Jeremy Schamehorn: A Case Study

Rose first explains how the educational system classifies a child’s class. He then proceeds to elaborate on how the vocational class works for those who do not do as well in school. He uses pathos so the reader feels emotional for the less fortunate student in the vocational class. Rose conveys his beliefs by using personal examples. He learns true qualities of people and shares the stories of Dave Snyder, Ted Richard, and Ken Harvey. Sharing the personal indications of what puts the students in the vocational class, gives the reader the notion that they have strengths that do not apply doing well in school. Rose ties the examples together in the end to confirm his opinion that one should never settle being defined as average.

The life outcome that Wes Moore, the author, had was different from the other Wes More. He was doing bad in his education as well with his interactions with the family. Every teacher declared that Wes was a poor student and was unmotivated to pay attention in class. The teachers came to conclusion that Wes had a problem socializing, however; Wes “was a victim of a monocultural educational environment that alienates and denigrates him” (Sue, 230). The school staff was unable to see that the problem existed within the institution/ environment and not on Wes, because they were focusing only in one culture which made Wes feel as an outsider. The

My middle school supported me by arranging weekly one-hour lessons with Dr Taylor, a local upper schoolteacher. These sessions nurtured my inquisitiveness and explored

The teacher I interviewed for this project was a fifth-grade teacher, Mr. Keith Wolkovitz. This teacher has been teaching at East Rock Community Magnet School for his entire career of eleven years. East Rock Community Magnet School is a Title I school in the New Haven School District. The school has a very diverse population and over 90% of the students qualify for the free-reduced lunch program. As a Title I school, the school is also mandated by the state to implement certain remedial interventions to improve students’ academic scores.

I engaged a number of J's teachers and his school counselor in unstructured interviews at different stages during a six week period. These interviews gave me some degree of freedom and flexibility with regard to posing my questions (Cannell and Kahn, 1968). The content, the sequence, and wording of the questions were entirely under my control (Kerlinger, 1970). The unstructured interview was, however, carefully planned. This was done to do away with

and ______________,__________. Because of this i decided to interview him about his post-secondary experiences and coming of age moments.

Jack was always the family football star, but he was also the family member with the most heart issues; as early on as 16. It was rumored that Jack had a heart murmur, which would end his football career. William, knowing the importance of his brother’s favorite sport, agreed to take the physical for Jack when he was 15. No one knew the Moroski boys by face that weren’t on campus staff, and the doctor running the physicals was a traveling physician. Without question, William was written in as “Moroski, Jack” and Jack lead his team to the victory that took the state championship in the name of the Bears. But baseball wasn’t the only thing William dedicated himself to. Not surprisingly, he also took his schoolwork very seriously. Not as seriously, however, as Ms. Cleo Woods, his 11th grade English Teacher. She was the “ My way or the Highway” Type, the highway being staying after school until the work was done as Ms. Wood instructed. Many people have a least favorite subject, whether it be due to confusion or a slew of poor administrator relationships, and thanks to Ms. Wood, English is now defined as Bill’s least favorite subject, even as he rounds his 87th birthday.

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

“No matter your past, how you are perceived by friends, foe, or family, YOU have the opportunity to make your life as you desire. If you live in a tough and unfair life right now, change you mindset. Don’t think that is all life is or all you are. You can be whatever you want. If your life is as good as it gets, challenge your mindset. Learn to do something MORE, something to grow that person inside.” - Chad Brinkman. For this week’s paper I interview Mr.Brinkman about his transition to principal and his plans for the future.

Victor: My mind was spinning. First of all, I couldn’t decide what I was going to talk about. I had never seen so many people in front of me before. I’m not much of a public speaker. Then all of a sudden, my history with teachers crossed my mind. I

Exeter decided it would be best if Junior continued his schooling at a private school, specifically at Columbia Military Academy. In 1915 began his education at the academy. There, Junior found himself relating to his fellow peers superiorly more than when he was at Palisades. At the academy, he wasn’t the scandalous rich boy that stuck out like a sore thumb, but in fact was expected to be well-off. The change in environment changed Junior. The once timid boy that had difficulties striking a conversation with people became an obnoxious teenage boy who had little respect for adults excluding his mother and father. Blind to his son’s new and contemptible attitude, Mr. Exeter was never happier to be able to have a proper conversation with his son; so happy that he bought Junior his very first

Aaron and I began working together in August 2013 at Oak Grove Middle School in the Davidson County School System in Lexington, North Carolina. Inasmuch as we were both new to sixth grade, we were both experienced teachers. Aaron’s wife had been my school’s technology representative so I knew of him through her. Although I had little contact with Aaron the familiarity with his family created an instant friendship.

Mr. Clark had gained a formidable reputation as possessing the talent to get things in order and making it so that they stayed that way. He weeded through the students that were not at the school to procure their education. Those that were left were serious about doing their best. Some were hungry for a little direction and guidance. Some had parents or a parent that also needed help getting their life on track.

The term ‘Mentor’, can be defined as someone who advises, guides and teaches. However, Dr. David Orrick was all that and more to me and my peers when I was a student at Norwich University. Recently, I have graduated from Norwich University and now attend Sam Houston State University with goals in reaching my Masters of Science in Victim Service Management.

If Mr. Langford had lost that commitment, my personal enthusiasm would have been greatly reduced. The excitement that he showed was contagious. No matter what my own personal attitude was like, I was able to place the world aside for a short period to focus on the lesson. Without the enjoyment that was given, the class would have quickly become boring and mundane. At that point, I would have quickly lost interest. Without his commitment and dedication, he would have become just like so many other teachers that had come in and out of my life at that point. In hindsight it wasn’t that he appeared to be an overlay intelligent, charismatic, or extraordinary person. It was that he cared and he showed us a genuine compassionate that he had for his