|
|
Tuesday, May 19th, 2009
| |
7:24 am - Roach's paper
|
Natalie Mosley
May 19, 2009
Period: 03
Schoolteachers held about 4.0 million jobs in 2006. In that career field, about 1.5 million were elementary school teachers, 437,000 were preschool teachers, and 170,000 were kindergarten teachers. Each state employs about Fifty-nine percent of Preschool teachers in child daycare services, 16% in public and private educational services, and 15% religious organizations.
Expectedly, Employment of schoolteachers will grow by 12 percent between 2006 and 2016. “The supply of teachers will increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education”. The average annual salary of school instructors ranged from $43,580 to $48,690 in May 2006; Entry level earned between $28,590 and $33,070, the top 10 percent earned from $67,490 to $76,100. Median earnings for preschool teachers were $22,680 (Labor).
Teachers play an important role in developing the psyche of kids and prepare them for unknown changes in life. The educational value solidified onto the student determines their future prospects. All teachers, no matter their classification, provide tools and the environment needed for students to develop into responsible beings. “Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in subjects such as science, mathematics, or English”.
Preschool, kindergarten, and elementary school teachers play a vital role in the development of children. With art and technology, these types of schoolteachers introduce children to the basic educational necessities. Preschool children learn mainly through play and interactive activities. Kindergarten teachers also use play and hands-on teaching, but “academics begin to take priority in kindergarten classrooms”. Most elementary schoolteachers instruct one class of children in varied subjects.
Education programs for kindergarten and elementary school teachers include courses designed specifically for those preparing to teach (Labor). “Aspiring secondary school teachers often major in the subject they plan to teach while also taking a program of study in teacher preparation”. Most programs require students to perform a student-teaching internship. The National Council accredits teacher education programs for Accreditation of Teacher Education and the Teacher Education Accreditation Council (McKay).
Under the law of the government, all public school teachers are required to have a license. “Licensure is not required for teachers in most private schools”. Usually the State Board of Education or a licensure advisory committee grants licensure. With a license, Teachers will teach either “the early childhood grades, the elementary grades, the middle grades, a secondary-education subject area, or a special subject, such as reading or music” (McKay).
Requirements for regular licenses to teach kindergarten through grade 12 vary by State. However, all States require general education teachers to have a bachelor’s degree and to have completed an approved teacher-training program with an arranged number of subjects and education credits, as well as supervised practice teaching (Labor). A number of States require that teachers obtain a master’s degree in education within a specified period after they begin teaching (McKay).
Many States have “reciprocity” agreements that make it easier for licensed teachers in one State to become licensed in another (Labor). Requirements for public preschool teachers are more strict than private preschool teachers. Nearly all states now offer alternative licensure programs for teachers who have a bachelor’s degree in the subject they will teach, but who lack the necessary education courses required for a regular license (McKay). Other programs provide teachers for urban and rural schools that have difficulty filling positions with teachers from traditional licensure programs (Labor).
Alternative licensure programs intend to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs and those changing from another career to teaching. In many States, vocational teachers have many of the same licensure requirements as other teachers (McKay).
Although some aspects of the job are quite horrible, I want to be a teacher. As a preschool teacher, I can develop a metabolism in kids to become something great then themselves.
Where they can look back on their past mistakes to make changes and learn from them instead of running away. So that way they can understand that being, a grownup is not an ending to a life but a beginning to a new journey waiting for them to succeed into something the whole world could look up to.
Works Cited
Labor, The US Department of. "Occupational Outlook Handbook." 14 April 2007. 2008-09 Edition, Teachers—Preschool, Kindergarten, Elementary, Middle, and Secondary. 18 May 2009 .
McKay, Dawn Rosenberg. Teacher: Career Information. 20 February 1997. 17 May 2009 .
|
|
(comment on this)
|
| Tuesday, May 1st, 2007
| |
11:06 am
|
motivation, movement, movie, motility,
Latin Pronunciation English Meaning Derivatives
auxilium, -i, n. help, aid auxiliary
disciplina, -ae, f discipline, training discipline, disciple
discipulus, -i, m.
(discipula, -ae, f.) student
exemplum, -i, n. example exemplary, exemplify
matrona, -ae, f. matron, married woman matronly, matron
memoria, -ae, f. memory memorial, memorize, memento
verbum, -i, n. word verbose, verbal, verbiage
augeo, augere, auxi, auctus increase auction, augment, Augustus
doceo, docere, docui, doctus teach document, doctor, indoctrinate, docile, doctrine
exerceo, exercere, exercui, exercitus exercise exercise
habeo, habere, habui, habitus have, hold habit, exhibit, prohibit, ability, habitual, able
maneo, manere, mansi, mansurus stay, remain manor, manse, mansion, permanent, remainder, remnant
maturo, maturare, maturavi, maturatus hasten, hurry premature, immature, maturity, demure, maturation
moneo, monere, monui, monitus warn admonish, admonition, demonstrate, monitor, monster, premonition
moveo, movere, movi, motus move automobile, automotive, commotion, emotion, emotional, immobile, locomotion, mobile, mobility, mobilize, motor, motive, movable, remote, promote, remove
teneo, tenere, tenui, tentus have, hold (physically) tentacle, tenacious, tenacity retain, retention, obtain, attention, attain
terreo, terrere, terrui, territus scare, frighten terrific, terrify, terrible, deter, terrorism, terrorize
timeo, timere, timui, -(no 4th part) fear timid, timidity, intimidate, intimidation, timorous
video, videre, vidi, visus see advise, evident, provident, visible, revise, revision, visor, visual, visible, vista
semper always (Semper Fidelis - motto of the U.S. Marine Corps)
|
|
(1 Thinkscomment on this)
|
| |
10:57 am
|
|
| |
10:57 am
|
|
| Wednesday, January 17th, 2007
| |
12:49 pm
|
|
| |
12:48 pm
|
|
| |
12:47 pm
|
|
| |
12:44 pm
|
|
| |
12:43 pm
|
|
| |
12:41 pm
|
|
| |
12:40 pm
|
|
| |
12:39 pm
|
|
| |
12:39 pm
|
|
| |
12:29 pm
|
|
| |
12:28 pm
|
|
| |
12:28 pm
|
|
| |
12:23 pm
|
|
| |
12:22 pm
|
|
| |
11:06 am
|
|
| Monday, November 20th, 2006
| |
11:10 am - Remember this when get home
|
This version of La Belle Dame was written in the fourteenth century by Alain Chartier. I'm working on an English translation, so if anyone has one I'd appricate it!!
Naguère, chevauchant, pensaie
Comme homme triste et douloureux,
Au deuil où il faut que je soie
Le plus dolent des amoureux,
Puisque, par son dard rigoureux,
La mort me tollit ma maîtresse
Et me laissa seul, langoureux
En la conduite de Tristesse.
Si disais: "Il faut que je cesse
De dicter et de rimoyer,
Et que j'abandonne et délaisse
Le rire pour le larmoyer.
Là me faut le temps employer,
Car plus n'ai sentiment ni aise,
Soit d'écrire, soit d'envoyer
Chose qu'à moi ni autre plaise.
Qui voudrait mon vouloir contraindre
À joyeuses choses écrire,
Ma plume n'y saurait atteindre,
Non ferait ma langue à les dire.
Je n'ai bouche qui puisse rire
Que les yeux ne la démentissent,
Car le coeur l'envoirait dédire
Par les larmes qui des yeux issent.
Je laisse aux amoureux malades
Qui ont espoir d'allégement
Faire chansons, dits et ballades,
Chacun à son entendement,
Car ma dame en son testament
Prit à la mort, Dieu en ait l'âme,
Et emporta mon sentiment
Qui gît o elle sous la lame.
Désormais est temps de moi taire,
Car de dire suis-je lassé.
Je veux laisser aux autres faire:
Leur temps est; le mien est passé.
Fortune a le forcier cassé
Où j'épargnaie ma richesse
Et le bien que j'ai amassé
Au meilleur temps de ma jeunesse.
Amour a gouverné mon sens:
Si faute y a, Dieu me pardonne;
Si j'ai bien fait, plus ne m'en sens,
Cela ne me toult ni me donne,
Car au trépas de la très-bonne
Tout mon bienfait se trépassa.
La mort m'assit illec la borne
Qu'oncques plus mon coeur ne passa."
En ce penser et en ce soin
Chevauchai toute matinée,
Tant que je ne fus guère loin
Du lieu où était la dinée;
Et quand j'eus ma voie finée
Et que je cuidai héberger,
J'ouis par droite destinée
Les ménétriers en un verger.
Si me retrahis volontiers
En un lieu tout coi et privé,
Mais quand mes bons amis entiers
Surent que je fus arrivé,
Ils vinrent. Tant ont étrivé,
Moitié force, moitié requête,
Que je n'ai oncques esquivé
Qu'ils ne me mènent à la fête.
À l'entrer fus bien recueilli
Des dames et des demoiselles,
Et de celles bien accueilli
Qui toutes sont bonnes et belles;
Et de la courtoisie d'elles
Me tinrent illec tout le jour
En plaisant paroles nouvelles
Et en très-gracieux séjour.
Dîner fut prêt et tables mises.
Les dames à table s'assirent
Et quand elles furent assises,
Les plus gracieux les servirent.
Tels y eut qui à ce jour virent
En la compagnie liens
Leurs juges, dont semblant ne firent,
Qui les tiennent en leurs liens.
Un entre les autres y vis,
Qui souvent allait et venait,
Et pensais comme homme ravi
Et guère de bruit ne menait.
Son semblant fort contretenait;
Mais Désir passait la raison,
Qui souvent son regard menait
Tel fois qu'il n'était pas saison.
De faire chère s'efforçait
Et menait une joie feinte,
Et à chanter son coeur forçait
Non pas pour plaisir mais pour crainte,
Car toujours un relais de plainte
S'enlaçait au son de sa voix;
Et revenait à son atteinte
Comme l'oisel au chant du bois.
Des autres y eut pleine salle,
Mais celui trop bien me semblait
Ennuyé, maigre, blême et pâle,
Et la parole lui tremblait.
Guères aux autres n'assemblait;
Le noir portait et sans devise,
Et trop bien homme ressemblait
Qui n'a pas son coeur en franchise.
De toutes festoyer feignait,
Bien le fit et bien lui seyait;
Mais à la fois le contraignait
Amour qui son coeur hardoyait
Pour sa maîtresse qu'il voyait,
Que je choisis lors clairement
À son regard qu'il assoyait
Sur elle si piteusement.
Assez sa face détournait
Pour regarder en autres lieux,
Mais au travers l'oeil retournait
Au lieu qui lui plaisait le mieux.
J'aperçus le trait de ses yeux,
Tout empenné d'humbles requêtes;
Si dis à part moi: "Si m'aid' Dieux,
Autel fumes comme vous êtes".
À la fois à part se tirait
Pour raffermir sa contenance,
Et très-tendrement soupirait
Par douloureuse souvenance.
Puis reprenait son ordonnance
Et venait pour servir les mets,
Mais à bien juger sa semblance,
C'était un piteux entremets.
Après dîner on s'avança
De danser, chacun et chacune,
Et le triste amoureux dansa
Adès o l'autre, adès o l'une.
À toutes fit chère commune,
O chacune à son tour allait;
Mais toujours retournait à une
Dont sur toutes plus lui chalait.
|
|
(comment on this)
|
|
|
|
|