Part Gender Discrimination Plays In Career Development Sociology Essay

Part Gender Discrimination Plays In Career Development Sociology Essay As defined by Ambassador, F. J, Gender is a concept that refers to a system of roles and relationships between women and men that are determined, not by biology but by the social, political and economic context. The socially determined differences between men and women are referred to as gender, whilst the biologically determined characteristics are referred to as sex. An important distinction between gender and sex is all that women and men do, and all that is expected of them, apart from their distinct sexual function (child bearing and breast feeding, provision of sperm, impregnation) which changes with time and varied social and cultural factors (Ambassador F. J. B, 2007). As defined by Wikipedia on the other hand, Discrimination is a sociological term referring to the treatment taken towards or against a person of a certain group in consideration based solely on class or category. It refers to the actual behaviour portrayed by an individual, group of individuals or society towards another. And basically involves the denial of one group from opportunities and rights that are available to other groups. There are varied forms of discrimination, but any form of discrimination involves the exclusion of one group from the other Wikipedia, The free encyclopaedia, (http;//en.wikipedia.org/wiki/Discrimination). Determined patterns of behaviour such as rights, obligations, and prerogatives assigned to females and males in society are referred to as gender roles. They differ with time, place and from one society to another. Gender roles are constructed on the stereotype such as; Men are better than women; Men are cleverer than women; Mens works are more valuable than womens work; Women are weak and dependent; Men are strong and independent; Furthermore, as culture is dynamic and socioeconomic situation change over time, so gender patterns change with them. What women and men do can radically changed as a result of war, famine or disaster. Gender does not address people but issues, issues such as relationships, roles, characteristics, differences and social expectations (Ambassador F. J. B, 2007, Abram, S. 2002). According to Ambassador F. J. B, (2007) , Gender issues in development concerns division of labour, inequality in access to resources, inputs and benefits. The questions to be asked are: Is there parity? Is access open to all? Is it close to some? Gender inequality is a development problem which refers to relations of power (between rich and poor, between women and men) that prevents equitable development and the participation of all. As a result, development moves at a slow pace, conflict, lack of interest, disunity, poor participation, opinion sharing becomes limited and there is a setback in society. The main concern about gender issues in development is the actions required to correct the imbalance between men and women. Gender issues are therefore not about womens participation or womens development per se. In the broader sense, they are about addressing imbalance in society. It is an important planning tool. The gender analysis of who does what or who controls what can assist p lanners in closing the gender gap since in planning the issue at stake is that of power relationship or power sharing (Ambassador F. J. B, 2007, Abram, S. 2002) . According to Ambassador F. J. B, (2007), a gender perspective looks not at women alone but at the relationship between women and men and how societies are structure along gender lines. It is concerned with: Womens involvement concerns, needs and aspirations as well as those for men; The impact of policies, plans and projects on women, men and children; Assessing to who the benefits accrue and in what ways, Financial and other qualitative and quantitative benefits may be assessed; The whole process of gender planning. According to Stuart Malkin, gender discrimination as the name implies, is a form of bias that is hurtful and to a great extent, it is as destructive as any other form of bias. In his Ezine article, Stuart Malkin stated that women and men are not created equal; they each have their God given strengths, focused on their responsibilities for procreation and family viability . These differences according to him are difficult to dismiss but are certainly not the cause for gender discrimination in the workplace in particular and society in general (http;//enzinearticle.com/?Gende-Bias-GenderDiscrimination-Gender-Equalityid=14755). Discrimination on the other is defined by Wikipedia as a term generally used by sociologists to refer to the treatment taken towards or against a person of a certain group in consideration based solely on class or category. It refers to a behaviour pattern portrayed by one group which involves excluding or restricting other group members from opportunities available them. There are various forms of discrimination, but all forms a virtually speaking the same language of rejection or exclusion (Wikipedia, the free encyclopaedia (http;//en.wikipedia.org/wiki/Discrimination) 1.2 Statement of the problem. Women form the largest single sector of the population in the United Kingdom but yet form the minority group in the attainment of leadership roles in the labour force. For decades, women across the board have been battling against inequality between men in a bid to bridge the labour force gap, and yet face some form of gender discrimination in the workplace that limit their challenge to attain higher level management roles. The perception about womens recognition were based on stereotypical assumptions and prejudice such as; womens achievement was to a great extent attributed to luck or effort rather than the ability to perform, men are cleaver than women; Men are strong and independent; Women are weak and dependent; and a vast majority of people had the notion that child bearing and house maintenance are predominantly a womans social roles and responsibilities. Such perceived assumptions resulted to the vast majority of competent women that have excellence potential to stagnate in j ob assignments that lack challenge. Moreover, unlike men, women over the years have limited legal, political and economic rights which largely increased their dependency on men for financial and other means of support (Lyness and Thomson, 1997). However, with the advent of equal employment opportunity legislations and the formation of the Gender and career Development-UK, and the Equal Opportunity Commissions to enforce and implement these legislations in practice and promote equal opportunity, womens rights are now protected by law against any form of discrimination in the work place that tend to limit or restrict their aspirations and career advancement opportunities as well as enabling them to overcome prejudice. Even though women to a certain extent have experienced a positive change in their social status due to employment equality legislations and law enforcement, there is certainty among women as well as the ethnic minority that discrimination and inequality still exist in some form. A good number of women and ethnic minority group face artificial barriers in establishments that deter them from making the best use of their knowledge, skills and abilities to ascend the career lather. Unlike men, there is considerable number of occupations or positions that appeared impossible for women to attain. Therefore, the vast majority of women in the UK labour force are represented in middle and low managerial positions with less decision making, whilst senior level management and important decision making positions are held by men. It is because of this gender gap and imbalance in society that has brought the idea to investigate about the eminent barriers that prevent women from career advancement. 1.3 The Purpose of the Study This research study is an attempt to examine the part gender discrimination play in career development; a case study of maternity returners in the UK legal Profession. Therefore in this research study, career development in maternity returners is being evaluated and compared with the career development in men. From the aspect of career development in maternity returners in the UK legal profession especially in the area of promotion, the present literature suggests an incomplete attempt to identify and resolve the barriers women face in career development in the workplace. Therefore, this research study is an attempt to bridge those gaps in the present literature regarding the obstacles (barriers) women especially maternity returners experience within the UK legal profession. Successful identification and examination of these barriers will form a unique benchmark for recommendation in order to create a viable society that is discrimination free and thus create a frame work for career development of maternity returners in the UK legal profession. Research studies conducted by Killham et al (2005) concluded that present day organisations recognise the importance of developing women leaders for the twenty first century (Killhan, Hookah, and McCarty, 2005). ONeill (2005) highlighted that for any organisation to thrive and succeed in the future depends largely on their success in helping women leaders succeed. Although there appeared to be an increase in the proportion of women in the labour force according to Killham et al, 2005, an attempt to hire and retain this accelerating pool of talent requires the ability of organisations to identify and mitigate the potential threats women face in these establishments, and the ability of these establishments to meet the developmental needs of the said talent pool. A greater dexterity is achieved in every particular staff in establishments that target and successfully develop this increasing pool of talent, and hence achieve a comparative advantage over other establishments in attracting and retaining highly skilled and talented staff (killham, Hookhah, and McCarty, 2005). Recent research with regards to the glass ceiling suggested that Gender discrimination in career development have negative implications in the development of society in general and organisations in particular (http://en.wikipedia.org/wiki/Glass_ceiling). Although issues surrounding gender discrimination has been a part of the UK government and organisational policies and are tackled with unique legislations within the frame work of developing future leaders, research targeting the barriers to career development of maternity returners in the UK legal profession are yet to be examined and addressed. The findings from the investigation of the barriers to career development of maternity returners in the UK legal profession will serve to mitigate the rising problems of women stagnating in lower managerial positions (http://en.wikipedia.org/wiki/Glass_ceiling). The gap in the research related to across gender relationships, which is typical of an organisation such as the UK legal profession where the vast majority of the senior positions are held by males, prompted the need to examine the specific limitations that deter women (maternity returners) from attaining senior positions as their male counterpart. The study seeks to fill some of the major gaps in the present literature by providing a frame work that addresses the barriers to career development in women, especially maternity returners. 1.4 Significance of the study The significance of this research study can be viewed based on the following reasons; There is a minute fraction of women in leadership positions that can be looked upon as role models. The conduct of this research study is to assist the UK legal profession in achieving better organisational performance through the reduction or otherwise elimination of gender discrimination barriers in order to enable women attain their desired objectives. Women to a great extent are playing a vital and diverse role within the UK legal profession. 1.5 Objectives of the study The ultimate objective of the present study is to investigate the likelihood of women to gain promotion on return from maternity. The immediate objectives are as follows; To examine the frequency of promotion; To examine potential barriers to development; To examine the utility of gender based initiatives; To examine justice perception. To evaluate the quality of work ; To examine the skills and qualifications acquired; To examine the length of service; To examine employee development and gender discrimination; 1.6 Justification of the Study 1.6.1 Lost Productivity: In an establishment where gender discrimination is prevalent, there is every tendency for competent employees with excellent potential to remain in-situ in non-challenging job positions. This to a great extent can lead to lost productivity and will result to the employee seeking for another job elsewhere. This to a great extent can lead to lost productivity and will result to the employee seeking for another job elsewhere. In most cases, the most competent employees are denied of adequate training, not considered for promotions and are denied of raises based on gender. The employees that face this type of discrimination often become dissatisfied and hence in most cases result in lost productivity. On a daily bases, employees who feel they are less appreciated or inadequately compensated will not give their best to the job but may rather spend paid work time on unrelated job activities like gossiping with co-workers about labour practices that seem unfair or j ob hunting, to name but a few. When employees feel they are been discriminated against at work, and are unable to find an immediate positive remedy, can increase their anxiety, increase dependence or result to substance abuse and cause depression. Company sick leave increase as a result, and can cause work to be limited and hence result to lost productivity (Julia, F, 2010). 1.6.2 Trained Personnel Leave: If trained and competent personnel do not see growth opportunities, they will eventually leave the company, thereby creating a void or gap that needs to be filled. Though employees are replaceable, it requires time and money to train one. Moreover, it requires a great deal of time to enable a new employee to develop a level of efficiency or productivity that is equal to that held by a previous experienced employee. By having to spend this additional time and money to train and develop new employees means lost production and increased work hours, and hence the profit potential of the company is reduced (Julia, F, 2010). 1.6.3 Decreased Profits: Lawsuits, public chiding and sanctions may arise as a result of discrimination at workplace. Dealing with issues surrounding these lawsuits and sanctions may lead to a considerable drain in company resources. These drained resources are sometimes more than just monetary. Attending hearing sessions and working on negotiations may require experienced personnel which tend to take expertise away from the company leaving the gap either void or less qualified personnel may need to tentatively fill the gap and hence production is at stake. The company can lose customer confidence if lawsuits become public knowledge. There is every tendency that customers may result to taking their business elsewhere and highly qualified personnel may seek for jobs elsewhere. This will ultimately cause the company to lose potential profits (Julia, F, 2010). 1.6.4 Lack of Team Work: Gender discrimination can cause employees to have a different perception about the job and hence working together as a team becomes ineffective in the workplace. This is more so when an employee realises that there are differences (parity) in compensation with his co-employee who has less responsibility, and yet received a better compensation because of gender. When asked to work together on a team project, the employee being discriminated against may not give his or her best. As a result, the individuals expertise and abilities are lost (Julia, F, 2010). 1.7 Research Questions. 3. LITERATURE REVIEW The focus of this research study is an attempt to examine what part does gender discrimination play in career development? A case study of maternity returners in the United Kingdom legal profession. The literature in this research is focused entirely on two broad categories; viz-a-viz gender discrimination and career development; and how gender discrimination affect potential career attainment of employees in establishments in particular and society in general. Women across the board are been discriminated at various fronts. Even though a lot has been done to bridge the gap on gender discrimination through Government legislation and organisational policies, there is yet more to be investigated and resolved in order to achieve the desired impact in development. Gender Discrimination in career development and attainment of leadership roles is a major concern facing women in organisations in the United Kingdom; and is the principal factor that causes women over the years to lag behind in the advancement to higher levels in most organizations ( ). A lot of research has been done on gender discrimination and the effect it has on the development of society. These include a comparative study conducted by the gender and career development-UK 2005/6, and the glass ceiling effect that examined the issue of gender and carer development and examine the continuing restrictions or limitations to achieving equality of opportunity in career development in the United Kingdom. This was a labour force survey conducted by the National Office for statistics (Labour force Survey Table 19 http://www.statistics.gov.uk). This is reflected on the data illustrated in table 1. The data suggests that female employees are less likely to gain managerial positions due to reasons yet undiscovered which this case study is attempting to investigate. The data (on segregation and mobility) below is taken from the Labour Force Survey published by the National Office for Statistics. Table 1. All in employment by socio-economic classification (%) Total Higher Managerial Lower Managerial Intermediate Small employer and own business Lower supervisory Semi-routine Routine All 28,812 14.4 28.5 12.3 9.9 10.7 14.3 10 Male 15,524 18.8 24.7 6.2 13.6 14.2 10.5 12.2 Female 13,288 9.3 32.9 19.4 5.5 6.7 18.8 7.4 Source: Labour Force Survey Table 19 http://www.statistics.gov.uk/ (Extracted, Table 2. Part time and temporary workers by socio-economic classification. Total Higher Managerial % Lower Managerial % Intermediate % Small employer and own business % Lower supervisory % Semi-routine % Routine % All 7,324 5.9 21.9 17.3 9.1 6.1 26.7 13 Male 1,996 10 19.3 7.1 19 6.1 21.2 17.3 Female 5,655 4.9 22.5 19.7 6.7 6.1 28.1 12 Source: NOS Table 21 http://www.statistics.gov.uk/ The Gender and career development -UK is working with employers and professional institutes to tackle the structured barriers that tend to deter women from working in certain SET profession. The focus of recent research has been on the glass ceiling effect that impedes the career development of women in the attainment of leadership roles. The situation is referred to as ceiling as there is a limitation blocking upward advancement, and glass (transparent) because the limitation is not immediately apparent and is normally an unwritten and an unofficial policy. The current research study is an attempt to examine the part that gender discrimination play in career development; a case study of maternity returners in the legal profession (http://en.wikipedia.org/wiki/Glass_ceiling). However, a comprehensive research conducted by Kathrine et al (1979) discovered that in principle there appeared a clear path of promotion, but in reality women seem to face impeding factors that limit or retard their career development path. Most women in the labour force cultivated this concept of career development limiting factors, and refused to penetrate and progress beyond these limits. Some authors refer to this situation as the glass ceilin. It is called Ceiling because there appeared to be a limitation or barrier blocking career advancement, and glass (transparent) because the barrier is not immediately apparent and is normally and unwritten and unofficial policy. To a greater extent, this apparent barrier continues to exist in an invisible nature; and is mainly targeted at women in a bid to prevent them from acquiring jobs at the top level. Since it is unlawful to discriminate by any means such as this, organisations tend to avoid outlining job specifications based on gend er discrimination on job adverts as Equal Employment Opportunity laws deter organisations from discriminating as thus. However, establishments exercise career development discriminatory barriers in a form invisible to the target group and would not accept responsibility if suspected of such act of discrimination. In many cases, establishments tend to use indirect form of gender discriminations to justify their actions. This limiting barrier of glass ceiling deters a considerable number of women from reaching and securing potentially lucrative and prestigious jobs in the labour force. This apparent and invisible barrier to a greater extent instills the concept of women feeling inferior, unworthy and lacks the confidence to aspire and secure positions of high ranks. The author further noted that this invisible barrier gives women the feeling that their bosses do not take them seriously by all means or do not see them as potential candidates for jobs of greater responsibility (http://en.wikipedia.org/wiki/Glass_ceiling). However, Carly Fiorina proclaimed that there is nothing that appears like a glass ceiling that prevents women from reaching the top upon becoming Chief Executive Officer and chairwoman of the board of HP. Upon completion of her tenure in office, she called her earlier statement a dumb thing to say. In an article written by Rebecca Traister (The truth about Carly, 2009), gave the idea behind Carlys statement (dumb thing to say) meaning that women shouldnt fixate on an invisible barrier thats going to get their way, they should focus on possibilities. (http://www.salon.com/life/feature/2006/10/19/carly_fiorina). As the name implies, glass ceiling is a term that many schools of thought used to describe the perceived barrier to career development (advancement) in most employment establishments and government parastatals due to gender or sex discrimination. The Glass Ceiling Commission in the United States, a government-funded group, provided significant findings regarding the persistence in gender discrimination in the industrial sector and service company employment. The commission presented a statistical analysis in the above mentioned sector employment status. As cited by the commission Over half of all Masters degrees are now awarded to women, yet 95% of senior-level managers, of the top fortune 1000 industrial and 500 service companies are men. In that light the commission recommended a reverse discrimination in a bid to end this form of discrimination. The recommendations strictly reflect hiring and promotional decisions and must not be based on gender perspectives but rather on qualification and experience of employees (http://en.wikipedia.org/wiki/Glass_ceiling). In another development, the United Nations presented a comprehensive literature in 2006 on account of women and the glass ceiling. Significant findings from the said research study suggested that the rate at which women around the Globe attain leadership and decision making position remains far too slow, and the fortunate ones underwent a deal of struggle to penetrate and break through the glass ceiling. As cited by Rachel Mayanja (Special Adviser to the Secretary-General on Gender Issues), The past ten years have seen the fastest growth in the number of women in parliaments, yet even at this rate, parity between women and men in parliaments will not be reached until 2040. (http://www.un.org/women.watch/daw/csw/50sess.htm), (http://www.un.org/women.watch/feature/iwd/2006/press releaseIWD8march.pdf). Ruderman et al provided an insight on how existing promotional norms can be investigated and challenged within organisations. His findings presented a comprehensive case analysis of decisions regarding promotion in an organisation.  This research study depicted cases where there  were some variations in the pattern of promotions of men and women.  As cited by Ruderman et al, one key difference was when decision makers spoke about promotions of men they often (75% of cases) mentioned a high level of comfort with the candidate.   For women the key issue was continuity where the person promoted should already have an intimate knowledge of part of the new job.   According to Ruderman et al, managers seem to have some amount of hesitation in promoting women as they require them to demonstrate personal strength, and being able to prove themselves extensively before a promotion is made.   Men on the other hand are less likely to have their promotion accounted for in terms of fam iliarity with job responsibilities. Conger, S. (2002) provided a justifiable argument for the formation of a career development culture as a means (among others) of addressing disproportionate numbers of women and other target groups at lower levels. The development of an organisation depends greatly on its career development culture as it helps in addressing the key organisational aspects of productivity, competitiveness, affirmative action, and succession planning. It gives employees the ability to redefine their talents to realize the full potential of their jobs. This can be achieved by supervision and appraisal, and organizing a system of mentorship. A managed career development culture can be rewardfull to the employee in particular and the establishment in general. Moreover, Congers argument offers the means to accomplish the reasons why both management and workers want a career development culture.  In another development, Conger developed five strategies which employees need to recognise, create and follow a s career opportunities which are beyond the scope of this research (Conger, S. 2002). According to Eagly et al (2007), there are a host of limiting factors that stop or prevent women from advancing to or aspiring for senior level positions which include domestic obligations and child caring, disparity in pay and resistance to womens leadership, and suggestions were offered to organisations on account of career development in women (advancing women into higher-level roles). Establishments that handle and manage work and work related (employee family) issues well, and do not discriminate against pregnant or potentially pregnant employees, have a greater tendency to attract and retain the talented staff and at the same time enabling them especially the female staff to reach their full potential and hence greater dexterity in every particular employee is attained. As a result, a high degree of return to work rate for women after maternity leave is expected. According to McMaster, F (2005), the rate of returns (benefits) from developing women returners into leadership roles is significant. This was an approach taken by IBM Asia Pacific in relation to workplace flexibility. A statistical analysis drawn by the Australian Bureau of statistics, suggested that an estimated number of 118 Australians return to paid work when their child is aged 6 months or even younger. In a bid to work in accordance with National Health and Medical Research Council recommendations of exclusive breastfeeding for the first 6 months and World Health Organisation recommendations for ongoing breastfeeding to two years and beyond, workplace support is crucial (http://www.breastfeeding.asn.au/bfinfo/mfwp.html). As cited by Creagh et al (1998), three case studies were drawn from Sweden, Italy and the UK regarding flexible work practices. In their research, they were able to explore the advantages and disadvantages for both employers and employees. The research analysis suggested that flexible work practices can yield positive outcome if the required basic steps are followed. According to Sheridan et al (2000), a Human Resource Management model was developed and intended to be used to bridge the gap between employer and employee needs with regards to workplace flexibility. The model is intended to develop a process of change that reflects flexible work arrangements that is of mutual benefits to both employers and employees. Long term benefits can be achieved by the organisation when the full potential of the employees is realised. Kottke et al presented a paper that highlighted four key underlying processes for intervention to overcome the barriers women face in career development. These include;  Social cognitions, threat potential, justice perceptions, and how to utilise gender based initiatives.This findings suggest that an understanding of how social cognitions, perceptions of fairness, threat, and utility can individually and collectively impact the success or failure of programs to advance women, organizational leaders can develop and implement informed practices that are embraced by all members of the organization and which, consequently, further the advancement of all organizational members.These processes must be considered, followed and managed as part of the development, implementation and evaluation of initiatives targeting womens career development in a bid to achieve the desired goal.  Ã‚   Francis et al (2002) developed a paper in the construction industry that highlighted issues surrounding workers families that is equally relevant and applicable to other works of life. The paper outlined the need for the use of non-traditional management methods to cater for the increased number of women in the work force. Legal requirements and organisational performance were the reasons presented to justify why organisations should care about workers families. A number of initiatives that organisations in general can adopt and implement are then identified and described. According to Davey et al (1994), a research study was conducted that involved in depth interview of 16 women as well as completed and analysed questionnaires of a further 160 women who had taken maternity leave from one institution over an 8 year period.  The results obtained from analysis, offered an insight into who returns to work, what provisions and opportunities that encourage women to return and the benefits to the organization in providing these provisions. According to a research study conducted in Australia regarding circumstances surrounding pregnancy discrimination at work and progress to formal redress, 318 cases were explored of alleged workplace pregnancy discrimination which were reported to a community advocacy organisation

Fahrenheit

Our culture should not have censored material. I think that if you have censored material it is hiding away part of the real world. Keeping controversial and upsetting material away from the public eye promotes ignorance and stupidity, but I feel that sometimes there should be limitations for the comfort of others. Overall, people should become more open minded and except the fact that they are going to see or hear things they do not want to. I think if you do not like something, then do not do anything that has to do with it.In Fahrenheit 451 by Ray Bradbury he shows that censoring material causes people to become lazy and not think. Around the beginning of part 2 Faber says, â€Å"Do you know why books such as this are so important? Because they have quality. And what does the word quality mean? To me it means texture. This book has pores† (Bradbury 88). I think this is an example of how people become ignorant. When Faber is saying the book has pores, I think he saying since it has pores it makes you really think about what it is saying.If people cannot read the books and just live in their own little world they will not be able to actually think about the meaning of things. Reading books make people think, why? When the firemen are burning all these books in the society, the people will not be able to think or gain knowledge. They will all have the same intelligence they did when they were 10. This is not the only example Bradbury shows. In the story, Mildred has a room with a 3 wall television. She is always in there and her family is her family in the television.She is always watching it that she thinks it is reality. I think that her watching television all the time that is has affected her memory. For example, when Montag walks in the bedroom he feels, â€Å"Complete darkness, not a hint of the silver world outside†¦ a chamber a tomb world where no sound from the great city could penetrate† (Bradbury 15). His wife is so sucked into thi s room that one time Mildred had kept taking her pills forgetting that she took one. Her brain has been drained by the television. She has not thought about anything else which caused her to have short term memory.All she did was watch television and you do not have to think when you are watching television. In the You Have Insulted Me letter Kurt Vonnegut, Jr. wrote, â€Å"You should also resolve to expose your children to all sorts of opinions and information, in order that they will be better equipped to make decisions and to survive† (192). I agree with what he is saying. If there is hidden information from your children and they go out into the world, it would be hard for them to face a problem or challenge they have.For example, if these parents had a child and home schooled her her whole life, it would be difficult for her to go out and be social with her peers. Also, if she had a problem with someone, she would not know what to do. I think this is just like hiding boo ks from people. If you hide important information from people it causes them to be less open minded. In conclusion, I think that censoring material causes ignorance and stupidity for someone. If you do not want to see or hear something, then do not. Let the other person do what they want and just avoid them.There is no reason to get offended if someone likes to do something or read something that you do not. I think if people were more open minded and less hypocritical I think we would not have this problem today. If you want to do what you want, another person should be able to also, but people nowadays do not think well because they are too into their video games or television and their brains just get drained out. I believe if more of the population actually tried to understand the meaning of things, we would all be less ignorant and stupid.

Essay about Teaching Goals and Philosophy - 1021 Words

Teaching Goals and Philosophy Entering the field of education requires a person to take on many very important responsibilities. Teachers play a very vital role in the lives and futures of many individuals. Through the perspective of a teacher, many students come and go year after year. The names and faces of many students are often forgotten as you enter and new year with new students, new faces, and new names. On the other hand, although educators encounter many more students then students do educators, a teacher has a much more substantial impact on the life of a student. Upon taking this into consideration, I was led to ask myself many important questions. What do I hope to accomplish as a teacher? What do I wish†¦show more content†¦This child needs to be reassured that this is okay, everyone learns by different methods and at different rates. For some students, encouragement is very important. For example, if a child is not receiving the necessary encouragement from his or her parents to d o well in school, then they may not see the importance in it. More time and attention should be given to those students who need it. Teachers should pay attention to the special needs of their students and do whatever they can do to fulfill them. While some students are more independent and seem to have no problems studying and progressing with the material given to them, others need to be instructed and guided on a one-on-one basis by the teacher at whatever pace suits them yet challenges them. Also, agreeing with the Pragmatic method, I feel strongly about hands-on approach to learning. I think that students develop a fuller understanding of how things work when this approach is used. I see methods such as experimentation and problem-solving to be very beneficial; it promotes interest and comprehension. I also feel that a classroom should be a very comfortable, non-threatening, and inviting environment. Children shouldn’t have to dread going to school, but should see it as an opportunity to better themselves and their future. As for curriculum, I feel that a variety of subjects should be taught. Such as: History, Math and Science, Computers,Show MoreRelated My Teaching Philosophy and Goals Essay605 Words   |  3 PagesMy Teaching Philosophy and Goals My philosophical point of view is Essentialism. Although I agree with Benjamin Bloom’s Theory on â€Å"School Learning†(1976). In his theory Bloom states; that children bring to class a range of â€Å"entry characteristics†. He divides these characteristics into affective and cognitive behaviors. Affective behavior includes the student’s motivation to learn and cognitive behavior includes the student’s prior knowledge. According to Bloom the context of the learning environmentRead MoreEducation: The Expert Theory Essay1082 Words   |  5 PagesParamount to my teaching philosophy is building strong relationships with students. By illustrating that I care for their needs and desires, I hope to become approachable and produce a sense of belonging. In my opinion, students possess an innate need to belong to social groups, and the development of positive relationships is imperative to students’ satisfaction of this need. According to Dreikurs, ‘students can often appear to be complicated and confusing to their teachers, most of them simplyRead More Teaching Philosophy Statement Essay984 Words   |  4 PagesTeaching Philosophy Statement Aristotle once said, â€Å"The one exclusive sign of thorough knowledge is the power of teaching.† Teaching enables students to gain the intelligence needed to excel in life. I believe that a teacher’s philosophy of education is a crucial role in his or her approach to leading students on their educated path. A philosophy of education is the set of beliefs that every school and every teacher stand behind. The certain philosophy that one chooses provides the answersRead MoreMy Teaching Philosophy Of Education1486 Words   |  6 PagesMy teaching philosophy of education is being able to recognise that all children learn in different and unique ways. I believe that all students should have a safe learning environment which enables them to grow physically, mentally, emotionally and socially. As a teacher, I aim to act as a guide for student learning and provide demonstrations and understanding to all students. More specifically as a physical education teacher, I aim to bring a positive and encouraging attitude to the students andRead MoreThe Role Of A Teaching Philosophy Statement1408 Words   |  6 PagesThe Role of a Teaching Philosophy Statement (TPS) Personal development is one aspect of gaining new information to enhance skills, abilities and overall knowledge. The development of a TPS, is a personal analysis of general concepts of teaching, learning, observations and experiences, transferred into the learning environment (Caukin, 2017). Consequently, the statement is intimate, insightful, with an inclusion of personal views of the aspects of teaching, foundation of learning, in addition toRead More My Philosophy of Teaching Essay1076 Words   |  5 PagesMy Philosophy of Teaching Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a dream of mine for several years. I always knew that teaching would be the career for me, especially when I began working in the school system as a substitute secretary. I loved working in the school environment; coming in contact with children everyday made me realize how much I would enjoy teaching a classroom full of students. Teachers play such an importantRead MoreThree Propositions That The National Board For Professional Teacher Standards1364 Words   |  6 Pagesallow my students to have fun while learning. The fourth proposition is how the teacher can reflect on their teaching, and how to improve it. As an educator you must be willing to try new things. After trial and error you must reflect and try a different approach. Also the teacher needs to be familiar with different learning styles and theories. I have included this into my teaching philosophy and feel this is crucial for an educator. The last proposition is that teachers are members of learning communitiesRead More Becoming a Teacher: My Philosophy on Education Essay1061 Words   |  5 PagesBecoming a Teacher: My Philosophy on Education When did education start? Do we still need education to function as a society? How long will public education remain a kindergarten through twelfth grade curriculum? The answers to these questions will vary from person to person, but they will all have one common theme: education will and must go on! Education is the key to a progressing society. Education is the only way that knowledge is passed from generation to generationRead MoreNursing : Health Cooperation, And Personal Philosophy Of Nursing Care1339 Words   |  6 PagesVincennes University, St. Mary’s Health Cooperation, and Personal: Philosophy of Nursing Care Introduction Nursing philosophies are used by many institutions and places of employment. It is important that student nurses and nurses read and gain knowledge from their facilities nursing philosophy. Philosophies give the nurse a guideline of how their facility defines the aspects of nursing and what is expected of them as nurses of that facility. It is essential for nurses to go back after they haveRead MoreEducational Philosophies650 Words   |  3 PagesEducational Philosophies Elizabeth Howell Liberty University What is the philosophy of education? It is a set of ideas and beliefs that guides teachers’ actions and provides a framework for thinking about educational issues. (Kauchak and Eggen, 197) Teachers use philosophy everyday in their classrooms. From the time the first student enters their room until the last student walks out, philosophy is affecting the way the teacher runs his/her classroom and how they interact with their students

The Meaning and Origin of the Surname Rodriguez

The name Rodriguez is of Spanish origin. It patronymic in nature (taken from the paternal line) and means son of Rodrigo. The ez or es added to the root signifies descendant of. The given name Rodrigo is the Spanish form of Roderick, meaning famous power or powerful ruler, which comes from the Germanic elements hrod, meaning fame and ric, meaning power. Where Do People With the Rodriguez Surname Live? Overall, Rodriguez is the 60th most common surname in the world. According to WorldNames PublicProfiler, the Rodriguez surname is extremely popular in Spain. Its most commonly found in the region of Islas Canarias, followed by Galicia, Asturias,  Castilla y Leà ³n, and Extremadura. The name is also popular in Argentina and is distributed fairly evenly throughout the country. The genealogy site Forebears ranks Rodriguez as the number one surname in Cuba, the Dominican Republic, Costa Rica, Venezuela, Colombia, and Uraguay. It ranks second in Argentina, Puerto Rico, and Panama and third in Spain, Peru, and Honduras. Fast Facts About the Name Rodriguez Ninth Most Common Name in America: According to the 2000 census, Rodriguez ranked the ninth most common surname in the United States, likely the first time a non-Anglo name ranked among the top 10 (at #8 the Hispanic surname Garcia also cracked the top 10).Famous People Named Rodriguez: Luis Rodriguez, contemporary poet; Michelle Rodriguez, American actress; Alex Rodriguez, New York Yankees third basemanAlternate Surname Spellings:  Rodrigue, Rodriques, Roderick, Rodiger, Rhodriquez, Rhodriguez, Rodrigues (Portuguese) Genealogy Resources for the Surname Rodriguez Contrary to what you may have heard, theres no such thing as a Rodriguez family crest or coat of arms.  Coats of arms are granted to individuals—not families—and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.   To learn more about the origins of common Hispanic surnames and their meanings, a good place to start is with the information taken from the 2000 U.S. census about the 100 most common U.S. surnames and their meanings. The following is a list of other helpful resources for learning more about the Rodriguez surname: The Rodriguez DNA Project: This Y-DNA project is open to all males with the Rodriguez surname (or its variations) interested in working together to use DNA testing and traditional family history research to identify common Rodriguez ancestors.Rodriguez Family Genealogy Forum: Search this popular genealogy forum to find others who may also be researching your ancestors, or post your own Rodriguez query.FamilySearch—Rodriguez Genealogy: Access over 12 million free historical records and lineage-linked family trees posted for the Rodriguez surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints.Rodriquez Surname Family Mailing Lists: RootsWeb hosts several free mailing lists for researchers. You can also search or browse the list archives to view Rodriquez surname queries and posts going back for over a decade.DistantCousin.com—Rodriquez Genealogy Family History: Explore free databases and genealogy links for th e last name Rodriguez.The Rodriguez Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Rodriguez surname from the website of Genealogy Today. Sources Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Bergenfield, NJ: Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia.  Bergenfield, NJ:  Avotaynu, 2004.Hanks, Patrick, and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. New York: Oxford University Press, 2003.Hoffman, William F. Polish Surnames: Origins and Meanings.  Chicago:  Polish Genealogical Society, 1993.Rymut, Kazimierz. Nazwiska Polakow.  Wroclaw: Zaklad Narodowy im. Ossolinskich - Wydawnictwo, 1991.Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997.