Formative Moment In Middle School

My educational philosophy is influenced by Howard Gardner’s Theory of Multiple Intelligences. According to Gardner, intelligence is 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge. Gardner 1 builds upon Benjamin Bloom’s earlier work on learning taxonomies and they both

my elementary school. As a transfer student, I was not eligible for the program. Hearing the stories of OMNI students motivated me to want to participate. Unfortunately, academic success has never been simple for me, and my B average grades did not meet the requirements. I began to push myself academically, as getting into the program became my number one priority. I am surprised my parents didn’t take me to a psychologist. I was probably the most stressed-out third grader in school. For the first

and evolved as I have matured as a student. Since I started school,  I’ve always had an appreciation for academics and the various subjects that I learned. I would attribute this to the fact that I was able to work with and learn from students, teachers or friends that were passionate about a particular subject, helping me understand a subject’s value even if it did not particularly interest me. By having this exposure during my formative years where I learned to think independently, I came to cherish

tremendous struggle through my formative years. I was isolated from my classmates and forced to do scores of reading comprehension tests everyday. My mother would never admit to this, but she was worried when second grade had come and gone with little to no improvement. Im sure, just as I had, she feared this would define me. I was discouraged as I saw my friends move up in reading and writing levels while I was struggling. I really tried to work hard and succeed in school as I was curious and wanted

Janet Boothe EDUC 540 Personal Philosophy of Assessment As a Middle School Language Arts teacher, I have found that assessments are a daily part of our job. Everything that my students do in the classroom ultimately ends up being assessed in some sort of way. I must admit that it can at times be overwhelming for assessments to be such a huge part of our curriculum; I understand the necessity of each one. I haven’t always been focused as intently on assessments. I really didn’t

was never an Abrupt something. I have never experienced the so-called crisis moment. religion has just been something that I grew up in. Conversion for me has been the gradual in taking of the noble ideals set forth in my family and my environment, and I must admit that this in taking has been largely unconscious”. As is evidence in this Document MLK describes his upbringing in a very warm loving financially stable middle class home complete with extended family. Guided by loving Christian principles

I began the first grade, age 4, at an elementary school in the suburbs of Chicago. Attending this school was a wonderful formative experience. While, overall, the school was exceptionally average, they excelled in flexibility and accommodated my educational needs as much as possible. I was allowed to begin 2 years early, bypassing pre-k and kindergarten, and when 1st grade reading proved unchallenging, they moved me up several grades for that class. The enrichment program, offered to gifted 3rd,

white students in his school, while in foster care, he was further permanently marked by less than positive advice given to him about the direction and hopes for his future after high school. As it were, a white teacher upon hearing of Malcolm’s desire to be a lawyer, explained the impossibility of being a lawyer because he was black. Further the teacher advised that Malcolm plans his future more in line with that of Blacks of the time. For both MLK and Malcolm X these formative years proved to both

School needs assessment and community conversations This was definitely a much hard task to complete than I had anticipated from the beginning. The thought by me was some research and I should be able to find then necessary information. However, the simple fact that as a private school system, we do not need to do a lot of these public school state-mandated items. I looked for a long while and was finally excited to find a school needs assessment for Wahlert. Two things jumped out at me at as

Teaching/assessment is complex Research has established the fact that teaching is not so simple as transferring one’s knowledge of a particular subject to a classroom of blank slates. Defining what a teacher should know about the subject that he or she is teaching is highly debated in and of itself. Moreover, there is no consensus on what knowledge is required for proficient teacher practice. Studies suggest that these domains of knowledge are actually interrelated and simultaneously independent