英国留学教育学硕士专业PS范文doc.docx
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英国留学教育学硕士专业PS范文doc.docx
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英国留学教育学硕士专业PS范文doc
英国留学教育学硕士专业PS范文
ost
important
element
of
my
classroom,
my
office,
or
my
home
is
a
personal
relationship.
I
have
figured
this
out
on
examination
of
my
activities
in
high
school
(youth
group
regional
president),
college
(telephone
crisis
counselor,
resident
advisor),
or
profession
(teacher).
As
a
teacher
I
made
a
point
of
getting
to
know
every
student
in
my
classes
personally.
It
quickly
became
my
experience
that
students
were
more
willing
to
learn,
work,
and
excel
when
they
were
appreciated
as
individuals
and
when
they
knew
that
the
adult
in
the
classroom
genuinely
liked
them.
After
a
few
years'
experience
teaching
seniors,
I
accepted
a
teaching
job
at
the
middle
school
with
the
freshman
class
that
had
just
learned
they
would
not
physically
be
moving
to
the
high
school.
How
would
I
motivate
and
get
to
know
these
kids?
Everything
that
I
had
ever
heard
about
or
remembered
about
9th
grade
made
me
want
to
turn
and
run.
But
what
convinced
me
to
take
this
job
was
technology.
In
my
interview
I
learned
that
instead
of
the
library,
I
was
to
use
the
Internet
(the
what?
).
I
was
told
that
I
would
receive
a
laptop
computer
(aren't
those
the
things
that
people
with
"real"
jobs
used?
)
and
that
the
kids
could
teach
me
anything
I
needed
to
know.
Computers
became
my
thing.
Immediately
I
began
to
learn
how
to
surf
the
Internet
from
8th
and
9th
graders
(Sanj
and
Judy
said
I
was
teachers'
pet).
My
kids
opened
up
and
set
aside
their
raging
adolescence
to
use
technology
to
help
me
and
help
each
other.
As
the
year
with
the
freshmen
continued,
I
was
overjoyed.
First,
my
kids
and
I
had
the
best
rapport
in
years
(gosh
Miss
Glazer,
are
all
of
your
PowerPoint
slides
gonna
look
the
same?
).
Second,
my
creativity
in
teaching
increased
as
new
doors
were
opened
to
me
and
in
turn
to
my
students
(conspiracy
takes
on
a
whole
new
meaning
when
the
Internet
is
your
primary
source).
Third,
I
was
learning
new
and
exciting
things.
I
had
finally
found
a
combination
of
skills
that
affected
my
students
in
such
a
positive
way
that
I
knew
I
had
to
share
my
findings.
I
have
since
taken
my
computer
knowledge,
instructional
design
ideas,
plus
my
emphasis
on
personal
relationships
and
applied
it
to
teachers
and
students
in
my
district
and
other
districts
in
the
North
Texas
area.
Through
the
Learning,
Design,
and
Technology
program
at
Stanford
University
I
hope
to
continue
on
the
route
that
started
for
me
at
the
middle
school.
I
know
that
I
will
learn
new
things
and
have
an
opportunity
to
apply
them
to
educational
settings.
I
also
know
that
I
will
be
able
to
establish
relationships
with
colleagues,
professors,
and
other
students.
Although
a
master's
degree
is
the
short
term
goal,
I
believe
that
my
long
term
goal
remains
the
same
as
when
I
began
using
technology
in
my
classroom
three
years
ago:
to
see
students
better
educated
through
a
curriculum
infused
with
technology
by
teachers
who
do
not
lose
sight
of
the
personal
relationships
that
benefit
all
kids.
This
long-term
goal
may
be
achieved
by
working
in
a
single
school,
a
school
district,
or
an
educational
center.
It
may
be
reached
by
teaching
new
teachers
on
the
university
level,
by
instructing
at-risk
students
in
a
county
after-school
program,
or
by
designing
a
terrific
new
classroom
model
and
implementing
it
through
a
regional
education
lab
with
a
grant
from
the
U.S.
Department
of
Education.
Whatever
the
job,
my
aim
remains
the
same
and
as
it
did
years
ago
with
my
freshmen,
I
feel
certain
that
I
will
use
any
situation
to
fulfill
my
goal
to
benefit
students.
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