Classroom Reflection

The clip from Silicon Valley showed many entrepreneurs pitching their trivial products under the slogan that the products “will make the world a better place” and is “local, mobile, social”. These pitches essentially strung big words together in hopes that the investors will fund the products. This satirical portrayal of the entrepreneurs contributes to the conversations we had on the current climate of entrepreneurship and the goal of entrepreneurial ideas. As described in Avery Wiscomb’s article “The Entrepreneurship Racket”, many students and faculties are feeling the pressure of being entrepreneurs. Under this pressure, students develop ideas that are as trivial as those portrayed in the video and the contradiction between the slogans and

From my upbringings inside my parents’ takeout restaurant to starting my own business, entrepreneurship was destined to not only be a scholastic interest but also my personal passion and life-long devotion. As I grew up watching my illiterate parents move to the United States and build their own small business, I learned the importance and value of engaged entrepreneurship. In high school, I began applying that knowledge in my own venture: an export company specializing in consumer discretionary. The experience fueled my love for entrepreneurship because it taught me how essential it is

In 5th grade, I taught the whole class about my culture. Since many kids were bored during class, I decided to “spice” things up to an extent. Numerous people did not know my true identity of diversity. I brought yoga videos, food, etc. just to teach uniqueness. One such example was the classic rock candy. I brought in rock candy, beautiful crystal candy encased with sugary sweetness that people ate. Their miniscule size was complimented by their immense taste. Initially, my classmates were a little skeptical, thinking “why is he bringing this in?” Once people in my class started to taste it, they could not stop wanting it. By the end of the year, instead of declining to accept the culture, they begged me to bring what I could to them so they could experience the culture I did. Small steps like this define the characteristics of an entrepreneur like

This video is about Randall Pinkett who first introduces himself about how he always had the entrepreneurial spirit when he was a kid selling lemonade and his toys and during his college years selling relic. He won the fourth season of Apprentice and is the chairman and CEO of BCT company. His speech will be focusing about the entrepreneurial mindset and the two reasons why it is important which is that we are in a tough economic time where those who survive are those that can do more with less and the second reason is the change of technology compared to decades ago. He describes the term entrepreneur mindset as “not something you do but the way that you think”. The five characteristics of it are creativity, resourcefulness, courage, resilience, and passion. He suggests that little children have the characteristics of the entrepreneur mindsets that are similar to the mindset of someone who believes the sky is the limit and those who goes, dream, and pursue for the impossible goals. To support his point he retells a story of when he was at an elementary school and asked a little girl what she wanted to be and she told him she wants to be a lawyer, doctor, and teacher which showed she had the courage to do

Scenario: I’m teaching a third-grade class of 20 total students. The class consists of the following population:

In some aspects, the twenty minutes I spent microteaching felt like some of the most awkward twenty minutes of my life. In some of former other classes such as MAT223 (Intro to Secondary Mathematics Education) we had done assignments similar to this microteaching activity. I remember our group had the responsibility of teaching another form of proving Pythagorean Theorem. That was a beneficial activity because it gave us teachers in training the opportunity to get in front of the class and solidify a mathematical idea in front of "students". Unlike the MAT223 activity, the microteach activity is a more accurate and beneficial setting; at least that is how I felt while in front of the class.

From the begin of the meeting, I would need to meet in a conference area. Rather than the workplace which many could see as a position of train, I would discover a gathering room or utilize the educator's classroom to have the meeting. When we got settled, I would take a gander at the lesson designs the instructor intended to use for the perception. When I took a gander at the lesson designs, I would pose a few inquiries of the educator. The principal inquiries would spin around why the educator picked the lesson target that he picked. The educator would then clarify why the objectives were picked and how the assisted and upgraded the educational programs being instructed. Promote dialog would talk about who the destinations would be imparted and how much time would be spent educating and acing those targets general. The second inquiry would rotate around how the instructor planned the lesson. Contingent upon where in the year the lesson was. I might want to recognize what kind of foundation data would be required and how the understudies did acing that material. The instructor could likewise clarify if they pondered any challenges that the understudies may have. On the off chance that the instructor has thought of a few, how have they adjusted to represent those battles so that the understudies could comprehend less demanding. I would likewise get some information about how the instructor would make the lesson pertinent to the understudies in their present or future lives

Over the next several pages I will discuss many aspects of education. This will include the role that I am employed, the demographics of the area I work in and specific responsibilities I have as a paraprofessional. I will explore the classroom setting I am in, including the relationship to my students, supervisors, and other disciplines within the educational system.

Over the course of the last three months, I have experienced a totally new way of learning for me, known as ‘experimental learning.’ The philosophy of experimental learning revolves around the concept that experience is the most important tool for learning, and that learning is “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Kolb, 1984). This is different from anything I have experienced prior in my academic career. When I first discovered this course, I was intrigued as to how one can be taught to be an entrepreneur. My belief was that one is born with the necessary skills to be an entrepreneur, I was sceptical at first glance, however as I read further into the details of the course I started to believe in its methods of combining traditional teaching with collaboration with real business people (Chang and Rieple, 2013), I started to imagine the possible outcomes. “Entrepreneurial education aims to develop students’ mindsets, behaviours, skills and capabilities which will create the entrepreneurs of the future.” (Chang and Rieple, 2013) My goal is to be a successful entrepreneur, and take the new business my father started a year ago, from infancy into the next level, and become a burgeoning business in Tanzania and potentially expand into neighbouring countries. Before the start of this course I lacked practical entrepreneurial project experience, and I

Here is a quote taken directly from the teacher’s webpage on the school website that can help get a better feel for the classroom setting I was in: “ I am a Special Education teacher working with students with moderate to severe disabilities in a specialized academic classroom at San Elijo Middle School. Within my program students are taught functional academic skills, communication skills, life skills, social development, vocational skills and skills that will help to enable them to become as independent as possible in their lives. Students in the class participate in a wide variety of experiences at San Elijo Middle School and are a part of the school community.”

Second, I also learnt how to bring forward innovation and put it into practice. Through inviting experts to teach farmers breed bees, we helped beekeepers adopt the new technique to achieve mass production, successfully developing a new product- honey comb that could make a higher profit. Last, this experience also taught me how to utilize core competence. As students who were for public benefit, we easily won more support from the society, which facilitated many business cooperation chances for farmers. Fortunately, based on the model and outcome of project, our team won runner-up out of 200 prestigious universities in the Enactus National Competition in 2015. At that time, I was sure that entrepreneurship was all about catching the opportunity, taking action and pursuing success.

“Everyone wants to learn more and improve their skill sets, so one of many favourite ways to keep startup employees happy and motivated is to provide them with opportunities to learn. Whether it’s enabling them to take time to attend an interesting conference or paying for a niche networking event, learning keeps people engaged and shows you care for their long-term personal and professional success.”

There are studies on benefits and challenges of action-based entrepreneurship education built upon a venture creation (Ollila and Williams). The founder of a venture, particularly if it is his or her first venture, is attempting to learn how to be an entrepreneur. He/ she is acting out a multiplicity of roles for which there are no scripts. As today,

We are an entrepreneurial establishment of advanced education, not simply in the association and outline of ideal conditions for examining and working additionally as far as what we go on to our graduates: the capacity to create imaginative thoughts and to actualize them in manageable design. This is the thing that we call entrepreneurial soul. For dynamism starts inside the head and is then transmitted to the environment.

While this class may be set up for us to get a taste of entrepreneurship and the difficulties of working in small groups to build a company, this class also sheds light on the rigors of growing a successful company in the start-up realm. But despite its challenges, I knew that this class would provide more insight to working with teams and being able to work collectively in small groups to reach a common goal. That is what interested me most.