Reflective Reflection In Class

Everyone is likely to experience some form of discrimination or prejudice; as is anyone capable of acting prejudiced towards others. On April 5th, 1968, a teacher in Riceville, Iowa named Jane Elliot conducted an experiment with her third grade class that dealt with the concept of discrimination; and was documented in Peters’ 1985 ‘A Class Divided’. The exercise originally took place the day after Martin Luther King was assassinated. The documentary is an eye opener to the world of racism and discrimination. Bucher (2010) describes racism as “discrimination based on the belief that one race is superior to another” (97). According to Bucher (2010) “discrimination is defined as the

I had my appointment on the previous week at the Writing center. I brought my 2nd project for ENGL 160 class. I scheduled tutor to “face to face”, because I think it is the best way to improve all of my mistakes. Before going to Writing center, I was thinking that this tutor doesn’t help me at all, but fortunately my thoughts was wrong and I enjoyed 1 hour of editing my project.

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

Justene glanced at the sign standing outside of the double doors to the lecture hall of her college’s conference building that read “Oppression and Privilege: A Lecture on the Problems of Oppression and Privilege in Our Society. Guest Speakers Peggy McIntosh, Marilyn Frye, and Allan G. Johnson.” She continued through the door and found her friend Ashley, giving her a brief hug before taking her seat, wondering why she had let Ashley talk her into coming to this lecture in the first place. Ashley was a Philosophy major and dedicated her life to knowing all about current issues and heavily debated topics. Justene on the other hand, was a Human Development and Family Studies major who was way

When I began this course, I looked up a relevant question that produced over a million results. If you guessed my question as “what makes a good tutor?” you are a sharp shooter. The answers were as numerous as they were diverse. Unsurprisingly, my online search for sole answer ended in no avail. Conversely, my experiences shadowing Abby, Sarah, Daniel, and Rose have left me with two certainties about tutoring; its not enough to be all you can be, you must focus on helping the students be all they can be. Secondly, to help students be the best they can be, tutors should see students not as a universal but as an individual. As writing tutors, each of these skilled WITSs showcased these certainties by tailoring their sessions to suit the needs of each student, remaining empathetic, curious, and above all adaptive in their tutoring.

Facilitating the class discussion was a new and unique opportunity. While every week we read each of our classmates’ discussion board posts and reply to many of the posts, leading the class discussion required a deeper level of analysis by asking more questions and providing more facts in order to create a further discussion and engaging our classmates in this. Organization and attention are required to lead a discussion, plus as described by Laurie and Courtenay on their reflection, it requires to fully comprehend the literature and lectures for the week, as well as encourages and requires the student’s leading the discussion to expand their knowledge beyond the information provided.

Undertaking the microteaching in our tutorial and looking back on the feedback given allowed me to reflect on my strengths and weaknesses when conducting a class lesson. While I felt nervous and anxious, I was perceived to be confident and clear in front of the classroom. Having this type of feedback has truly inspired me to believe in myself more. Research states that ‘high levels of self-efficacy among teachers - defined as belief in their ability to teach, engage students and manage a classroom - have a positive impact on students' attainment’ (Wiggins, 2015). This research gives me even more inspiration to be confident. Being a confident teacher, a leader in the classroom will directly affect the students who I teach and will hopefully inspire them to feel confident as a person and in the work they do in class. ‘Teaching is leadership, and leadership begins in the classroom as teachers, act with meaning, seeking greater learning for their students and colleagues (Churchill, Et al, 2015). In the future, I will be working on my power in the classroom, while I want it to be evident, I also don’t want it to be overly exerted.

A few days before I taught my lesson, Ms. Bell introduced the standard of adding and subtracting to one million. So, I taught my lesson on the fifth day of a seven-day unit. I incorporated both large group and small group to maximize my students’ learning. I focused my lesson on the goal of fluently adding and subtracting multi-digit numbers using the standard algorithm. The learning goal in simpler terms was to add and subtract to one million. This concept was selected for me based on where my lesson fell in Ms. Bell’s planning.

I had two opportunities to try activities with students at the Jacqueline M. Walsh School for the Arts, as a part of the development of the curriculum and an effort to boost health education at the school. During my first visit, I was asked to give options for three nutrition activities. Students were able to choose between creating a visual representation of the 24-hour food diary they had just completed, redesign a food label, or write a song about deceptive labeling practices. Because this is an arts high school, participants showed little apprehension about participating fully without any social reservations – a problem that I will admit is much ore of an obstacle in other populations during initial stages of implementing arts integration strategies. Students showed no hesitation whatsoever, and were excited to be able to show off their artistic practices to a guest. With a little encouragement, students produced sophisticated work far beyond what I had expected. One student, for example, turned her food log into a comic, while another chose to create an abstract drawing of her food melting together. A group of students, dissatisfied with a piggyback song they were trying to write, elected instead to do an extensive freestyle rap. When the time came to share their work, every student excitedly volunteered. Students looking around the room were quick to note that there were virtually no vegetables represented amongst the food diaries, which led into an impromptu

This semester has been busy, I have written four papers. Scoring better than I thought I was capable of. St. Edward’s University was not my first choice, because I knew that St. Edward’s focuses on their student’s writing skills. The only reason I applied was because my mom wanted me to. I got waitlisted at my first choice and then my mom thought my second choice was to far, so here I am at a University that requires more writing from a person than anyone has ever done in my life. Reading and writing are not my strongest subjects, I am better at math, chemistry, anything with numbers.I set foot at this school with the thought that I was going to fail or just barely pass Rhetoric and Composition. I was going to take it in the a university that its goal is to improve the student’s reading and writing skills. The truth was, I expected to dread the class. On the first day of class, a man in his early 40s started screaming at the 14 kids in the room. He is different than the teachers I had before which is refreshing, his name is Professor Braun. It’s November and this is the fifth paper he has us writing, it is a reflection on my writing from the beginning of September to now. From Untitled Paper #1 to Are you Certain of Your Own Truth Paper #4, I am able to see a big improvement such as there are less careless mistakes, my ideas are more developed and carried throughout my papers, and there is a more concise support and analysis in my papers.

What would I have done if I knew then what I know now? This is a common question that most may ask themselves throughout the course of life. So much can happen or take place in such a short amount of time. For me I use time as a tool allowing me to keep an open mind and learn through experience. I have learned that there are many valuable lessons to be learned over time. This has struck my curiosity. At times I can’t wait to learn something new and it makes me extremely anxious to acquire wisdom in the future. Although I feel like I can’t wait to learn new things, I think I’ve lost sight of what is truly important. I think the most valuable lesson is learned through the course of this semester is to cherish the time you have and live in the moment. This class has opened my views, taught me how to express my feelings through writing, but most important of all to not judge off opinions of others.

When I first came to UAB, I was nervous because I knew all the classes were not going

In the beginning of the film, there is a small meeting in the afternoon between all the teachers that will be working at the school. The classroom has a bright lighting and you can see the white walls in the background of each person. There is a mixture of race, gender and even personalities around the room. Each person is going around introducing themselves and telling what subject they teach. They being to discuss the schedules they were just handed and you can hear the overlapping conversations going on in the background. One teacher singles out the students who are nice and not nice to another teacher. He wants him to watch out for the ones that will give him trouble. The following evening, as the bell rung all the students walked into class with various noise and horsing around. The teacher tries to calm the students down by knocking on the desk and demanding silence. The student obeys some of his commands and eventually calm down. I noticed that there's a variety of ethnicity in the class and the students dress in an older fashion. One student showed her intelligence by debating with the teacher about how long each class really is. As the class starts its subject, I noticed that there are kids who are really interested in learning. The ones that want to learn are having a hard time understand what the teacher is saying and side tracking of the subject around what their learning. When it was time for the kids to go socialize outside, I immediately noticed that they

I wanted to start by saying, this class is the most informative class a student can take here at EMU. I have been a student here since I was 15 years-old; and this is the first class, I have actually learned information I can use 50+ years from now. When this class started, I honestly knew absolutely nothing about the topic of Gender and Sexuality. Here we are, near the end of the semester, and I am much more knowledgeable and aware of many gender identities and sexualities, I once never knew about.

I’m in class. Maggy dean is giving another lecture and all I can think about is anything but economics, my chair is too hard and the room is too cold. I Occasionally pick up on random things about positive externalities or price ceilings but mostly I will be in my own world. It’s not that I’m not trying to stay focused it’s just that I can’t seem to do so. Usually in classes like these I will go back later when I’m at home or in an isolated area and re-read the topics we covered in class in the textbook. This usually works and I do well in the class but this class is different/ The topics we cover in class are much more complex than what’s in the book. I can’t help but to get frustrated with how the class is taught but I suck it up and do something about it. First thing after class I walk over to the teacher and come up with a plan on what I can do to do well in this class. Self- advocating is a big part of my success in high school, especially in economics class.