Summer School Reflection

"A. Okay, he lifted his hand over his head maybe to strike Michael's hand down or something and then he put his hands in his . . . put his right hand in his right pocket . . . took a step back . . . Michael proceeded to stab him . . . then his hands were like . . . how do you explain this . . . open arms . . . with his hands open and he fell down . . . and we ran (describing subject holding hands open, palms toward assailant).

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

On March 10, 2017, I boarded a plane bound for San Francisco amid the hustle and bustle of spring break travel traffic. However, this was no regular spring break vacation, filled with relaxation and carefree experiences. In fact, I was only going to be the Golden City for thirty-six hours, and I was on my way to the national conference being held by the National Association of Community College Teacher Education Programs. As one of their two national scholarship recipients for the 2016-2017 school year, I was invited to attend the conference in order to publically accept my scholarship and was encouraged to attend any panels I wished. As suggested by the name of the organization, the conference was centered on community college education programs and teaching in general. When I arrived on Friday, the only event being held was a networking reception, where I met individuals from various community colleges around the nation. However, Saturday was a much more eventful day, with my spending eight hours at the conference.

“Come at me, bro!’ I teased while helping a freshman boy a few months ago. Albert and I giggled as we discussed the dialogue in the narrative he was writing. The classroom was calm and filled with students writing in nooks or in small groups. It was completely normal day in my English class. But, that sentence. That’s all it took. Suddenly, Albert was towering over my chair yelling, cursing, and threatening me. I felt the angry spit of his words hit my face.

Simmons swung his fist across Donut’s face, landing a solid punch. He threw a few more punches at Donut. Rage swelled inside his body, fueling the punches and bringing passion and even more pain into them.

The scenario says that George can get out of control (although not frequently) striking out at other students and the teacher, and he throws his books and papers on the floor. George is a first grade student. George’s behavior is disruptive to the classroom environment because when he is out of control he makes the teacher lose instructional time to solve the problem. George behavior also, decreases student engagement and motivations, lower the students academically achievement and stresses the teacher and the students who wants to learn. If the behavior is not solved, he can provoke other students to behave in disruptive ways, especially in first grade the students wants to play and have fun during school time.

Meanwhile, Mark and I had grown further apart. His demanding academic curriculum put stress on him. So, to lessen his anxiety, he smoked marijuana daily. However, to stay alert for class, he drank cups of coffee, as well. The combination caused his temperament to fluctuate between being spaced out vs. extreme agitation. He’d quarrel with his professors when they refused to let him pass in assignments late. He had done it

Through most of his student career, Josh got straight A’s and never had any trouble getting through most classes. That was, until he was diagnosed with ADHD in his senior year at Blaine High School. Medication was prescribed to him and he took it daily, but still he had to deal with the occasional urge to get up and move about. If that wasn’t unpleasant enough, his sister passed away soon after and he was filled with thoughts of depression and in turn, headed to alcohol and drugs to fill the aching emptiness inside of him. All of these obstacles that had been gathered up made Josh believe that he was alone in life and that he’d never be able to be successful with all of these problems coming to assault him, but little did he know they would only make him stronger in the

Robert was a typical two-year old boy always running and jumping around. In kindergarten, he couldn't remain seated during group time and moved between centers, leaving each a mess as he ran over peers. Third grade teachers began to talk to Roberts parents: he was blurting out answers and his desk was constantly crammed full of papers, toys, and books. In junior high, assignments done at home were never turned in and Robert received lunch detention for constant talking. He was late to class every day in high school because it was impossible to wake him. He couldn't find his keys most mornings. During college, he lost five cell phones and graduated with 2.65 grade point average. Robert was a typical ADHD child

Having the opportunity to participate in SaM summer school was one of the greatest experiences I have ever had. Without support from a Steve Martland bursary, this would have never been possible. The summer school has taught me alot composition and traditional/non traditional notation. Having the opportunity to partake in the vocal group allowed me to develop my understanding of the human voice and the skills to compose for an individual. I also found my compositional voice during the week, throughout the workshops in the week, all my mini composition had a distinctive voice. Our key tutor Kerry supported my compositional ability and pushed me further making me explore more “avant-garde” techniques. My final composition was for solo soprano

L reported that he had a speech impediment (the result of a very mild palate deformity) he became aware of during the 3rd grade after being repeatedly teased. His speech issue bothered him to the point he became disinterested in school and acted out i.e., refusal to follow teacher’s direction, stand up randomly during class and learned to use humor to redirect the focus of other people off of himself. This developed behavior was a result of Mr. L refusing to be identified as the kid who was “retarded” and to avoid being victimized or picked on by other students. Mr. L reported recognizing the importance of creating an image because of the people and movie stars he idolized so it was al out second nature for him to create this bad boy image to avoid teasing from other

A switch ticked over in Metcalf’s head, and without a hint of hesitation, attempted to punched the man three times. The first he sucker-punched him straight in the nose, and he felt the crunch of bones on his bare knuckles. That didn’t stop him. He then clipped the man’s jaw, then missed with the third attempt as the man dropped to the ground.

understand the material taught to them so instead they make excuses. Teachers will see the

Once on a dreary day in the town of Raynor, it was the single most important day of these young children’s lives, test day. Everyone in the town had prepared, studied, and been ready to ace this exam, except Kevin. Kevin is what the people around town call a worrier, it didn’t matter how much he had studied, or how ready he was, Kevin never felt confident in himself. One time he was asked to present in class the project he completed over break, and the students thought he might have suffered a heart attack before he had even began. It turned out he worked himself into such a dither for no reason, because when all was said and done, his project had been flawless; but still perfection couldn’t ease his anxiety. So now, today is the day, and

As the semester started, I had set my mind that I was destined to achieve a lot. During the start of the semester, I had several difficulties writing English assignments especially in terms of grammar. During the first week of the semester, I sat down, organized my thoughts and comprehended that throughout the semester, I had to achieve all that I had planned for. As a student of English, I had planned that throughout the semester, I had to improve my skills as a scholar, writer and critical thinker. Now that the semester has ended, I can reflect all the semester activities to depict how my writing skills and critical thinking skills have drastically improved. This paper presents a reflection paper of how this