Education Philosophy

When people hear “education,” they typically visualize a teacher instructing a PowerPoint in front of uninterested students; however, education is has a deeper meaning than an instructor babbling to a room of children. Education is meant to aid us in becoming critical thinkers and prepare for the global marketplace. It helps us mature into independent young adults as well as become tolerant of other people’s opinions. It pushes us out of our comfort zone and ultimately discover unique traits about ourselves. Our learning forms us into creative, distinctive individuals who are academically and culturally prepared for society.

My belief is students are to have self-motivation instead of depending on the facilitator to encourage them. It is a student’s responsibility to think outside of the box and decipher his or her own strengths in addition to handling his or her weaknesses. In my classes, students typically have an “aha moment” when they finally grasp the concept of a particular lesson. This moment should be the goal of every pupil in the classroom.

The teacher is the captain of the ship. He or she should be demanding, as well as nurturing. The educator’s role is to challenge students and inspire them to think from diverse perspectives. A teacher’s duty is to respond to a scholar’s questions with a question so he or she can eventually answer his or her own query with a series of thoughts. It is the instructor’s function to open the doors of knowledge for the learner.

In the classroom, the teacher and the student have a direct relationship. As the educator lectures, the apprentice must listen. When the instructor introduces a new lesson, the pupil must be open to this fresh information. After all, these two share a similar goal: expand knowledge and prepare for the future.

Personal Goals

Becoming a successful adult has always been the focus image since I was a young girl. Through all of the hardships and prosperities, I’ve maintained a positive mindset in order to achieve this ambition. I plan to remain focused on the principal image: being a mature scholar who will evolve into a fruitful young woman. I will concentrate on sustaining a 3.9 GPA and graduating in the top ten percent, as well as succeed in receiving scholarships and focus on my schoolwork. These immediate goals allow me to center my attitude on improving my academic skills.

My idyllic life in five years will include an accounting degree and landing my first job in a popular business, as well as moving into my first condo. After participating in various internships, community service activities, and accumulating skill, acquiring a career in accounting should not be challenging. Although I will be making starting salary, I am determined save at least ten percent of my income and invest in certain businesses for future benefit. I will also use my savings to move into a spacious condo located in the suburbs since my earnings will not be able to cover the cost of living in any urban area. By the age of 22, the beginning stage of my life should transition efficiently.

In 2024, I plan to purchase my first home with a new family. I’ve constantly envisioned myself being married and starting my own family after accomplishing a steady profession and reliable income. Once I move in our house, I will return to college and shift my concentration to psychology because I’ve always had a passion for learning about mental functions and behaviors. I desire to attain at least two degrees in different fields in order to increase my chances of being successful and fulfill all of my dreams.

 

Social Issue – Reward vs. Punishment: Which is the Better Motivator?

In a perfect society, children are self-motivated to pursue their interests and achieve their own goals without incentives. Nevertheless, in reality, society attempts to provide motivation for students in order to accomplish tasks. Either people offer rewards for completing a certain activity, or resort to presenting punishments if the activity isn’t complete. The main argument is which act is a better motivator: compensations or punishment. Although many may debate that retribution will encourage a student not to do certain actions and eventually lead to success, a variety of studies have shown that presenting awards will steer a student down the right path.

Initially, motivation is the reason or reasons that one has for acting or behaving a certain way. It is divided into two types: intrinsic motivation and extrinsic motivation. Intrinsic motivation is an internal drive, meaning that it is driven by taking pleasure in the activity itself. The feeling exists within the individual rather than relying on an external reward. Additionally, researchers discovered that offering incentives for an already internally rewarding activity can make the activity less enjoyable because a person’s natural satisfaction is already a sufficient prize. There are many factors that can increase intrinsic motivation: challenge, curiosity, control, cooperation and competition, and recognition. Overall, intrinsic motivation influences the quality of the work performed.

In contrast, extrinsic motivation is when the activity is performed in order to attain an external outcome, so it arises from outside the individual. Common extrinsic motivations are rewards like money, grades, or avoiding the threat of punishment. Researchers have also concluded that offering excessive rewards negatively affect intrinsic motivation, which is called the over justification effect. This effect basically means that activities that begin feeling like fun transform into obligations in order to receive benefits. Therefore, extrinsic rewards should be used with caution, for they can diminish genuine inspiration.

Moreover, economists argue that we experience loss aversion. This means that we are more inclined to avoid actual loss than to strive for conditional benefits, so punishments are beneficial to our motivation. In spite of this, many high school students disagree. According to Emily Thorp, a 16-year-old high school junior, students experience loads of stress and constant pressure to maintain exceptional grades. Countless parents punish their children for receiving low grades. One parent even commented that her child’s grades “need to be eighty-five percent or above or she is grounded to the house until the next progress report.” Thorp argues against this belief by mentioning that some juniors earn $50 for obtaining A’s. She also states that it is inaccurate to assume that punishing a student for receiving bad grades; therefore, the punishment is ineffective.

Furthermore, rewards motivate students to complete an assignment, but there are limits to such prizes. In a 2009 study, psychologists Mark R. Lepper and David Green recruited fifty-one preschoolers between the ages of three and four. The children were randomly assigned to three conditions: expected reward, surprise reward, and no reward. In the first group [respectively], children were told that they would get a certificate with a gold seal and ribbon if they participated in the drawing activity. In the second group, children received the same award, but weren’t told about it until the drawing activity was finished. In the last group, children were expected no reward and did not receive one. As a result, those children who expected a reward experienced a decrease in motivation while the ones who attained a surprised reward achieved the highest motivation levels. The children who received no reward also had higher motivation than those who expected an incentive.

In a nutshell, students who expect rewards will complete an assignment, but will not put forth the full effort; however, pupils will be 100 percent driven to a particular task when a reward is given to them without their knowledge. Alfie Kohn, a leader in progressive education, even stated that “people expecting a reward for completing a task simply do not perform as well.” These unexpected bonuses will provide energy for students to finalize obligations and feel more motivated into putting their all into these obligations. Ultimately, rewards are better motivators than punishment.

Career Essay

 

My dream job is to become a financial advisor. Ever since I was young, I’ve always been helpful. I enjoyed opening my ears to everyone’s dilemma and providing positive feedback in order to help them conquer their problem. People have always described me as a dependable, honest person and usually turn to me when they need an outside opinion. Aiding others sparks an unexplainable satisfaction.

 

In order to successfully become a financial advisor, I must start from the beginning stage: attain an accounting degree. When I began school, I was instantly drawn to math. My interest in this subject blossomed once I realized that I was scoring in the top ten percentile every year and I caught on quicker than my peers, which landed me in the gifted math program. As the years progressed, my mother strongly encouraged me to become an accountant because I was placed in the advanced math program since elementary school and her first major job was bookkeeping. My mother and her support inspired me to study in the field of finance.

 

Once I determined that I would initially become an accountant, I decided to converse with another supporter: Dr. Holyfield. She provided an abundant amount of useful tips, which include applying for internships and focus on gaining as much experience in college as possible. She also informed me of Georgia State’s various programs for freshmen attending the College of Business. I used her words of knowledge and maintained the mindset that I must concentrate on improving my math skills.

 

After receiving an acceptance letter from Georgia State, I immediately created a mental list of the various activities I can participate in. One of the many are joining the Personal Financial Planning program at Georgia State, which host a series of low-key and friendly meetings that focus on niche markets (such as divorce planning), client intake, and other matters on everyone’s mind (such as certain global crises). Another interesting program is the Robinson MBA Alumni Club. Although the networking services are strictly available for graduates, the club offers professional development, personal growth, closer ties between students and faculty, and a closer relationship to local businesses for current GSU students. The school provides a well-known internship program as well, so I plan to participate in this undeniably great opportunity to network in the business world. Overall, my goal is to expand from my comfort zone and become more open-minded in the business world.

 

Critical Essay on Morrison’s Sula

The primary purpose of Toni Morrison’s Sula: A Satire on Binary Thinking was to present binary thinking in the means of satire. The author addresses how Morrison undermines binary opposition by including the infamous “nigger joke” told in the beginning of the book. She also acknowledges how Morrison suggested that she wanted to “do something with good and evil, but putting it in different terms.” The author supported this statement by using rhetorical questions on whether characters should be admired or frowned upon based on their roles and actions in the story. Overall, the author simply implies that Morrison intentionally used satire to provoke the reader’s thoughts.

Consequently, the work fully achieved its purpose. However, I was unable to understand the purpose of providing the history and various theories of satire because it ruined the flow of the article and confused me. Other than that, the piece was very informative about what satire and binary thinking is and how Morrison applied these factors in Sula in order to convey her message. The organization was exceptional and definitely helped me understand the details of satire and binary thinking. The language and style of the work definitely challenged me, but it was worth reading and beneficial to my perspective on Sula.

Introducing…

Who am I? I can honestly say that I am (or at least strive to be) the best there is in EVERYTHING that I want to succeed in. When I accomplish a personal goal, I get so overwhelmed with excitement, happiness, and content. That’s why I always set my goals high and keep them coming, one after another. This year, I plan to successfully land a true “A” in this AP course, as well as the others. I wish to acquire more information than last year and improve on my weaknesses. I won’t stop until I do, no matter what.

Even though graduation will be super relieving and joyful, I still have a lot of growing to do! I can envision myself attending college, preferably UGA, on an academic scholarship. I plan on staying all four years and studying accounting as a major. After all of the required education is complete, I will practically have that accountant position in the bag! I’m not stopping there either. I want to go back to school and study psychology as a minor since I’m just as interested in it as accounting. In the end, I’ll still be setting up more goals because like I said before: I still have a lot of growing to do.