the state of her soul at the time of her imagined death, but we think thats because shes operating under the assumption that her soul is already as pristine as her navy blue straw sailor hat with a bunch of white violets on the brim. She continues to cling to superficial definitions of goodness as she pleads with The Misfit. She entreats him not to shoot a lady, as if not murdering someone is just a question of etiquette. And she reassures him that she can tell hes not a bit common, as if lineage is somehow correlated with morality. Even The Misfit himself knows enough to recognize that he aint a good man, even if he aint the worst in the world neither. After the accident, the grandmothers beliefs begin to fall apart just like her hat, still pinned to her head but the broken front brim standing up at a jaunty angle and the violet spray hanging off the side. In this scene, her superficial values are revealed as ridiculous and flimsy. OConnor tells us that as Bailey is led into the woods, the grandmother: reached up to adjust her hat brim as if she were going to the woods with him, but it came off in her hand. She stood staring at it, and after a second, she let it fall on the ground. The things she has thought were important are failing her, falling uselessly around her, and she now has to scramble to find something to replace them. A Moment of Grace? What she finds is the idea of prayer, but its almost as if shes forgotten (or never knew) how to pray. OConnor writes: Finally, she found herself saying, Jesus, Jesus, meaning, Jesus will help you, but the way she was saying it, it sounded as if she might be cursing. All her life, she has imagined that she is a good person, but like a curse, her definition of goodness crosses the line into evil because it is based on superficial, worldly values. The Misfit may openly reject Jesus, saying, Im doing all right by myself, but his frustration with his own lack of faith (It aint right I wasnt there) suggests that hes given Jesus a lot more thought than the grandmother has. When faced with death, the grandmother mostly lies, flatters, and begs. But at the very end, she reaches out to touch The Misfit and utters those rather cryptic lines, Why youre one of my babies. Youre one of my own children! Critics disagree on the meaning of those lines, but they could possibly indicate that the grandmother finally recognizes the connectedness among human beings. She may finally understand what The Misfit already knows- that there is no such thing as a good man, but that there is good in all of us and also evil in all of us, including in her. This may be the grandmothers moment of grace- her chance at divine redemption. OConnor tells us that her head cleared for an instant, suggesting that we should read this moment as the truest moment in the story. The Misfits reaction also suggests that the grandmother may have hit upon divine truth. As someone who openly rejects Jesus, he recoils from her words and her touch. Finally, even though her physical body is twisted and bloody, the grandmother dies with her face smiling up at the cloudless sky as if something good has happened or as if she has understood something important. A Gun to Her Head At the beginning of the story, The Misfit starts out as an abstraction for the grandmother. She doesnt really believe theyll encounter him; shes just using the newspaper accounts to try to get her way. She also doesnt really believe that theyll get into an accident or that shell die; she just wants to think of herself as the kind of person whom other people would instantly recognize as a lady, no matter what. It is only when the grandmother comes face to face with death that she begins to change her values. (OConnors larger point here, as it is in most of her stories, is that most people treat their inevitable deaths as an abstraction that will never really happen and, therefore,  dont give enough consideration to the afterlife.) Possibly the most famous line in all of OConnors work is The Misfits observation, She would have been a good woman [†¦] if it had been somebody there to shoot her every minute of her life. On the one hand, this is an indictment of the grandmother, who always thought of herself as a good person. But on the other hand, it serves as final confirmation that she was, for that one brief epiphany at the end, good.