I have addressed the organizations guideline through my course in Organizational Behavior Principles. And I have addressed the guideline about diversity through my many courses dealing with culture. I want to combine the more specific focus on marketing with a more general focus on ethnic groups and culture, or the context in which marketers operate. Although the courses that provide these ethnic and cultural perspectives are not in my concentration, they do provide important background for my concentration, given my goals to focus on marketing to diverse populations.
These courses will help fulfill my general goals of completing a bachelor degree in marketing, and gaining a focus to better understand ethnic groups within the U. These guidelines state that students need to show knowledge in the following: This includes fulfilling the minimum general education requirement as stated by SUNY.
Recommended studies could include: These types of studies are important so students are prepared to understand consumers, the market, and to be able to present and communicate well with clients. I have these important background studies in my degree: Many of my general education courses helped to create my liberal arts associate degree. I have covered nine of the ten general education areas with over 50 credits of general education. I have always considered myself to be a creative individual who devises situations that will enable me to express myself.
I have researched the following job descriptions in my current workplace and believe that a bachelor degree will help me move toward these careers: The ability to effectively communicate with my colleagues through written communication, and to use computer application programs to heighten my presentations, the understanding of the specific demographics that we need to reach, and knowing the proper marketing plan to implement will all collectively aid in my ability to develop a successful professional career in marketing.
The decision to attend SUNY Empire Online may not perhaps be the most traditional method, but was by-far the best decision to complete my education. In certainty, having the knowledge and fortitude to successfully move up the ladder to a career that I will enjoy for many years to come was my motivation.
Currently, at my job there will be tremendous opportunities for growth in the multi-cultural communities in the California regions; this coupled with an Empire State College Business Degree with a concentration in Marketing will enable me to be more competitive as I strive to climb the ladder of success.
The student provides personal reasons that motivated her to complete a degree. The student clearly states her Area of Study and Concentration. We are rarely taught conditionally: Teaching is Listening, Learning is Talking. When I lay out my vision of the real goals of education in an orderly looking list, like I did on page 1, I worry about what people, teachers in particular, will do with it. I worry about what they will interpret it to mean about teaching.
I don't believe that you can separate teaching from learning. I know that it would be pretty easy for someone to take the goals I believe in and contort them so they fit nicely and easily into a lecture-based curriculum designed to be assessed with a standardized, multiple-choice test.
But being a teacher—and building a system of education, for that matter—is about taking these goals and creating the best possible environment for supporting kids and learning.
It is not about taking these goals and finding a way to fit them into the traditional methods of schooling. Here's an example of how educators can miss the point: There are people who believe that learning to be a moral human being is the most important goal of education. So all these curricula have been developed around teaching moral character. Then there are multiple-choice tests to assess whether the kid knows what is moral and what is not.
Morality is this huge, hands-on, real-world issue, and well-intentioned schools are taking the students' hands and world right out of the equation. Just having the right goals is not the answer.
It is how you reach those goals— the act of teaching —that is so critical. But while they're learning these things, most kids are not making one democracy-inspired decision throughout their entire 12 years of schooling.
Most kids either aren't allowed to or don't believe they have the right to make decisions about anything significant during the years they are in school. So, to me, if we're trying to teach kids about the importance of democracy and being good citizens and about voting and all that comes with it, we really should be giving kids the opportunities to make real decisions and take real responsibility for what is going on around them.
They should actually be voting, not just talking about it. The act of being a teacher is the act of taking the goals I've described and then using your skills and love for kids to figure out how to create the best environment to help your students reach those goals. At the same time, you have to remember that every kid approaches learning in an individual way and will meet those goals in that individual way.
And every kid is coming to you with his own personal baggage that may have to be worked through before he can even begin to learn what you are trying to teach him. The teacher's role is to find what that way is for each kid. Teaching becomes figuring out how to see and listen to each kid, one kid at a time , so that the kid can reach the goals for himself or herself. It is about finding the right relationship between the student and the adult, the relationship that works well for both of them.
And, most importantly, teaching cannot happen in a vacuum. The community and the child's family must be included in every way possible. Teaching is so much more than I ever thought it would be. Unfortunately, to most people, teaching is the giving of knowledge. What are you going to tell the students? What is your expertise? But teaching is really about bringing out what's already inside people. At The Met, we have completely redefined teaching. Our teachers are not simply givers of knowledge, but adults who inspire the students to find their own passions and their own ways of learning and who provide support along the way.
Not by being a charismatic lecturer, but by being a great coach, role model, motivator, advisor, and, yes, teacher. Not by showing students where to find the knowledge in the textbook, but by helping them find the knowledge in the real world.
Not by giving kids the answers, but by brainstorming with them about how to solve the problems. Not by telling students what they have to read, but by letting them choose their own books, based on what they are interested in. Not by getting students to write papers that meet a certain set of classroom, school, or state standards, but by working with them one-on-one to revise their papers until they feel good about what they've written and it meets their own standards.
At The Met, advisors are an integral part of an environment that allows students the freedom to find themselves with the support and motivation of inspiring adults. This, to me, is exactly what a school should be. When we hire teachers at The Met, we do it in this really democratic way, with all of the staff and some students involved in the decision making.
Our main criteria for new teachers are that they love and are committed to kids, and that they themselves are lifelong learners. When I am interviewing someone, I ask myself, is this a person who can be a role model to a kid through his or her own excitement about learning? I also try to see how they interact with kids. Are they relating to them and respecting them? If I get a chance to observe candidates in a teaching context, I am more interested in where their attention is than I am in how good the lesson is: Are they more interested in the content or the sound of their own voice than they are in the kids sitting right in front of them?
We have plenty of people who can teach what they know, but very few who can teach their own capacity to learn. I once had a teacher who taught a class on the Bible, not as a religious work but as a piece of literature, and she had never really studied it before. She told me later that, during that class, she was the best teacher she had ever been, because she was on the same level with her students—she was experiencing it all for the first time right along with them.
Another time, I had a home economics teacher who had to teach math to a small group of students who were struggling. She herself was not very good at math. I would watch her sitting with those six girls, and they'd be figuring out those problems together. She was comfortable with the students knowing that she didn't know everything. She was comfortable with the idea that she was not just there as question answerer, but as a role model who could show kids how to find the answers.
She wasn't yelling at them about why didn't they understand it; she didn't get impatient with their lack of knowledge. She really went through the learning experience with them. And they went through it with her. This is not to say that teachers shouldn't know content. The more knowledge you have, the easier it can be to learn more because you know which questions to ask.
But I believe that knowledge can also get in the way sometimes. It's terrific for teachers to have depth in a certain area, as long as they don't just hand it over. They have to use that deep understanding to help their students discover the learning on their own.
Teaching and learning are about problem solving. Education is the process by which you put teachers and learners in the best possible environment for them to do this together. And the best possible environment is one where people feel safe, supported, and respected, and where kids and adults are excited and passionate about learning. Questions to Further This Conversation. If so, how would you go about explaining the concept to someone who may not be as convinced?
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Essay about Educational Goals and Philosophy. Educational Goals and Philosophy Teaching is a complex occupation that requires as much empathy and emotion as it does educational skill.
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May 17, · Goals Essay Outline This essay is part of the Rainier HS portfolio, which is a graduation requirement. This essay will receive both an English class grade (using the 6-traits rubric) and a completion score in Advisory. - Progress Report Of My Educational and Career Goals I am writing to bring you up to date on the progress that I have made on my educational goals, career goals, goals completed, goals in progress, .