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Two passages from 2015 written about the Philosophy of Education
Teachers have one true job: to inspire. Educate comes from the Latin word educaremeaning "bring out and lead forth;" therefore, it is the duty of the teacher to openthe minds of students and to guide them into new places. It is not nearly as importantto divulge knowledge as it is to stimulate a desire and love for the thing itself. Teaching,05when done properly, allows a second chance for students to contemplate thosevalues and beliefs that have been imparted to them. In venturing to these newplaces, teachers have the opportunity to unleash active and independent-thinkinghumans.Consider the average student, constantly told what to believe and how to act—a10robotic imitator of cultural values and societal standards. Yet, the teacher has thepower to make all the difference. The teacher is the opener of the dormant mind,the bringer of the epiphany, the supplier of the moment of change. A classroom thatfails to challenge a student's fundamental principles and create a hunger for lifetimelearning fails altogether. Whether teaching the humanities or the sciences, the educator15is the one who lays out a puzzle and pilots instances of profound, sublime enlightenment.A student lucky enough to study under a true teacher is never satisfied, butinstead is relentlessly looking for answers.It is through inspiration that a teacher teaches a student to think. Educating isnot the business of memorization but the business of inquiry. The student-teacher20dichotomy is one of reciprocated wonderment with each party undergoing continuousimprovement. And an effective instructor is merely the one responsible for thatcuriosity in the minds of his or her students. It was Robert Frost who said, "I am not ateacher, but an awakener."
I became a teacher because it was the noblest profession I could think of. Get this:25I impart knowledge. I am responsible for instilling the foundation in the next generationof professionals and leaders. It all sounds very romantic, but the job comes downto an ability to simplify and explain those concepts that make up the core curriculum.If I cannot communicate clearly with my students, if I cannot come to their level andmake the instruction relevant and accessible, then I fail.30In the words of Ralph Waldo Emerson: "The man who can make hard things easyis the educator." And that is my job. My philosophy relies on giving your children thebest possible start. I am the opener of doors. I believe in providing an optimal learningenvironment to attack the core subjects rigorously, allowing each student to walk outfeeling confident and prepared, whether it be for graduation tests, college-entrance35exams, or the job market. So my skill is just this: I bridge the gap between student andtextbook.As a compassionate and passionate educator, I know the competition your childfaces. I am interested in breaking down the barriers that intimidate students andproviding the path that will get them better college offers, better careers, and most significantly,40a better quality of life. To do this, I adopt a perspective of peak preparationat all costs. My classroom is responsible for instilling the concepts and skills that willbe tested and evaluated, and it is a responsibility that I do not take lightly. It is thesestandards and basics—which every student of mine will come to know and understand—that often determine a student's future success. Because I take my position as45educator so seriously, you can trust me to have your child ready for the next step.
Valued Skill Sets
1. As used in lines 6-7, the phrase "venturing to these new places" most closely means
2. Based on lines 16-17 ("A student . . . answers"), a teacher is most responsible for imparting which virtue to his or her students?
3. The author of passage 2 would most likely be interested in the survey responses, as portrayed in the graph, of
4. Which option gives the best evidence for the answer to the previous question?
5. As used in line 26, the word "romantic" most closely means
6. Lines 37-41 most strongly imply that the author of Passage 2 places a premium on
7. Based on the information in the graph, which skill sets are considered to be more important to success in college than in the workforce?
8. The relationship between the two passages is best described as
9. The intended audiences of Passage 1 and Passage 2, respectively, are most likely
10. How would the author of Passage 1 most likely respond to the statement in lines 42-44 ("It is . . . success")?
11. Which option gives the best evidence for the answer to the previous question?
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