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How to Write a Professional Goals Essay

How to write a career goals essay

❶That is why before you put our tips to action and sit down to writing, consider prioritizing your dreams and goals first. Although I was too young to be employed there, I still wanted to include myself in any way I could.

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Career goals essay example #2

I know that you offer such classes too, and I will be happy to join them and learn whatever I can there. And finally, I can be an asset to your campus too. I am willing to stay active and promote healthy and eco-friendly lifestyle on campus, engage students into various useful activities, and encourage their interest in this area.

Therefore, I am not only willing to gain a degree here but also to change the community in a better way. As you see, this education is of much importance to my future career goals of running my own recycling company. I want to help people by keeping the world from becoming a toxic place to live in.

I hope you find my passions and experience relevant to this field of study. I am looking forward to hear from you! This essay is another good example of a strong and quite persuasive piece of writing. It has everything good writing requires: When you go through this piece of writing, you can almost see or hear the author speak with his or her unique tone and in a way that is specific to his personality.

The readers, however, might want to hear more than just one career goal. In this case, the author only mentioned starting his own recycling business in the future that would make the Earth a better place.

And though it is a great desire, describing several goals would have had a much more influence on the audience.

Composing a proper career goals essay can be tough if you do not really have any ambitions. That is why before you put our tips to action and sit down to writing, consider prioritizing your dreams and goals first. You need to have at least three argument to support your thesis statement to start with. Once you figure these things out, you will have no trouble composing this essay at all. Just use our recommendations and your thoughts and organize them in a proper manner.

Do not try to copy the ideas you find online. You can read some samples just to get inspired, but believe us, if you copy them, it will be obvious. Let the paper be original and realistic. Employers and admissions boards want to see real people behind each piece. Yet, they want to see remarkable people. So, try to cover all bases with a single paper. Academic level Undergraduate Bachelor Professional. Deadline 6 hours 3 hours 12 hours 24 hours 2 days 3 days 6 days 10 days 14 days.

What is a career goals essay? Regardless of the turnaround time or field of study, you can be sure we have qualified personnel to handle the assignment for you. Our writers are knowledgeable in virtually all subject areas and will process your assignment as fast as possible to beat the deadlines.

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You can bet on that! You will not find competent and certified essay writers like the ones on our spectacular team. We are your best bet for having a professionally written essay that will get you the best grades in no time. Let us process your essay and you will see only amazing results with us. With us, originality and uniqueness are paramount factors to success. We can never compromise on that. Lastly, outline a plan for how you will achieve your goals and make a difference in the world.

Soheila Battaglia is a published and award-winning author and filmmaker. She is a college professor of literature and composition. The database based on Word Net is a lexical database for the English Language.

References The University of Wisconsin-Madison: About the Author Soheila Battaglia is a published and award-winning author and filmmaker. How to Write a Professional Goals Essay. Depending on which text editor you're pasting into, you might have to add the italics to the site name. Purpose of Writing an Essay. Exhibitions are the best way to measure learning because they put the kids right in the midst of their learning, which makes a lot more sense than asking them to sit quietly for an hour and fill in test bubbles with a pencil.

And because exhibitions are interactive, they propel the kids to want to learn more. That is what matters. I remember one time when I was taking a group of 8th graders on a trip to Washington, D. The conductor was really having fun talking with them and hearing about their plans for the trip.

The kids told him about the research they had done and the decisions they had made together. Then the train conductor told them he wanted to find out how smart they were.

So he started quizzing them on state capitals. Another example that I use to show people what learning really is is a segment of a videotape on math and science learning called A Private Universe. And then the interviewer asks them one of two questions: Twenty-one of the 23 randomly selected Harvard folks give the wrong answer.

What's more, their wrong answers reveal the same misconceptions about these things that the answers of grade schoolers do. Then the interviewees are asked to list all the science classes they've taken over the years, either at Harvard or in high school. Elliot Washor, my longtime friend and the cofounder of The Met and The Big Picture Company, points out that this says a lot about how too many schools view learning. He relates it to what we are doing at The Met and our Big Picture schools in this way: We say the use of knowledge is power.

My point is that learning is about going beyond the knowledge given to you in a class or in a book or at a museum. It happens one on one, it happens in small groups, it happens alone. Sure, a conference, a speaker, a lecture is motivating—but the real learning happens after. It's what you do with it, how you integrate it, how you talk to your family, friends, and classmates about it. That's what learning is. As noted psychology and education expert Seymour Sarason reminded me recently, it's similar to psychotherapists' belief that patients don't get better during the hour, but between the hours.

I'm not suggesting we throw out everything schools do now or everything those Harvard kids learned. I'm suggesting that we look more deeply at what we define as learning and be honest and try different things and see what works. Learning is about learning how to think. One of my favorite parts is when Tom, a man with a Ph. It seems to me that schools primarily teach kids how to take tests a skill one hardly uses in real life unless one is a contestant on a quiz show.

Elementary school prepares kids for junior high; junior high prepares them for high school. So, the goal—if we can call it that—of schools is to prepare kids for more school. I have now been a psychologist for 21 years, and one thing of which I am certain is that I have never—not even once—had to do in the profession what I needed to do to get an A in the introductory course, as well as in some of the other courses. In particular, I've never had to memorize a book or lecture.

If I can't remember something, I just look it up. The way schools set things up, however, they reward with A s the students who are good memorizers, not just at the college level but at many other levels as well. Learning is not about memorizing. Learning is about being mindful. Mindfulness is a concept I learned about a while back, and it really makes sense to me as something we are trying to develop in our students at The Met.

Our education system should see creating mindful learners as its goal. Learners who are mindful of all that surrounds them and all that is inside them.

Here's Langer, quoted in Parade magazine: When I was younger, I went to a tennis camp, and they taught me how to hold a racket when I served. Years later, I was watching the U. Open, and I realized that not one of the players held the racket that way. The problem comes in the way we learn. We are rarely taught conditionally: Teaching is Listening, Learning is Talking.

When I lay out my vision of the real goals of education in an orderly looking list, like I did on page 1, I worry about what people, teachers in particular, will do with it. I worry about what they will interpret it to mean about teaching. I don't believe that you can separate teaching from learning.

I know that it would be pretty easy for someone to take the goals I believe in and contort them so they fit nicely and easily into a lecture-based curriculum designed to be assessed with a standardized, multiple-choice test.

But being a teacher—and building a system of education, for that matter—is about taking these goals and creating the best possible environment for supporting kids and learning. It is not about taking these goals and finding a way to fit them into the traditional methods of schooling. Here's an example of how educators can miss the point: There are people who believe that learning to be a moral human being is the most important goal of education. So all these curricula have been developed around teaching moral character.

Then there are multiple-choice tests to assess whether the kid knows what is moral and what is not. Morality is this huge, hands-on, real-world issue, and well-intentioned schools are taking the students' hands and world right out of the equation.

Just having the right goals is not the answer. It is how you reach those goals— the act of teaching —that is so critical. But while they're learning these things, most kids are not making one democracy-inspired decision throughout their entire 12 years of schooling. Most kids either aren't allowed to or don't believe they have the right to make decisions about anything significant during the years they are in school.

So, to me, if we're trying to teach kids about the importance of democracy and being good citizens and about voting and all that comes with it, we really should be giving kids the opportunities to make real decisions and take real responsibility for what is going on around them. They should actually be voting, not just talking about it. The act of being a teacher is the act of taking the goals I've described and then using your skills and love for kids to figure out how to create the best environment to help your students reach those goals.

At the same time, you have to remember that every kid approaches learning in an individual way and will meet those goals in that individual way. And every kid is coming to you with his own personal baggage that may have to be worked through before he can even begin to learn what you are trying to teach him. The teacher's role is to find what that way is for each kid. Teaching becomes figuring out how to see and listen to each kid, one kid at a time , so that the kid can reach the goals for himself or herself.

It is about finding the right relationship between the student and the adult, the relationship that works well for both of them. And, most importantly, teaching cannot happen in a vacuum.

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My educational plans are to attend a good university which will help me accomplish my other goals. I hope to become a high school math teacher and hope to bring changes in the society that we live in today. May 17,  · Free Essays from Bartleby | The education of a child would serve as the foundation to their lifelong learning. Since I have learned that every child is.