Graduation Speech : Elementary Education

Throughout my life, I feel as though I have had many encounters with special education. Growing up, my grandmothers close friend had a daughter that had down syndrome. She was extremely sweet and loved company. Her parents had six other children who were grown and lived on their own. However, she lived at home with her parents her whole life. In elementary school, I do not remember many encounters with special education students. I do remember some kids being taken out of my class for part of the day, but that was my only experience during that time.

Upon first entering college, I struggled deciding at such a young age what I wanted to do for the rest of my life. Through babysitting and volunteering with pre-school aged children at my church and through a school program called STARS, it became evident to me I had a love for helping children. It fascinated me to see how they viewed the world around them and how quickly they learned new truths everyday. Nevertheless, I knew I would not get the full enjoyment interacting with children as a schoolteacher because the teacher to student ratio is so large. Classroom demands would make it much more difficult to devot individualized attention to each student, and I did not like that concept. So

I have decided on what I wanted to do with college since I was a child. It sounds ridiculous, but I am passionate about what I want to do. I was inspired at a very young age since I was in third grade, and I knew that I wanted to be a teacher. A teacher for what grade is what I did not know. As my family grew bigger with my nephews and nieces, I realized that I wanted to be surrounded by kids. I put what I wanted with my passion and got major. My intended major is to receive a double major in Primary and Elementary education, my goal is to receive a Masters in at least one of these majors.

Usually high school students meet with the counselor and follow a determined set of coursework in order to graduate high school. However, if a student has been identified as a special needs student, the process of signing up for classes is not as simple as for other students. When trying to earn a high school diploma, special education students encounter difficulties not faced by their peers. The first step is for parents, school staff, and the student to meet and determine the best option for the student in order to receive a diploma. Determining the student’s path is called an IEP, individualized education plan. All special education students have an IEP that identifies the courses they will take in high school and the plans they will pursue after graduation. Students may choose from four paths: the traditional pathway, the career pathway, the occupational pathway, or the certificate of completion. The traditional pathway, which most advisors put the student on at first, allows the student the option of going to college. The next is the career pathway, which does not require a student to have an eligibility ruling for special education but still is another option if the student cannot obtain a high school diploma through the traditional path. Third, occupational pathway is a way to receive a diploma and not have to achieve as many credits or pass state test, but is still a difficult process. The last option for special education students is certificate of completion.

I mentioned something to you last week about continuing to mentor for next semester at Kennedy middle school and you told me that I needed to ask the school for permission. Who would I need to contact in order for me to continue to mentor next semester?

Hello, I am Sadè Stanton, a 2ND grade teacher at M. Agnes Jones Elementary School. Per our conversation, the second grade team will be coming to the King Center on Friday, May 6, 2016 at 10:00am-12:30pm. This will be approximately 80 students, 5 teachers, and 10 parents. If there are any further questions, please feel free to contact me at (404) 748-2261. If you need to contact the school, the number is (404)802-3900. Thank you in advance for what I know will be an amazing experience.

I started writing my first real essay in the Eighth grade, and I never knew why I was given such an awful task. I am a terrible English/Writing scholar and I never could comprehend the concept of writing. I put a lot of work and heart into my first essay, but that still didn’t get me the grade that I wanted. Needless to say I got a “D” on the essay. I was extremely disappointed in the grade I made and I wanted to reject writing all together, but that is not the kind of scholar I am, so I began my journey during my Eighth grade year to become a better writer. I had many academic goals that year, but my main goal was to excel on the English state writing test at the end of the year. The test would determine if I moved on to ninth grade English or if I would get placed in a pre-high school English program. To achieve my goals I knew that I was going to have to work hard not only on developing the papers I write, but also making sure they are grammatically correct, interesting, and that each story or essay gets the main point across as well.

The major I intend on pursuing is Elementary Education. Education has always been a interest of mine that started in Kindergarten. Throughout my years in school I have had a fascination with learning. I loved exploring new subjects and growing my understanding of the world. My eagerness to learn has motivated me to strive in school. As a teacher I will be able to give back to my community and hopefully make a difference in the lives of students. I can inspire children to take initiative of their learning on a day to day basis. Through teaching I have the ability to work with a specific group of children daily, getting to know their interests, strengths, weaknesses, personalities, and learning styles.

Georgia Southern University is located in Statesboro, Georgia, about an hour away from Savannah. The school is one of the state’s largest education centers and prides itself on their achievements as a school. Georgia Southern is a “large-scale, small feel” type of university. The school has about a fifty percent acceptance rate and as of 2015, the school had 17,963 total undergrads and 3,495 degree seeking freshmen (College Board). The average tuition cost for an instate student is $23,972. Georgia Southern offers a wide variety of degrees including those that I am interested in, such as Early Childhood Education, and Child and Family Development. Along with the number of degrees available, the university also accepts a wide range of scholarships. Ones that would apply to me would be the HOPE Scholarship, the Southern Scholars Showcase and the Scholar’s Day. The HOPE Scholarship is also part of the university’s financial aid but I have to be qualified and

My intended major is Child Development. For me, Child Development is a fascinating field because I get to know how a child changes biological, psychological, and emotional between birth and the end of adolescence. Also, being able to understand children can be helpful for future careers, such as pediatricians and child psychologists. During my first year in college, I took a child development class and it was a interesting how a child develops and how each child is different. I had a hard time in the class, but it was starting point in where I began to find my own interest to pursuit in Child Development. I believed majoring in Child Development would help me understand each child’s behavior, and be able to assist children with their problems.

You walk in scanning the badge I gave you the night before you go up the stairs and look no one sees you . walking up to the room I told you about you go in and lock the door , in the middle of the room you see an abandon desk. in the corner is filing cabinet and there a door on the left side

To begin, I attended Borel Middle School in San Mateo, Ca. The first year was really hard because I was in sixth grade and didn’t really know anyone but my friends that I went to Elementary School with. All throughout my three years at Borel I strongly believe that I would be going to Aragon High School. My final year at Borel was the worst year of school in my life! Most of my teacher were expecting us to do a minimum of at least three hours of homework every night. I would never have time to do anything with my family, even on the weekends I would spend at least an hour of doing homework. Then I would have to study for at least three or more tests a week. I never had any time to enjoy my life. Thats when I started to hate school. I would wake up and never want to go. I would be paranoid that I did not do something or get something wrong and the teachers would yell at me. The only teacher that I loved being with my my spainish teacher, Mrs. Pietri. We had the best relationship ever! Everyday at lunch I would go to her class and help her out with anything and just hang out with her. I would tell her all of my struggles and she would try to help me through them all. So then by the end of the year, teachers started to attack us with work. On the last week of school I had to write a paper on this topic and it was worth half of my grade so I could not mess up on that project. Even during winter break and spring break I had things to do. I hated school. But then as the year

Students enrolled in special education programs are generally defined as passive learners. Many students in the special education program transfer their passive classroom learning into their knowledge of their Individualized Education Program (IEP) and rarely demonstrate self-determination skills. Few students attend their IEP meeting and fewer students know their IEP goals and goal areas. Thus, the students in the special education setting display a lack of involvement and participation in their IEP, including the accommodations and modifications available to help them succeed. This researcher has found that most of the students in the special education program at a rural northwest Iowa high school where she teaches are not actively involved in their own IEP process. Also, the students do not understand why they are in the special education program; therefore, they do not attend IEP meetings and are not active participants in goal setting and transition planning.

First Grade Competency 1 - Understand the symbols, icons, and traditions of community, state, and nation relates to theme II. Time, Continuity, and Change. The curriculum framework states that first grade helps children to understand family life and structure, as well as their roles in a global setting—such as the community. Students are learning about variations in the ways families’ live (i.e. single-parented, self-employed, unemployed, retired and various other housing options. Children should learn that family is the primary support group for people everywhere. Objective c. under Competency 1 states that students learn and discuss songs that express the ideals of the United States of America (i.e. America the Beautiful, the Star Spangled Banner, etc). NCSS Standard II relates to Competency 1 because the Learner Expectations require an in depth understanding of one’s past, where they have come from, to understand where they are going or even to realize how far they have come.

English class seemed to be the most dreadful to take within school. Writing essays for most of my grade in a class is not what I was looking forward too. When I entered college I knew that it would be one of many challenging classes I would have to take. Starting from the lowest English class to moving on up, the writing assignments became longer and more thought out. The time came when I got into this class that I knew more work was going to have to be put into essays and thus brought out what I had not seen before in my work progress.