Writing a resume
Writing a resume is easier said than done. There are many things you need to keep in mind while writing resume like what format should you use, how to frame the right object to suite new job's description as example. You need to create a resume that actually generates results.
What is a resume?
Resume is a self-promotional document that presents you in the best possible light, for the purpose of getting invited to a job interview. It's not an official personnel document. It's not a job application. It's not a career obituary and it's not a confessional.
Main purpose of resume writing
Your resume is a tool with one specific purpose, to win an interview. A resume is an advertisement, nothing more, nothing less. A great resume doesn't just tell them what you have done but makes the same assertion that all good ads do.
Objective of Resume Writing
Your resume should be pointed toward conveying why you are the perfect candidate for one specific objective or job title. Good advertising is directed toward a very specific objective.
What should the resume content be about?
It's not just about past jobs! It's about YOU, and how you performed and what you accomplished in those past jobs--especially those accomplishments that are most relevant to the work you want to do next. A good resume predicts how you might perform in that desired future job.
Why your resume is important?
It's the first meeting between you and a prospective employer. First impressions are lasting ones. Well, your resume is the first meeting between you and a prospective employer more often now than ever.
Tuesday, September 29, 2009
Monday, September 28, 2009
Thursday, September 10, 2009
=KiNa's philosophy 09=
My personal philosophy of education has been changing since the first moment I stepped into an education course. However, I don't see this as something that is negative. In fact, I think that a teacher's personal philosophy of education should forever be evolving. Teachers should continually make efforts to inform themselves of new technology or innovations that help to facilitate learning in the classroom.
I believe that each student has the capacity to accomplish any goal that is set for them as long as they feel connected to what they are learning; without a link between the students and material, the interest is lost and the learning is harder and may take more time. According to Jean Piaget's theory of development and learning, a developing child builds cognitive structures, or schemes, that connect previous knowledge and/or experiences to new knowledge. This connection cultivates the student's understanding and responding to his or her environment. As a student makes progress, his or her cognitive structures increase in sophistication.
A teacher must also have positive expectations. This means believing in each student and believing that the student can learn and be successful. Students only learn as much as the teacher expects; teachers who set high expectations for their students will receive higher achievement from their students. It is amazing to see what students can accomplish when they know and sense that someone believes in them. It is my aspiration as an educator to help students meet their fullest potential by establishing an environment where my students feel safe, are comfortable taking risks with new learning, and presents them with opportunities to share their thoughts and ideas.
My philosophy of education aligns itself closely to that Jerome Bruner's Theory of Constructivism. In the Constructivist theory, the learner selects and transforms information, constructs hypotheses, and makes decisions; its focus is on knowledge construction, not recitation of knowledge. Knowledge is constructed through one's personal experiences, previous knowledge, and beliefs. For me as an educator, this means that I try and encourage students to discover principles by themselves. I give them the opportunity to have dialogue among their peers and with myself. My main task as a teacher is to present information to be learned that matches or closely matches the student's current level of learning. My curriculum is organized in a spiral manner, so that students continually build upon what they have already learned. As the teacher I would also try to modify my teaching strategies to student responses and encourage my students to analyze, interpret, and predict information in the course of their learning. An educator's personal philosophy of education is an important element in their approach to instruction.
From what I have stated, my philosophy of education aligns itself to that of Progressivism. This philosophy greatly impacts the way in which I decide to design and develop a curriculum. My curriculum would focus on promoting progress and in improving the self and society. The emphasis would focus on the learning process, develop thinking skills, better interpersonal relationships, and meeting student interests. The students would be encouraged to be creative, express their own ideas, and appreciate the differences between themselves and others. My responsibility would be to guide and stimulate curiosity and interest in students and push them towards problem solving and scientific inquiry.
I believe that each student has the capacity to accomplish any goal that is set for them as long as they feel connected to what they are learning; without a link between the students and material, the interest is lost and the learning is harder and may take more time. According to Jean Piaget's theory of development and learning, a developing child builds cognitive structures, or schemes, that connect previous knowledge and/or experiences to new knowledge. This connection cultivates the student's understanding and responding to his or her environment. As a student makes progress, his or her cognitive structures increase in sophistication.
A teacher must also have positive expectations. This means believing in each student and believing that the student can learn and be successful. Students only learn as much as the teacher expects; teachers who set high expectations for their students will receive higher achievement from their students. It is amazing to see what students can accomplish when they know and sense that someone believes in them. It is my aspiration as an educator to help students meet their fullest potential by establishing an environment where my students feel safe, are comfortable taking risks with new learning, and presents them with opportunities to share their thoughts and ideas.
My philosophy of education aligns itself closely to that Jerome Bruner's Theory of Constructivism. In the Constructivist theory, the learner selects and transforms information, constructs hypotheses, and makes decisions; its focus is on knowledge construction, not recitation of knowledge. Knowledge is constructed through one's personal experiences, previous knowledge, and beliefs. For me as an educator, this means that I try and encourage students to discover principles by themselves. I give them the opportunity to have dialogue among their peers and with myself. My main task as a teacher is to present information to be learned that matches or closely matches the student's current level of learning. My curriculum is organized in a spiral manner, so that students continually build upon what they have already learned. As the teacher I would also try to modify my teaching strategies to student responses and encourage my students to analyze, interpret, and predict information in the course of their learning. An educator's personal philosophy of education is an important element in their approach to instruction.
From what I have stated, my philosophy of education aligns itself to that of Progressivism. This philosophy greatly impacts the way in which I decide to design and develop a curriculum. My curriculum would focus on promoting progress and in improving the self and society. The emphasis would focus on the learning process, develop thinking skills, better interpersonal relationships, and meeting student interests. The students would be encouraged to be creative, express their own ideas, and appreciate the differences between themselves and others. My responsibility would be to guide and stimulate curiosity and interest in students and push them towards problem solving and scientific inquiry.
Sunday, September 6, 2009
=philosophy of teaching=
What is a Philosophy of Teaching Statement?
* Philosophy of teaching statements are concise statements of what you believe about the teaching and learning of languages, and possibly also about education in general. Most sources recommend that you keep your teaching philosophy statement between one and two pages in length, covering what you believe, why, and brief examples of how you implement it in the classroom.
*A philosophy of teaching statement is a narrative that includes your conception of teaching and learning,a description of how you teach and justification for why you teach that way.
—
Tips on writing philosophy statement..
1-Consider your audience and what manner of presentation will make your ideas easier for them to read.
2-Use bold, italics, or underlining to draw attention on critical issues
3-Consider using a theme or another organizational structure (visual diagram, photograph etc) to organize ideas.
4-Use short, vivid, concrete examples
5-Practice the principle of parsimony
6-Always have someone else read through your educational philosophy statement to check for clarity of expression and correct spelling and grammar before sharing with others.
* Philosophy of teaching statements are concise statements of what you believe about the teaching and learning of languages, and possibly also about education in general. Most sources recommend that you keep your teaching philosophy statement between one and two pages in length, covering what you believe, why, and brief examples of how you implement it in the classroom.
*A philosophy of teaching statement is a narrative that includes your conception of teaching and learning,a description of how you teach and justification for why you teach that way.
—
Tips on writing philosophy statement..
1-Consider your audience and what manner of presentation will make your ideas easier for them to read.
2-Use bold, italics, or underlining to draw attention on critical issues
3-Consider using a theme or another organizational structure (visual diagram, photograph etc) to organize ideas.
4-Use short, vivid, concrete examples
5-Practice the principle of parsimony
6-Always have someone else read through your educational philosophy statement to check for clarity of expression and correct spelling and grammar before sharing with others.
=e-Portfolio=
e-Portfolio stand for Electronic Teaching Portfolio..
#Electronic Portfolios are a creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and/or learning, along with personal and professional growth.
#Cambridge (2003) defines an e-portfolio as:
—1. “what is produced when persons collect, select, reflectively interpret, and/or present their own evidence to support their assertions about what they have learned, know and can or should do;
—2. a selection of ‘products’ of learning, reflections or interpretations on those products, and
—3. representations of relationships between and among the products and interpretations.
4. A standards-based portfolio uses a database or hypertext links to clearly show the relationship between standards or goals, artifacts, and reflections.
—5. The learner’s reflections are the rationale that specific artifacts are evidence of achieving the stated standards or goals.
Advantages on using e-Portfolio..
1.E-portfolio – easy to rearrange, edit & combine materials
—*Students can determine order of storage
—*Search on and access materials in a non-linear fashion
—*Make modifications on regular basis
2.E-portfolio is a connected document
—*Hyperlinking to connect documents together
—*Link portfolio elements to external sources or reference
—*Associate between different subject areas, learning experience or observations, contents and other
3.E-portfolio is portable
—*Digital files that can be transported and transferred with ease
—*Can be accessed and used in a variety of locations
—*Can be replicated and shared with others
Items for e-Portfolio..
a-artifacts : resources that demonstrate a teacher’s professional knowledge and competence in relation to the theme, set of standards, or question that serves the framework of the portfolio.
b-supporting documents : materials critical to understanding the teacher
#Electronic Portfolios are a creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and/or learning, along with personal and professional growth.
#Cambridge (2003) defines an e-portfolio as:
—1. “what is produced when persons collect, select, reflectively interpret, and/or present their own evidence to support their assertions about what they have learned, know and can or should do;
—2. a selection of ‘products’ of learning, reflections or interpretations on those products, and
—3. representations of relationships between and among the products and interpretations.
4. A standards-based portfolio uses a database or hypertext links to clearly show the relationship between standards or goals, artifacts, and reflections.
—5. The learner’s reflections are the rationale that specific artifacts are evidence of achieving the stated standards or goals.
Advantages on using e-Portfolio..
1.E-portfolio – easy to rearrange, edit & combine materials
—*Students can determine order of storage
—*Search on and access materials in a non-linear fashion
—*Make modifications on regular basis
2.E-portfolio is a connected document
—*Hyperlinking to connect documents together
—*Link portfolio elements to external sources or reference
—*Associate between different subject areas, learning experience or observations, contents and other
3.E-portfolio is portable
—*Digital files that can be transported and transferred with ease
—*Can be accessed and used in a variety of locations
—*Can be replicated and shared with others
Items for e-Portfolio..
a-artifacts : resources that demonstrate a teacher’s professional knowledge and competence in relation to the theme, set of standards, or question that serves the framework of the portfolio.
b-supporting documents : materials critical to understanding the teacher
=portfolio=
Portfolio is...
*A goal-driven, organized collection of materials that demonstrates a person’s expansion of knowledge and skills over time.
*Contain contents, organization, and presentation of materials vary, depending on intended audience and purpose.
*Is evident of individual’s growth and development.
There are three types of professional portfolios which are:
a-Working portfolios
b-Presentation/showcase Portfolios
c-Teaching Portfolios
I will focus detail on teaching portfolio..
Teaching portfolio is..
*A special type of presentation portfolio that demonstrates the professional competence of anyone who engages in the act of teaching.
*Includes materials associated with teaching: curricular units, syllabi, communication with student (eg. e-mail, notes etc), writing samples, photographs, videos, letters of recommendation, record of academic achievement and teaching evaluation.
*allows teaching and learning to be considered in their appropriate context--a context that changes by field and discipline and/or class size and level.
*no two individuals teaching alike, no two portfolios will look alike
*each one mirrors the unique attributes and styles of the person who created it. Just as teaching approaches vary, student learning styles vary as well.
*highlight and explain specific strategies and approaches to prioritizing, enhancing, and assessing the student learning that results from teaching.
What should be included in teaching portfolio??
a-best practice.
b-the portfolio must demonstrate a set of specific competencies which reflect those professional values.
c-core competencies.
*A goal-driven, organized collection of materials that demonstrates a person’s expansion of knowledge and skills over time.
*Contain contents, organization, and presentation of materials vary, depending on intended audience and purpose.
*Is evident of individual’s growth and development.
There are three types of professional portfolios which are:
a-Working portfolios
b-Presentation/showcase Portfolios
c-Teaching Portfolios
I will focus detail on teaching portfolio..
Teaching portfolio is..
*A special type of presentation portfolio that demonstrates the professional competence of anyone who engages in the act of teaching.
*Includes materials associated with teaching: curricular units, syllabi, communication with student (eg. e-mail, notes etc), writing samples, photographs, videos, letters of recommendation, record of academic achievement and teaching evaluation.
*allows teaching and learning to be considered in their appropriate context--a context that changes by field and discipline and/or class size and level.
*no two individuals teaching alike, no two portfolios will look alike
*each one mirrors the unique attributes and styles of the person who created it. Just as teaching approaches vary, student learning styles vary as well.
*highlight and explain specific strategies and approaches to prioritizing, enhancing, and assessing the student learning that results from teaching.
What should be included in teaching portfolio??
a-best practice.
b-the portfolio must demonstrate a set of specific competencies which reflect those professional values.
c-core competencies.
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