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Essay / Research Paper Abstract
A 4 page discussion of the impetus for teaching adolescents in high needs schools. This paper contends that teaching method can overcome the problems associated wit these schools. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: AM2_PPedTeacherMotivation.rtf
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Unformatted sample text from the term paper:
the most challenging professions in our modern world. Personal motivations for becoming a teacher are, obviously, quite varied. Seldom, however, do these motivations evolve around financial rewards!
From my own perspective, I want to become a teacher not only because I love and treasure children but because I want to make a difference in their lives!
While few teaching duties could be classified as mundane, teaching adolescents in particular ranks well up the scale in terms of the challenges that could be anticipated. When these
adolescents are in a high-needs school, the challenges and the potential rewards become even more exciting. High-need under-resourced districts are a
problem in education but money is certainly not the only determinant of educational success. Education, after all, is structured around both visible elements of the educational process and invisible
elements. The books, desks, classroom organization, and course plans that are found in schools around the world are examples of the visible elements of education. In the original
edition of "Life in Classrooms" (published in 1968 and last reprinted in 1990), sociologist Philip Jackson introduced the phrase "hidden curriculum" to describe the other elements that were at play
in the educational process. These invisible elements, the so-called "hidden curriculum", consist of such factors as the expectations that are being placed on the student, the techniques that are
used to motivate the student, and the particular learning styles of the student. In many respects the hidden curriculum revolves around societal expectations, expectations that require the student to
conform to societally approved norms and mores, a process that necessitates the students acceptance of:
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