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Introduce your paper with relevant details. Your introduction is important because it gives readers a first impression of your paper. That is why it is important to use your introduction wisely. After your introduction, you will need to explain the philosophical argument or concept that you are planning to refute or support. Otherwise, your professor may consider your argument to be less effective. Stick to the relevant details of the argument.

Do not explain things that you do not plan to argue against in your paper unless they are absolutely necessary for understanding your point. After you have provided a clear explanation of the philosophy, you will need to move on to your evaluation.

Your evaluation should work to support your thesis at all times. Do not go back and forth between positions or contradict yourself at any time. Stick to your position no matter what.

For example, if you are arguing that beauty and virtue are unrelated, then you might give an example of a convicted criminal who many consider to be beautiful. Anticipate objections to your argument.

Try to identify the strongest objections that an opponent might use to refute your argument and develop responses to these objections. Focus on handling the three biggest objections that your opponents might raise. For example, if you are arguing that beauty and virtue are not related, then you might identify an objection that some studies have demonstrated that some men are less attracted to women with undesirable personality traits, despite their beauty.

Conclude your paper in a meaningful way. Conclusions are also important because they provide an opportunity for you to summarize, clarify, and emphasize one or more important parts of your paper.

Try to conclude your paper in a way that will help your readers to see the relevance and significance of your paper. Put your paper aside for a few days. Revising is easier if you can take a break from what you have written for a few days. After you return to the paper again, you will have a fresh perspective that should help you to improve the content of your work more easily than if you had attempted to revise it right away.

If possible set aside your paper for at least three days, but keep in mind that even setting aside your paper for a few hours before you revise is better than nothing. Read your paper with an eye towards content and clarity. Revision is not about fixing typos and grammatical errors. Revision is about seeing what you have written with new eyes and being willing to make major changes, additions, and deletions if it will improve the content of your paper.

Do your arguments hold up? If not, how might you improve them? Are the concepts in your paper clear and easy to understand? If not, how might you clarify these concepts? Ask someone to read your work. Having someone else take a look at your paper can also help you to improve your work.

Someone who is not too familiar with philosophy may also help you to identify areas where you could offer more helpful details. Try asking a classmate or friend preferably someone who you know to be a good writer to take a look at your paper and give you some feedback.

Many universities also have writing centers where students can make an appointment and get some feedback from a trained writing tutor. This can also help you to develop effective strategies for revising your own work. You can also make an appointment with your professor if he or she is willing to provide feedback before you submit the paper.

Just make sure that you request an appointment at least one week before the paper is due. Otherwise, your professor may not have time to meet with you. Polish your work with proofreading. Proofreading is the final step in the writing process where you check for minor errors and correct them as needed.

These little errors can distract your readers, so take time to proofread your work before you submit your final draft. Try reading your paper out loud or reading it backwards one sentence at a time. Mark any errors you find with a highlighter or pencil. Not Helpful 2 Helpful 0. Include your email address to get a message when this question is answered. Through this relationship, a fair, democratic environment based on trust and caring can be established in the classroom, making it possible to interact confidently and safely in an academic setting.

Once this foundation is established, the educator has already accomplished a major goal: Demonstrating these ethically correct behaviors in the classroom and expecting students to model them prepares them for adult interaction and survival in the future. Academic learning must begin with motivation and inspiration. Students deserve an educator's passion for both the subject at hand and learning as a whole.

Teaching and learning become a simultaneous journey for both the teacher and students when students' energy is aroused by a teacher's genuine intensity for learning, because everyone is ready and willing to participate in active learning. To achieve active learning, a teacher must demonstrate enthusiasm and express confidence in the students' abilities to learn and be successful.

Employing constructivist methods of teaching in one's classroom forces students to take an active role in their education by making choices and assuming responsibility for intelligent inquiry and discovery.

For instance, discussions, projects, and experiments ensure student achievement and allow students and the teacher to discover individual student's preferences and strengths. This approach facilitates differentiated activities for each student's distinctive ambitions, making the subject more relevant to every student's life.

Personal growth is accomplished when a teacher adopts a mentoring role. Displaying warmth and compassion shows students that teachers love them and are empathic, feeling human beings. One-on-one mentoring involves personal conversations about goals, and taking time to share ideas and experiences. To be a mentor to every student, a teacher must project positivity, exhibit flexibility and confidence, set high expectations for oneself, and demonstrate fairness and consistency.

In doing so, students can see appropriate adult behaviors first-hand and begin to emulate them as they mature. I believe that all children have the ability to learn and the right to a quality education. All youths, regardless of gender, race, ethnicity, and capabilities should have the opportunity to learn from professional, well-informed teachers who are sophisticated and knowledgeable, both in their area of expertise and life.


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My Education Philosophy - My Educational philosophy is defined in becoming a teacher as a set of ideas and beliefs about education that guide the professional behavior of educators.

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Philosophy of Education (Example #1) My personal goal for my future classroom is to challenge students and watch them grow to their full potential. I want to take students at different levels and see them develop together for the.

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Philosophy of Education Paper EDUC Foundations of Education University of Wisconsin- Stout Marketing-Business Education Spring Abstract The main goal of a Marketing-Business teacher is to expand the business knowledge within the students you teach. This should be done by realistic marketing and business activities and experiences. ED Personal Philosophy Paper Example 5 Student Name ED Introduction My philosophy of education was formed at a young age as a result of my experiences in school, and consequently is has been undoubtedly flawed. I was a dedicated, motivated, student, philosophy_example_5.

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- Philosophy on Education Education what is it. Is it only, how it is defined, as the imparting and acquiring of knowledge through teaching and learning. Is education only something you receive in . My Philosophy of Education essaysI believe the purposes of education are necessary for the child to live a successful life. Not only do children learn mathematics, science, history, or english at school, they also learn the social economics and the development of speaking. Everything taught in sch.