WK1Assgn
Welling T
August 31, 2019
Dr. Melody
Moore
Teaching
This will be an examination in a couple portions. First is a way to introduce myself to the class, providing very brief information about myself to allow the class to become comfortable.
Paragraph 1
I was born in Tiffin Ohio but have lived all over America because I am working on academic research projects. I have lived in Colorado, New Mexico, Arizona, Florida, California, and WA State. I have a research think tank, which takes up a huge amount of my time.
My interests include researching history, physics, anthropology/archaeology, mathematics, ancient cultures, etc. to name a few.
The goals of this course are to obtain a firm grasp of the fundamentals of the subject. What is the subject to find out what the working portions and in effect gears of this subject are. The goals and expectations of the subject are to finish this class with a solid foundation of what the subject is, in order to progress forward in your future education to build on what you learned in this class.
However, once a solid foundation of the subject is achieved, how that subject applies to you and your future career in substantive posts is encouraged (Stallman, H. M. (2010). The foundation of the subject and brief examples how it applies to your life is acceptable.
In the field of Psychology, what is the definition of the word. In about 20 of the 50 versions of Greek from Proto through classic to part Greek Latin the definition is actually the “stuff” which allows for cognitive thoughts. Which is actually electricity and the quantum field. But that is the definition of the first word. The second word ology is Latin for the study of. So Latin first is last, last is first, mind the study of become, the study of the mind.
Paragraph 2
In a classroom I would be teaching in, my goal would be to have a generalized application of the topic of each classroom but be open to where the discussions go. Of course, have a recording of the lecture in order to be able to follow up on some of the ideas presented in the class.
To have information and expressions of the topic brought up but stick on topic. But not be so ridged that my understanding of “on topic” does not mean everyone has the same definition of “on topic”. Which is where many militant teachers have torturous classrooms, they want their students to only talk about what they want to talk about in class and not deviate one letter from what they have decided is the topic. Break the trust of the class and it becomes close to impossible to win the trust back. Build an academically friendly classroom.
Different people need different aspects of the following applications (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). Each word and meaning per culture have different meanings. It is in part the teacher’s job to find out how to interact with each student. How do they need the following applied to them (Svinicki, M., & McKeachie, W. J. (2014).
Patient, caring, and kind personality
Knowledge of learners
Dedication to teaching
Engaging students in learning
My introduction fosters my classroom by my own struggles with academics and my understanding of struggles any student may have.
Response
Private Email
Most of the western world operate based on puritan values, it is a collective group think set of rules and regulations which allow for specific types of boundaries within the framework of appropriate responses. Mentioning nudity, intimacy, and similar those who consciously and subconsciously align themselves with puritan rules will be deeply offended by said words used. In some puritan cultures the mere mention of said actions and activities can be interpreted as a breaking the academic code of conduct. All references to intimacy, some words used can be defined as a #metoo crime. Please keep said in mind in future posts, keep the posts G rated.
In class post
Several of the topics regarding nudity and intimacy are not only off topic but are offensive to some people, refrain from any further references to any subjects not allowed by the motion picture arts and sciences defending of G rated.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Svinicki, M.,
& McKeachie, W. J. (2014). Introduction. In McKeachie's teaching tips:
Strategies, research, and theory for college and university teachers (14th ed.,
pp. 3–5). Belmont, CA: Wadsworth.
Svinicki, M.,
& McKeachie, W. J. (2014). Meeting a class for the first time. In
McKeachie's teaching tips: Strategies, research, and theory for college and
university teachers (14th ed., pp. 19–25). Belmont, CA: Wadsworth.