Reflection Of Education

When students participate in extracurricular activities they learn lessons and concepts of leadership, teamwork, organization, analytical thinking, problem solving, and time management. In high school if a student wants to do a sport or other activity they will pick the activity that they like and enjoy. This is the kind of decision making skill that could help determine the type of career path for a student. By participating in extracurricular activities youth can find something they enjoy learn to use this in a career. “Participating in certain extracurricular activities having to do with the field that the student is interested in could help them find a job. If someone is looking at a resume for a potential employee, and they see they have experience or interest in what they are looking for, they will be more likely to hire that person” (Massoni). Having been apart of a particular extracurricular activity can be a positive influence in a job resume. This will cause students to find a new ambition in a career. Even on college applications these activities will affect if a student will be accepted, and in some circumstances many activities can earn a student thousands of dollars in scholarships (Massoni). Extracurricular activities can benefit students in teaching them long term commitments. When youth participate in

The aim of this assignment is to give a reflective account on group presentation and the peer assessment process as well as the development of a personal action plan. It would involve using ‘The What? Model of Structured Reflection’ (Driscoll 2007) to analyse the experience of using a group designed assessment tool to assess my peers and the experience of being peer assessed. Additionally, experience of completing a group presentation would be reflected upon. A personal action plan which identifies areas for personal development and the designed assessment tool is attached as appendix 1 and 2 respectively.

Throughout high school, I was unaware of the potential benefits extracurricular activities could provide for my character and journey into college. Clubs and physical activities seemed fruitless to my academic career. For the most part, I dedicated my time to either studying or leisure until the end of junior and beginning of senior year when I began applying to colleges. The moment I first read a scholarship essay prompt asking about any significant point when I applied myself or volunteered

An intersectional reflection of my dichotomous relationship with higher education is what fuels my desire to pursue a Ph.D. in Educational Leadership and Policy Analysis. As a first-generation college student, earning a Bachelor’s and Master’s degrees profoundly altered the trajectory of my family out of years of generational poverty. As a result of embracing higher education, I possess the ability to think critically and creatively, with a passion and hunger for lifelong learning. Contrarily, the experience also left some biological, psychological, and social scarring. Macroaggressions, tokenism, and implicit bias have all contributed to the way that I now live, learn, and work in the world. While these experiences did not prevent the completion of my education, it has led others to abandon the pursuit, and certainly presents an enigma to many colleges and universities around the country eager to recruit and retain scholars that identify as Black/African-American, first-generation, and/or low socioeconomic status. The majority of my professional experience revolves around this very conundrum and the time has now come to pursue extensive and original research in this chosen field.

During my K-12 education I feel that it taught me how to fake it until I make it. You think school teaches you how to be an adult in the real world but it only teaches you how to be complaint. I never really thought about what I gained as a member of society. I think school tried to teach me where my place is. I learned how even though this is 2017 and women don’t have to sit and look pretty, students are expected to sit and look pretty so to speak. For 12 years to earn a piece of paper I learned that I am expected to follow traditional rules and methods. I am expected to do as my teacher says because their title is teacher that means according to society they are smarter and better than you. I learned that my opinion and my thoughts have no merit compared to people with more experience. So thank you to 12 years of sitting in a class for 8 hours everyday to learn how to fake compliance.

The ideas I have been considering since starting and college and starting this journey as college freshman has been the idea of not settling for the least and to believe in myself more. This probably sounds like a very basic discovering one has with oneself but it has made an impact on how I believe in myself and how I carry myself in regards to school work and achieving goals. An idea I have been considering is not an easy decision and I know that I won't deciding anytime soon but the idea of furthering my education and actually becoming a practitioner nurse sounds appealing. I don't know yet if I want to fulfill that education after graduation from nursing school but it has been idea that has been been planted in my head by talking to some peers and other nurses that are interested in furthering their education.

“Dad why did you leave everything you had in Egypt to come to America?” I observed as he attempted not to think of a generic response. He responded “education” and after a long pause he explained,“education was what motivated me to come to America.” Further he explained how he believed that America’s educational system, unlike those of many third-world countries, allows choice which furthers to success. He repeatedly stated vaguely that in Egypt that real success does not exist. However, despite his opinion, I am not sure it exists in America either.

I have had the experience to teach the class four times during the semester and each of them has helped me to learn a lot. Dr. Walenciak has been traveling a lot so I have been in charge of the class those times. The first time, I was terrified the day before of the class. I needed to talk about the chapter of Ostrander’s book that talks about the history of Christian education. I prepared myself a lot and the day of the class I divided the time so the students could work on a project that we have. I try to summarize the chapter while explaining it. I planned to talk for 25 minutes and I ended up talking for 15 minutes. I was talking too fast and skipping important points without realizing about that. At the time of the class, I felt confident but I was a little nervous and it was harder to express my ideas in English but I manage to overcome that. I was able to explain everything but I was a little disappointed that I could not meet my time goal. After that, I ask them some questions to see if they have understood the topic. It was interesting because I could feel somehow the feeling of the teacher when nobody participates in the class. At the beginning, everyone was quiet but after a while, they start participating. To finish the class, I gave them some time to get in groups and discuss their progress for the final project. I asked for some feedback after that to some students and they told me

All I see is the same color around me. Faces of familiarity pass and I feel safe. This was my mentality for most of my life. I am from a small, agricultural town in California called Santa Maria. My whole life is based on what this town has provided for me growing up. I want to say that it had done more for me, but truthfully, I can’t quite say it did. At my high school, there seemed to be a lack of quality. It only offered 9 AP classes and had a demographics of 97% Hispanic. It was hard to cater to those who wanted to go to college. My group of friends and I were some of the determined few who wanted to leave to a four-year institution. My local community college was referred as ‘high school: part two’. This in my mind sounded so bad and something I didn’t want to be a part of. The road to college was going to be tricky for me, but I would do whatever I could do the give me the best possible chance.

According to Dr. Patricia Alexander teaching and learning are interrelated. Teachers and students learn at the same time. As Dr. Alexander mentions in the video that actions and characteristics of one affect the other. For example, if a teacher in a classroom is not preview prepare for class, students will lose interest in the class. Students have to perceive that the teacher is mentally and intellectually well prepare in order to show some interest in the class. One of my teacher’s actions affected me when I was in middle school. I remember that when I was in 7th grade one of my teachers used to say to his students that they are very dumb to learn. I as student felt like I really was dumb. Even though, I tried to learn everything he taught us, I did not retain any information. As a result, my grades dropped a lot, so I refused to go to that school until my mother moved me to another school. In the other hand, if there are students that do not show any interest in learning, teachers’ performance is affected. For example, there is anything a teacher can do when a student does not really want to learn. Some teachers use a variety of strategies without any result of learning, but is does not mean that the teacher is not well prepare; it is more about what the student want. Dr. Alexander also mentions in the video that the factors that determine success are the same for teachers and students. I believed that it is connected because teachers and students are in constant

Have you ever wondered about the way the education system is carried out in the United States? How about if students from small towns are at a disadvantage? Coming from a small town, my high school was exactly like the typical American high school described by Amanda Ripley, in her book, “The Smartest Kids in the World: And How They Got That Way.” After reading this book and taking careful notes, I now see many relationships between her book and my old high school, which I will describe in this piece. My high School, Wellsboro Area High School, was disorganized, lacking rigor because of many factors, including sports, biased, and lacked teacher confidence. Now, finally in college, I get to reflect on my experience and speak the truth about what I thought while in the education system.

It is easy to be frustrated at education. It is easy to think about all that education is lacking. It seems like most of the time, the conversation is spent talking about how there are never enough of the good things that really help people to learn. When I started studying education in a critical lens, even when I was taking a course that was specifically designed to think about the possibilities of education, I felt that a good amount of the time was still spent thinking about the shortcomings. And, in critical thinking, it is a very useful tool to not just accept the systems the way they are! However, I started to get lost in tearing down the status quo. I started to feel like most of my time was spent learning about how education was inequitable and inaccessible, especially in terms of race, class, gender and ability. The anger in the articles I was reading was ringing through loud and clear and I was ready to take up the battle cry because if one is systematically denied education, they are denied economic and social capital in our society, which it is unjust (cite). However, I kept feeling unfulfilled by just feeling this anger. Anger and critical deconstruction of the system of education can catalyze change, but one has to have some idea of what an accessible and equitable system would look like in order to then start the work to get there.

Overall, this is a verifiable piece that says a lot about education and the small ways that certain trends and assumptions can end up inadvertently hurting students.

think I went a little overboard with the information. As I reflect on my curriculum I thought about the fact that maybe I wasn’t being as realistic with the time I spend creating the curriculum. One aspect I pondered about was the time frame that is given to teachers so they can work on their curriculum. I assume it’s a little different than the time we have in a preschool setting. I presently teach two part day classes back to back which leaves little room for planning my curriculum. I think that in the higher grades teachers probably don’t have as much time as I spend on my curriculum for this course. As I reflect on this information I realize I have to set realistic and attainable timelines.

What is it to be educated? Education is often thought of as a school. A place where kids are forced to go 5 days a week, sit through mind-numbing lectures, and have so much homework thrown at them, that by the time they get home they are drowning and don’t know which way is up. But if it is taken into consideration, that isn’t what it is to be educated; that is the educational environment. To be educated it to be constantly adding on to what is already known. Like a castle, I want to my mind to be a stronghold. A citadel of knowledge. By constantly illuminating myself with more comprehension, I can be more prepared for a future career or just a regular conversation. A goal of mine is to avoid ignorance, and the easiest way to do that is to learn constantly. When I took a year of AP World History, I felt I was receiving, at least to me, what felt like an education. It was like nothing I had ever experienced in school before. I see my mind as a palace. Something that I can constantly build, to make it stronger and greater. The more I learn, the vaster and more magnificent it becomes. An experience with taking an AP class is what gave me mindset.