Early Childhood Education Essay Example for Free

Early Childhood Education Essay Please accept this letter as an application for admission to University of Houston to receive an Ed. D in Early Childhood Education. I submit this letter for I believe that my experiences are well qualified to meet the needs of the position. I am taking Masters of Education, Educational Administration with PDAS certification at Prairie View AM University in Educational Administration and fully expect to complete my degree by August 2010. I have started applying for Assistant Principal positions within my district for next school year. I am looking forward to continuing my studies in the Ed. D program in Early Childhood Education. I am currently a Head Start Teacher in Port Arthur Independent School District, Port Arthur, Texas. This 8-year experience provides me career growth and competitive experiences in the field of Early Childhood Education. I am taking responsibilities in the planning and implementation of activities to promote the social, physical, and intellectual growth of children three and four years of age. Care, hygiene, learning, development activities, specialized programs, positive guidance of the children and maintaining records, cleanliness and orderliness are also given special attentions in my field. I have been a department chairperson for the last 3 years. I have also worked as a substitute coordinator where in I was involved in recruiting new substitute teachers for the district. In this job, I have also worked directly with the principal in locating teachers to fill in the classrooms during summer months. My studies in Masters of Education not only provide me strong background and research experience but also in the applications of these learnings. I also believed that my educational values and my work experiences will not only contribute advancements to myself but also effectively put these into practice. I have the earnest desire to function successfully in program development activities, teachings, and basic and applied researches in early childhood education. Attached herewith are my resume, certificates, and transcript for your reference. I look forward to hearing positive responses from you regarding this matter. Thank you for your consideration. Respectfully yours, Michelle M. Lockwood

The Great Gatsby :: English Literature

The Great Gatsby Look closely at the details presented, the snatches of dialogue, and Nick’s comments, in order to explain how Fitzgerald renders this episode in both positive and negative ways. The two-page extract from the Great Gatsby has various themes, motives and symbolism running at its roots. This essay will attempt at deciphering these symbols and clearly expressing their true meaning, as well as the course they help to create in Fitzgerald rendering this episode in both positive and negative ways. Gatsby’s house is compared several times to that of a feudal lord, and his imported clothes, antiques, and luxuries all display nostalgia for the lifestyle of a British aristocrat. Though Nick and Daisy are amazed and dazzled by Gatsby’s splendid possessions, a number of things in Nick’s narrative suggest that something is not right about this transplantation of an aristocrat’s lifestyle into a democratic America. Nick creates, through visual imagery an imaginary representation of Gatsby’s house in his readers. He expresses the beauty embedded in the gardens, â€Å"the sparkling odour of jonquils and the frothy odour of hawton†¦Ã¢â‚¬  (88) the various eras and architectural designs, â€Å"Marie Antoinette music-rooms and Restoration Salons† (88) and lastly the different themes captured by these rooms, â€Å"through period bedrooms swathed in rose and lavender† (88). The point it seems Nick tries to convey is the ridiculousness found within the very structure of Gatsby’s house. Gatsby’s ‘limited’ upbringing clearly represents his inability to string things together, which would make his house classy and reserved. Instead Gatsby combines things of different eras, expressing not his incapability of decorating but rather an attempt in reflecting his wealth through a brash and gaudy structure. Furthermore it is fairly important to consider that out of all the rooms, magnificently decorated and filled with materialism, Gatsby’s room, the one in which the most time was to be spent, was the least ‘polluted’ by materialism. â€Å"His bedroom was the simplest room of all†. (88) There also seems to be a sense of not belonging for Gatsby by the introduction of Mr. Klipspringer, suggesting that everything that Gatsby has created serves only one purpose: Daisy. It is fundamental that Mr. Klipspringer’s presence, as well as Nick’s expectations of hidden guests, â€Å"I felt that there were guests concealed behind every couch and table† (88), suggests that the very nature of his home, his very establishment is to house extravagant and careless parties, in which the magnitude of his status and wealth may be exaggerated, in the belief that Daisy may eventually realize his new status and fulfill his lifelong endeavor. Thus far Fitzgerald, through Nick, the only man to pertain to any morals, has created the idea of an unbalanced environment.

Effective Classroom Management Essay

– Some guiding principles in classroom management and their implications to teaching. – According to James H. Stronge in his book â€Å"Qualities of Effective Teachers†, some guiding principles in classroom management are the following: †¢Consistent, proactive discipline is the crux of effective classroom management. †¢Inside the classroom, we could always expect some disciplinary problems, but some teacher could immediately handle the said problems. Instead of formulating immediate medicine for the behavioral problems, the teacher should focus on how to prevent these predicaments to occur. As much as possible, lets avoid dilemmas because it’s too pathetic for us to cry over spilled milk. †¢Establish routines for all daily tasks and needs. †¢To avoid turmoil inside the classroom, the teacher must ascertain routines from the start of the class, up to the class dismissal. This could also help a lot in saving much time and effort because their work is already in routine. †¢Orchestrate smooth transitions and continuity of momentum throughout the day. †¢As much as possible, the teacher must avoid dull moments inside the classroom to motivate the students to always pay attention to the speaker. The teacher must scheme smooth transitions of activities inside and outside the classroom throughout the day. †¢Strike a balance variety and challenge in students’ activities in the classroom. †¢There should be a variation of activities inside the classroom to avoid the students and even the teacher from being bored. †¢As classroom manager, be aware of all actions and activities in the classroom. †¢Even if the teacher is not around, she is still responsible for the students. That is why she must know the things that are happening inside the classroom and what her students are up to. †¢Resolve minor inattention and disruption before they became major disruptions. †¢Disruptions seem to be part in every classroom and in every lesson. No matter how big or small the hitch is, it could still give so much distraction not only to the teacher, but foremost to the students. That is why, if the disruption is still controllable, the teacher must try to stop it before it becomes too late for her to control the situation, and worse, it could spoil the whole transition of the lesson inside the classroom. †¢Reinforce positive behavior. †¢To motivate the students to always do the good and right thing, the teacher should always pay even the simplest compliments in her students’ actions especially to the appreciating ones. †¢Treat minor disturbances calmly. †¢If a simple rising of the voice could control the simple problem, then do it. There’s no need for you to be hysterical and over-react on something that’s just under control. †¢Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process. †¢Some teachers change seating arrangement quarterly. This is to enhance interactions between the teachers and students. †¢Make good use of every instructional moment. Minimize discipline time to maximize instructional time.

Seeking the Holy Ancient Traditions, Modern Practices Free Essay Example, 750 words

ï » ¿I. Introduction (160 words) Rituals and beliefs associated with indigenous religions still are a central part of life in the Americas (both North, South, and Central). These respective spiritual practices and cosmologies are so important to the way the universe unfolds—as told from the perspective of peoples who have made such incredible contributions to society, even as modernity encroaches upon their ways of living. However, the issues of imperialism and colonization, capitalism and property rights, and a host of ideologies (including materialism, pragmatism, anthropocentrism, and logocentrism) only reinforce the idea that with these rituals and beliefs are actually being found and practiced instead of being lost and neglected forever. According to Esposito, Fasching, & Lewis (2001), â€Å"Indeed, the end of the twentieth century seems to have brought with it a period of religious resurgence, a development that defies countless theorists who predicted that the irresistible secularization of civiliza tion by the forces of modern science would lead to the disappearance of religion† (pp. 1). II. Imperialism and Colonization (200 words) Imperialism and colonization have signified total domination and victory for the oppressors, who were mainly Europeans wanting to impose their own rituals and beliefs upon the native peoples of North, South, and Central America. We will write a custom essay sample on Seeking the Holy: Ancient Traditions, Modern Practices or any topic specifically for you Only $17.96 $11.86/pageorder now Especially, the cosmology among indigenous women of North America—particularly Mexico—highlight an internal struggle between the oppressors (the Spanish) and the oppressed (the native peoples of Mexico). According to Marcos (2009), â€Å"[I]ndigenous spirituality [and] influences of feminist and Latin American ecofeminist liberation theologies [highlight] women in Mexico's indigenous worlds †¦emerg[ing] from a[n] indigenous cosmovision and cosmology. [N]ative women's fight for social justice [equals] a ‘de-colonial’ effort [where] indigenous women†¦recaptur[e] ancestral spiritualities[, discarding] the mantle of colonial religion, gender oppression, and elitism† (pp. 25). It was not too long ago that criollos used to be in charge of haciendas where the indigenous women would be subservient. With the advent of political and social advancements, these indigenous women have been able to keep their own traditi onal beliefs and rituals—oftentimes either masking them with Catholic symbols and imagery in order to resolve the difference between their own native, innate religious beliefs and practices versus the religion which was imposed upon them by the oppressors who invaded Mexico. III. Capitalism and Property Rights (100 words) Speaking of that political power which, for so long eluded the indigenous peoples of the Americas—they are only just now starting to be able to gain their rights. Usually this happens through peaceful, nonviolent protests and coordination with local leaders and religious lobbyists. According to Micon (2008), â€Å"[W]ell-paid lobbyists who develop good working relationships with legislators and mobilize their constituents are the key to religious political action organization’s impact on state government. [R]eligious political action organization[s may attempt to get more] visibility, but it jeopardizes [their plight]. [This helps them]†¦achiev[e] their goals and objectives of social change† (pp. 409-410). IV. Materialism, Pragmatism, Anthropocentrism, and Logocentrism (200 words) Materialism has often been the center of so many attitudes that comprise the crux of Western culture. It is this Western civilization and its new ideas against which many indigenous peoples revolt. According to Esposito, Fasching, & Lewis (2001), â€Å"The impressive achievements of Western civilization†¦was typically followed†¦by a religious and political backlash, manifested in a struggle for national liberation and independence as indigenous peoples sough to reclaim their autonomy and to reaffirm the value of their own ways of life† (pp. 29). Pragmatism, or common sense, is often stressed in relation to beliefs and practices in Western culture, so much so that indigenous rituals may seem unusual to outsiders. Additionally, anthropocentrism, or the idea that â€Å"the world revolves around oneself, † is also a foreign concept to indigenous peoples—who are usually focused upon the community and what is good for everyone together. This is contrary to the Western perception that everyone is an individual, to be heard. Logocentristic ideas, that speech is very important and one of the highest forms of communication, is also a Western idea contrary to the indigeous notion that there is power and communicative ability in silence. Indigenous beliefs, therefore, won’t always make sense to Westerners. V. Conclusion (90 words) Undoubtedly, indigenous rituals and beliefs were openly practiced long before the advent of Western civilization. How these manifestations of faith in various world religions—especially in the Americas—demonstrate the way that the following elements have had an effect on indigenous beliefs: imperialism and colonialism; capitalism and property rights; and, of course, a myriad of attitudes which reflect Western beliefs contrary to indigenous beliefs, such as materialism, pragmatism, anthropocentrism, and logocentrism. It is hoped, in the future, both the indigenous and Western civilizations will learn to share and appreciate beliefs. REFERENCES Esposito J. L., Fasching D. J., & Lewis T. (2001). World religions today. Marcos S. (2009). â€Å"Mesoamerican women’s indigenous spirituality: decolonizing religious beliefs. † Journal of Feminist Studies in Religion, 25 (2): 25-45. Micon J. (2008). â€Å"Limestone prophets: gauging the effectiveness of religious political action organizations that lobby state legislatures, † from the 2007 Paul Hanly Furfey Lecture. Sociology of Religion, 69 (4): 397-413.