Japanese Major Personal Statement Example | Topics and Well Written Essays - 1000 words

Japanese Major - Personal Statement Example It is my steady belief that interest is the best teacher an individual can have. This is because everything in the world is exhibited on limitless levels and thousands of facets, and the floating out of an individual’s potential occurs from a minute point in the person. I love language not simply because it is essential for communication, but more because it carries significant beauty in it. The study of language seems meticulous and monotonous to many people, while to me it is a bottomless ocean of fun. I am a Taiwanese who studied in China international school, as an international student. I developed interest in languages at a young age. As a child, I spoke Mandarin, the only language that my parents understood. I later felt an inner drive to study other languages and attempt communication in them. My interest was further boosted later in life when a group of university students presented a play in our school. It was a lively play, which they acted in five different languag es. The students were young, intelligent, and highly vigorous, demonstrating inspiring communication skills and teaching expertise. Though we could not understand most of these languages, we enjoyed every bit of the presentation. I was, in particular, fascinated by their unique and original skills. I was later to think about it, and the old memory of studying different languages hit me. Other than my interest in languages, the play made me realize that education should be subjugated by advanced ideas, which should, in turn be supported by effectual teaching strategies. In my attempt to study other languages, I self-studied Japanese. Through this study, I was in a position to communicate with my grandparents. This is because they were educated by Japanese and became deeply influenced by the Japanese culture. Japanese was, therefore, the only language that they could communicate. I, therefore, in order to facilitate communication with them, had to learn some Japanese culture and langu age. Between my interest and passion, I was in a position to communicate in Japanese with much ease. It was this achievement that made me realize and appreciate the benefits of persistence. That was one of my achievements and I have grown to know that I can achieve anything as long as I have the interest. Later, I assisted my parents by translating Cantonese and English into Mandarin in their business. They were very grateful and, though I was young, felt very important. I have ever since, had a deep-seated interest in majoring in the Japanese Language. Due to my deep-seated interest in languages, I intend to major in Japanese. I am particularly attracted to the powerful vibrant intellectual, pedagogical resource, and the comprehensive curriculum in the university. Holding firmly to the Japanese culture, I decided to participate in extracurricular activities. As a result of this, I joined the Taiwanese student association and became a member of the Japanese culture club. I was chose n the vice-president of the Taiwanese student association a position which, though challenging, has equipped me with significant experience. I once organized a Halloween event with two other clubs, an event that really challenged my ability. There arose some conflicts between the clubs, and as the vice-president, my success stood in settling the conflicts and making the event a success. It was the success of this event that made most people develop note worthy

500 word reflection Essay Example | Topics and Well Written Essays - 500 words

500 word reflection - Essay Example I realize that learning in a mentoring relationship is not one-way. Both parties benefit from it - the mentee, for obvious reasons of imbibing wisdom from the mentor, and the mentor, for being updated on current trends that he needs to incorporate in his mentoring. A mentor must enrich his knowledge with research. In our tutorial sessions, learning is very palpable. Motivation is high in the positive learning environment we tutors were able to create. Sometimes, the direction of learning is from the tutor to the student, other times, the student provides new learning to the tutor. This flow of learning vacillates as tutor and student interact. Sometimes, learning happens with group interactions, where each member contributes his or her own learning. Such learning is internalized when the learner is on his own, and does his own individual learning. I learned from my readings of Vygotsky’s principles that interactions are likely to go through a process called intersubjectivity. This is when two people are engaged in a task and begin from different understandings but with interaction, comes to an agreed, shared understanding. I have experienced this many times when explaining some difficult concepts to my tutees. At first, we initially debate opposite arguments but upon more understanding of the concept because of listening to each other’s opinions, we end up seeing the concept in one direction. I try to be patient considering our cultural differences, and sometimes the language barrier gets in the way. However, if I persist hard enough, I do get through to them no matter how long and difficult it takes. With the students I helped, and the limited time I spent with them, I gained insights about how much a teacher does and can do. Initially, I felt inadequate as a tutor when first faced with a heterogeneous group. However, I realized that taking cues