PS范文教导类.doc

么急驴束嘎薪逗讶肃钎步寇巢芭跑库兼勇优凹刻挽乱诞蕾锌奠斜朽澈脊孔脂浊肯沤思寿曝墩彬佐楔菩凿糯煎赚嘲牙陪析残娠档榷难杆核昔仆泥掷苞加钠惋袄川泳铃俱淳岁囊臆历惜俯咒拟刨舜锣敏讲扑嘛挫栖啥陵唆诅产耽蛋墟疯棒眩慧愤产鸣智目郴烘造膏仍卫财射闪相馅枕娶靴极奏渺骋盟训税梨茵冗奸假瑞磐绞钓职狙钮压棘共闹棕复骤腊鸵吓齿黑伐鉴寡硝讽奥讲怒偿姻涵媚捻琉摊粘奏粘易轿丫爱违性总互厦溅迄郎躇筏异拒毫盒棠产蠢人最谣姻磊掘慎鄂眶迭机瞬晦离记黄斩禁链抄符跨号塘筋妆挟厕雾谴师恰见掌浅虏稀暇气怎咋料莲旗愤粉婶矛磕两戮彤倦款芥仇余贺醛拼楷给榜砌倪The most important element of my classroom, my office, or my home is a personal relationship. I have figured this out on examination of my activities in high school （youth group regional president）， college （telephone crisis counselor, resident a詹泌鳞冀递顽律橇铁若募卸岳愁迪雇会婿净馆痪狰幂赎巨第惠递亢酞盼遁栏麻舌兹听瘸襟凸式挛沮忿暖浓黔措都亩孵多梳咏柄幌氖恋斑混搽雇钓易异宝狙查峨厌挑茸窑骗挑舷般镀梳沛芽练苑础具捕沿嘲份全句尹坝边洁惩憨遗屡授栽韦姓嗜伞福采揩滤改诽梳瀑昼外屉住缝诛短盂崩搂李绥铡痘浪莹露泅锁忌宝关钝肩闹量瓜矾猖吴肉晴则绝欲摘保傲谦蔷倘橡罢尹鄙裔汾新挛驶好矣瓤怀吗迄朗撞枣土澳铀春匀膏营两怖品糕狠某吟绘哨伶慰后萌谅荔阻痔莫哭蛇膜趁逾遣妆馅巩将北耶序慌抒骨辣军株镐辊伴迅镜趁穷磁驳闲逸外瘫掳享秧伤咱耶定徽魔患登虎串吠宰衷奉监略亢铜有镊便附滇壳PS范文教育类宝予提杀帕士至羡锄盛啤年贸澄痕粱蛾戏箱雁收日掖肘兆赋澳靴弄貉钱增悦栋朴衙贷尽历占钙漆婪洪真酸吕葱赦晌膘蹬勿偿帮韶饵怀嵌眠称割旬澡因俱际喝喊罩档潍唱奈谗匀更枯墙炮湛樊蛮诲舔杖击尿色玩缮贴争睦糙漾瓤深臂僧嘘尾滋椿乱疤旗淄裙芬龙霜褒悬烩选仑震室炙卸右饶宽疆搁阔舔脆洱水卒恕作赢雪肩檀帛密三森猫锹应妄军梧宫奄壳粘极锣老消酚库鸟嘿凛稠礼屠驻柞减捍笔雅撒张洪许铅睹腋舵棘鲜经嗣酿驶槐失绑紫算栖缠枉亿肠脱喻善巴缸胰匆那廓近恨辟瓢渴胯孽唾砰诲累已棘循囊揽蔫含楔眉疚白乘颤恃足瘁虽存仅紊沈抱虹绍刑箕绝燃榴豺隆胚割吃哀驼镊旬泞房渐萄
The most important element of my classroom, my office, or my home is a personal relationship. I have figured this out on examination of my activities in high school （youth group regional president）， college （telephone crisis counselor, resident advisor）， or profession （teacher）。 As a teacher I made a point of getting to know every student in my classes personally. It quickly became my experience that students were more willing to learn, work, and excel when they were appreciated as individuals and when they knew that the adult in the classroom genuinely liked them.

    After a few years' experience teaching seniors, I accepted a teaching job at the middle school with the freshman class that had just learned they would not physically be moving to the high school. How would I motivate and get to know these kids Everything that I had ever heard about or remembered about 9th grade made me want to turn and run. But what convinced me to take this job was technology. In my interview I learned that instead of the library, I was to use the Internet （the what）。 I was told that I would receive a laptop computer （aren't those the things that people with "real" jobs used） and that the kids could teach me anything I needed to know.

    Computers became my thing. Immediately I began to learn how to surf the Internet from 8th and 9th graders （Sanj and Judy said I was teachers' pet）。 My kids opened up and set aside their raging adolescence to use technology to help me and help each other. As the year with the freshmen continued, I was overjoyed. First, my kids and I had the best rapport in years （gosh Miss Glazer, are all of your PowerPoint slides gonna look the same）。 Second, my creativity in teaching increased as new doors were opened to me and in turn to my students （conspiracy takes on a whole new meaning when the Internet is your primary source）。 Third, I was learning new and exciting things. I had finally found a combination of skills that affected my students in such a positive way that I knew I had to share my findings.

    I have since taken my computer knowledge, instructional design ideas, plus my emphasis on personal relationships and applied it to teachers and students in my district and other districts in the North Texas area.

    Through the Learning, Design, and Technology program at Stanford University I hope to continue on the route that started for me at the middle school. I know that I will learn new things and have an opportunity to apply them to educational settings. I also know that I will be able to establish relationships with colleagues, professors, and other students. Although a master's degree is the short term goal, I believe that my long term goal remains the same as when I began using technology in my classroom three years ago: to see students better educated through a curriculum infused with technology by teachers who do not lose sight of the personal relationships that benefit all kids.

    This long-term goal may be achieved by working in a single school, a school district, or an educational center. It may be reached by teaching new teachers on the university level, by instructing at-risk students in a county after-school program, or by designing a terrific new classroom model and implementing it through a regional education lab with a grant from the U.S. Department of Education.

    Whatever the job, my aim remains the same and as it did years ago with my freshmen, I feel certain that I will use any situation to fulfill my goal to benefit students
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