Reflection on Class My sixth period students begin to enter the classroom and many of them speak to me as they enter. The bell rings and I walk into the classroom closing the door behind me. I immediately begin telling students to sit and begin the warm-up that is written on one of the white boards. As the students settle they begin their warm-up, but many of the same students continue to laugh and play during this period. I call for the warm-ups, which are then collected. Daily I launch the lesson with few interruptions, but there is always the occasional excessive talking. After the lesson has been launched I let the students loose to explore the concepts at hand. I begin to …show more content…
Forest does not have confidence in himself. When I am working with Forest I can tell that he understands the concepts that we are covering, however, there are times when he makes mistakes. What student doesn’t make mistakes though? It is when I leave him to complete some work on his own that he falls right back into the “I can’t do” mode. It can be the exact same problem, but with only the numbers changed. He must build his confidence and I must help him in doing that. When I talk with Forest about his life long dreams he immediately tells me he wants to be a football player. The conversation goes on and he eventually states that he doesn’t think books matter because he only wants to be a football player. I try to explain this to him, but he doesn’t see the big picture just yet. When I look at Forest out playing football or basketball he seems to try his hardest and he hates losing. I am now trying to determine how I can get Forest to have that same drive in regards to school. Forest is capable of doing the work, but he is also more wrapped up in the social aspects of life. This also aids in this problem. Another problem that has made the situation a bit more complicated is the support and emphasis that is placed on sports at home. His parents know that he is good at football and place a lot of emphasis on leisure activities
Many people experience exclusion in their lives; yet, when they feel included, they experience the process of healing. In the memoir Coming Back Stronger: Unleashing the Power of Adversity, Dw Brees’ journey to healing is explored. This experience of exclusion to inclusion is also discussed in Becoming Human by Jean Vanier. The New Orleans Saints accepted Drew, a severely injured quarterback at the time, just as Jean Vanier accepted people with intellectual disabilities into L’Arche. Withal, Drew is given the opportunity to motivate and inspire his team, and those people included in the L’Arche community are given the opportunity to develop new, meaningful relationships. For Drew, having this opportunity results in a milestone for the whole team that represents hope for New Orleans, while the people with intellectual disabilities being able to be in an inclusive community result in the maturity of the heart. Both works suggest that being inclusive towards other people, especially those excluded in society, by welcoming them into a particular community result in a person’s internal and external healing.
After reading my first reflection, I realize I was very hopeful about high school in the beginning of the year. However, now I have mixed feelings about high school, since my first year did not go as I had anticipated. My first reflection mentioned how I thought the first month of high school was quite unexpected. Little did I know how unexpected ninth grade would turn out. I could never have imagined what would happen to me this year. Certain aspects were thrilling, exciting, hilarious; however, other aspects were depressing, anxiety-inducing, and highly stressful. I was incredibly naive and starry-eyed in the beginning of the year. However, I feel as if I am now an experienced adult looking down upon a young, innocent child, while secretly knowing that my younger self has yet to face the brutal, harsh, and unforgiving world. Nonetheless, there is always a wiser, more experienced elder looking down upon me.
The initial attempt which I gave at clearing the WST exam was quite an exuberant experience. A confident me wrote an excellent piece which was all according to me nothing but excellent. But a drastic result of having a non-competent essay came as a shocking result. Thus, while taking this class I hoped to improve my writing skills not only to be good in general writing but also hone my skills in presenting ideas as a graduate student. The course structure defined in this class not only helped me improved my writing skills but expanded my horizon to the different aspects of writing which was initially all unknown to me. This writing class helped me improve my understanding of a thesis
Throughout the time that I was in high-school I have taken many English classes leading up to this Ivy Tech class. During my freshman year I was required to participate in English 9 which required students to do more reading than writing. During my sophomore year I took English 10 that involved more reading. Then last year I took AP Language and Composition for college credits. Reading and writing were split 50/50. We were required to read a new book every nine weeks and be quizzed. We also wrote a total of six MLA formatted essays to prepare for the AP exam at the end of the year. I think my classmates and I were taught well which resulted in a good score on my exam.
I indeed have learned a lot in the class. From the first class, I was taught how to write
I have contributed actively to achieve excellence in teaching, scholarship, and service. In the area of teaching, I have successfully taught one of the multi-section core chemistry courses (i.e., CHEM I and CHEM I-lab courses) and an upper-level course, Survey of Instrumentation for non-chemistry majors. As described in faculty plan, engaging and motivating students to promote their learning is one of the important teaching objectives as an educator. I have demonstrated excellence in teaching by active collaborative learning inside the classroom. Students actively involved in collaborative group assignments by working in pairs or small group to find solutions to challenging real-life situation problems. I utilized “Think-Pair-Share”
Between the summers of 2012 and 2016, I volunteered at the bible school offered by my church. The general goal for leaders was to work with elementary school children and lead discussions and assist the children in learning more about our religion. However, my personal goals were to make connections with my students, maintain a positive attitude, and gain communication skills. The group of students each leader works with alternates each summer, proving it to be difficult to create a relationship with my students; but in 2016, I met a child who despite his own difficulties, always remained positive and was grateful for every opportunity he received. I noticed a change in my attitude that summer, I had become both more positive and gracious. I was a role model and confidant for the student, despite our relationship only lasting the summer. In return for my healthy influence, my student taught me that there is a silver lining in everything and everyone deserves to be happy, regardless of their living situation. By reaching my goal of making a connection with a student, I was able to simultaneously achieve my goal of positivity, ultimately improving my leadership. Due to my work in the program, I became more confident and gradually built up my communication skills that helped me become an effective leader. The adults who ran the program recognized my hard work and dedication to the program and would praise my leadership and compassion. To know that my leadership was making a
At the start of interviewing my father, Henry, about maturing into adulthood while in college, he sat down wearing his usual thick glasses, blue starched polo shirt, fresh boot-cut jeans, and bright facial expression; he wanted to share his past with his son in hopes of teaching me lessons from his experiences. When I asked questions, he, as always, answered with much confidence. I soon came to realize that this trait was caused by his college days where he obtained self-reliance. To understand his journey, we must observe the phases that took him to his current state.
For this lesson, I attempted to shorten my whole group instructional time and to differentiate the instructions to better engage students in the lesson. Because of this, I learned that it is important to not give students too much information or directions at one time. I saw an improvement in student’s engagement during the whole group instruction. I did not give the students time to lose interest, I kept consistent pacing and made sure to differentiate the instruction to meet the needs of the different types of learners within my class. I also applied a couple different strategies to engage all students during the lesson, even when one student was at the board working through the problem. From this, I learned that learners are going to stay more engaged in the lesson if they have a “task” to complete, rather than waiting for the student at the board to give them the answer.
What motivated you to do your volunteer work? How did you come up with the idea for your activity? Who or what inspired you to get involved? How did your volunteer activity begin? Why did you feel it was important?
As a Junior at Downtown Magnets High School I took two AP courses that were AP Spanish Language & AP U.S History along with my regular courses like Mathematics, Science, English, and etc. It was not until I entered my AP U.S. History class that I really learned about All nighters and the use energy drinks and Coffee. I don’t like to Fail but to succeed one must learn what failure feels like to better their understanding of how to Succeed. I “technically” passed the first semester of the Course with a Solid “D” but that did not satisfy me since I knew that I deserved better after all the Time and work I put in to studying two days before each quiz and test. I did not understand that time and effort did not lead to success.
I was born in central Los Angeles and remained there until if was five years old. Due to our growing family and some of the concerns surrounding community violence my parents decided to move to Van Nuys. Even within the San Fernando Valley there are areas of high community violence, gang activity and poverty. However, I felt as sense of community support and safety due largely in part to the *** established early on in my elementary school. Though community gatherings my mother found a new source of social support and support networking. The ability to learn about our neighbors and community helps to establish a sense of cohesion, trust and a real community. I remember my mother and neighbors coming together to talk about issues within the larger community that may have been or concern or placed children and families at risk. As I grew older things appeared to have changed. Families moved away, businesses closed down, and again it seems the once united community has reverted to an individualistic neighborhood.
I have never been a good student. This comes as an utter surprize to most, for one reason. I’m smart. Or so they tell me. Smart, but not good at school. I mean, ask any kid or millennial adult, and they will tell you school sucks. I just got out of highschool, and can guarantee that it still blows. But as my my theory of knowledge teacher would have posed for us to write last year, why does school have such a bad rep? Why do so many students loathe it? (Use documents from in class,as well as outside readings…. ) For every complaint there is about the school system, someone claims to know the answers. I myself have had an odd education in the places I’ve learned, who I’ve learned with, and the levels I’ve learned at. Add an (un)healthy dose of anxiety and depression, and you’ve got a pretty clear snapshot of my time in the public school system. (I mean, I’m still technically in public school, but it's a college, and I’ll get there later.) Of the dissertations of the school system we have done in class, several have rung true for me, but not always for the right reason.
The challenging component this semester was transitioning from being a high school level writer to a college-level writer. However, English 10 has by far been my best experience in writing. By taking this course I have retrieved many helpful elements, that will help me be a successful writer throughout college. In high school, essays often gave me anxiety and stress, however, when taking English 10, I was able to learn to enjoy the process and the art of writing purposefully and mindfully. Even though I have taken advanced placement English courses in high school and have taken a practice run of college level English over the summer with Professor Brenda Venezia, I was still able to get a lot more out of this course. To showcase my progress in this course, I have included my essay from project 2 a rhetorical analysis titled, “Black Lives Matter!” and a research essay from project 3 titled “Why is Racism dangerous?”, which effectively demonstrate my growth as a creative writer, reader, and thinker.
6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.