I believe that a good coach should have a set of principles that he believes to the core and stands by. Philosophies for coaching and Development The most important factor in developing a player is belief. Your players must believe they are capable of being great. Not only must the players believe in themselves, you must also believe in them.
They want to know what you plan to do in a classroom, and why you plan to do it that way. They want to know, in effect, that you have principles that you try to follow as a teacher; that you can articulate these principles which means that you can act on or change them deliberately, not just doing trial-and-error teaching ; and that you can take educational actions and explain those actions to others including your students, if they asked.
Thus the readers of this kind of writing often need to see as much about your practices as about your "philosophy. Learning good strategies for articulating your principles and practices will be useful in writing cover letters for job applications where your "teaching philosophy statement" might be a paragraph or twofor discussions in interviews, for statements on your syllabus, for opening discussions in faculty development workshops.
Writing about teaching is always writing-about-my-teaching-at-this-moment: Write about your teaching, and nudge the "philosophy" out of that writing.
Starting with the specifics also helps in a more practical way: Many of us these days believe in teaching in a "student- or learning-centered classroom"; however, each of us may mean something slightly different by that phrase, and the differences are crucial both to our own "write-to-learn" reflections and to standing out from the crowd in a competitive situation.
The steps I articulate below are adapted from workshops I have facilitated for new and continuing faculty members. I think you may not benefit as much from reading over the rest of this page as from getting out a pen or keyboard and doing the steps in the order given.
Also, the best way to find out whether these approaches will work for you is to try them out. Or would you rather bookmark this page and come back to it? Narrate experience Choose one or two of the following prompts, and write for minutes on each one.
Treat this as a freewriting exercise to be done quickly, without editing or censoring, without worrying whether you get off topic.
Describe ten minutes recently when you really felt like a successful teacher: Do some reflective writing that grows out of the narration. Review what you wrote for Step 1. Write for a minutes in response to one or more of the following questions.
What does the experience say about your perspective on You might also attend to the why of these beliefs: How did your experiences as a student or at other points in your life affect these beliefs?
Note that you can have a principle about resisting having a single principle, at least in one context or another! Write a four-sentence teaching statement as a starting pointconcisely blending examples from Part 1 with principles from Part 2.
Those of you who find models helpful might try one of the following patterns: Write two sentences describing an event, and then two explaining different pedagogical beliefs exemplified therein, OR Write a philosophy sentence followed by a "For example" sentence.
Try writing a few of these four-sentence bits: A Note on "Theory": In most cases, your own language -- as precise as you can make it but not necessarily involving jargon or "official" terminology -- will meet the expectations of your audience.
If at all possible, find a partner or two who will do these steps with you. Seeing their responses -- which will represent honest, interesting, respectable, useful approaches that differ in some important ways from what you wrote -- will help you all see your own perspectives more clearly.
You may spot an idea that is important to you but that you had forgotten or overlooked. A Note on Application Letters: In applications for tenure-track college or university positions in English Studies, application letters tend to be 1. In applications for adjunct or temporary university positions, and for some community college permanent positions, application letters tend to be about 1 to 1.
In any application, remember that your goal is to demonstrate that you can do the job in front of you, not that you could do the job behind you. A "philosophy statement" is understood to be a broad-ranging description of key elements to your current teaching.
In an application letter, you have the ability to tune your writing more precisely to show that your current principles and practices will or can be shifted to fit the institution, department, and students with whom you hope to work.
Review it the way you might re-check your map halfway to your destination, as it can help remind you of what you see as important.A NEW PHILOSOPHY OF COACHING HOCKEY 11 The art of teaching lies in knowing for what activity (a technical move, a tactical behavior or a complex competition) the player is prepared for at a particular stage of physical and mental development.
Download-Theses Mercredi 10 juin Writing a teaching philosophy statement can be a strange and intimidating exercise for many academics who are well-trained in writing scholarly articles about research, but less accustomed to writing personal narratives or writing about teaching.
regardbouddhiste.com Gallery of Books And Toys courtesy Arvind Gupta the Toy Maker. Have fun and learn through Toys and Books. Page by Samir Dhurde. As a follow-up to Tuesday’s post about the majority-minority public schools in Oslo, the following brief account reports the latest statistics on the cultural enrichment of schools in Austria.
Vienna is the most fully enriched location, and seems to be in roughly the same situation as Oslo. Many thanks to Hermes for the translation from regardbouddhiste.com Balance is the foundation to all fundamental hockey skills, a coach that can help new players become balanced will set the foundation for faster development in skating, shooting, stickhandling, power and speed.