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Effects of divorce on children's development
Effects of divorce on children's development
Child development divorce impacts child
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I am hoping that you can help me. My daughter Aberdeen is in your class. Her father and I are divorced. She goes to her dads on Thursdays till 8pm and on 1st, 3rd, and 5th weekends of every month. I was raised with the mind set that school was not important. I believed that I couldn’t do well but it didn’t matter. The standards my parents set for my brother was high (A’s) and their standard for me was to just pass (D’s and C’s when D’s were eliminated). I was told I would never be as good as him and that was ok. My parents did not care if I did not do my homework unless a teacher contacted them about it. Then it was screaming and yelling to do the work. I bet you are wondering why I am even mentioning this because its suppose to be about Aberdeen. …show more content…
I set Aberdeens standards for school so low because I only cared if she passed. I thought at that time it was the right thing. I would make her do her homework but I never offered any support except to yell at her or lecture her. If she needed help or didn’t understand something, I was not very understanding about it. I told her she was the one in class all day, she should know.
In 2012, her father and I got a divorce. I have been a stay at home mom my entire life. I met her father right after I turned 19 (jan 2000) and we were together ever since then. I suddenly found myself unskilled and suited for adult life alone. I depended on someone my entire life to provide and support me. I did not think I could do it alone. For the first few years I didn’t do it alone. I lived with my parents. It was then that I learned just how important education is. I felt like I couldn’t do college because I did horrible in high school. My GPA was a 2.4. I slowly started changing the way I saw things. Took a hard look at my parenting skills. I realized that I had done so many things wrong. That school is very important no matter what you want to do in life. I began to implement changes at
done well and handed in on time. But parents can only do so much—ultimately it
By the second grade I was very resentful of the extra help I was reviving. To me this meant being separated and I felt different. Sometimes I would not want to go to school and if I went I would dread each moment. As each day went by I would do the same thing every day I would be removed from class and have to read a different passage to a teacher and then take a short story home to read to my mom or dad. To me the fact that I had to do this almost every day was making me so angry it reflected in my actions. But by the end of that year I made a promise one that I intended to fulfill by the time I left Ayer Elementary
from the first bar, she quickly swung her feet over to the side for leg support.
An experience from my life that I shall analyze using a sociological lens started in elementary school, which I attended after my two eldest sisters had begun a few years before me. I started to be noticed by numerous teachers as their sibling. My oldest sisters both did a notable job in school, achieving strikingly high grades and a well-known acknowledgment for their excellent behaviour. Consequently, my teachers all had established high expectations for me to reach up till grade eight. These set outlooks about how I was to perform successfully was an effective motivator. Accordingly, helping me develop correct behaviours, studying habits and skills appropriate for becoming an achiever which contributed to my high marks. However, these expectations of me took a sudden turn during my grade nine math course after being discouraged for receiving a low graded math test. The conversation that followed between my teacher and I, plus the way they were acting towards me overall gave the clear impression that they thought I would never improve. This had an immense impact on me, losing motivation I passed with a low final grade.
I just liked to stay in the middle. I really didn 't feel like it mattered to me or to anyone if I did more than what was required of me. I never saw the need to go above and beyond when it came to school. The times that I have I never felt like i got anything from it. This is how many students feel and they shouldn 't feel this way. Mike Rose said in one of his articles “ I just wanna be average” that “He provided a role model that wasn 't shaped on physical prowess alone, and something inside me that I wasn 't quite aware of responded to that”. Mike Rose was a student who always wanted to just be average in school and never felt good if he ever went above and beyond. So one school year he had a teacher named MacFarland who helped him a ton and motivated him. She challenged him a lot and gave him a lot of work, readings, essays, assignments and just in general a lot of work. It was a lot but it all helped him a ton and it made Mike Rose become a student who actually wanted to do homework. McFarland turned Mike into a student who actually wanted to be the best in class and Mike just felt so much more motivated. He ended up being very successful to this day. This is what students need and it 's what students don 't
On November 13, 2015 I observed a kindergarten class at the school where I work as the BAC Director. The students were between the ages of 5 and 6 years of age. The student were studying community helpers.
A lot of my classmates taunted me for receiving good grades on all my tests. It was obvious that I had different morals than they did. Their parents did not care what grades they got. My parents were never harsh, but they would always make me feel guilty if I did not receive high grades on my report card. At times, I would feel pressured to not preform exceptionally in school because of the constant verbal abuse. In fifth grade, I received my first ‘D’ on an English test because some of my classmates dared me not to study for the test that week. Lucky for me, I had very supportive parents unlike some of my other classmates. They explained to me how important it was to maintain a high GPA; I would go much farther in life than they would because of my academic drive. I took their advice to heart and from that moment on I never let negative peer pressure effect how I performed in
Imagine a young child, in a bright colored shirt, calmly sitting on a bench in a park; everyday the same child is at the park with a chocolate ice cream cone melting in the sun. Finally, on the seventh day of observing this child, something different occurs. He no longer sits patiently on the park bench waiting for his ice cream to melt; instead he runs from the “monsters” that hide in the trees that line the public park; as he shouts spells that ward off the chasing “creatures” he laughs loud enough for everyone to hear; furthermore, the chocolate that once covered his small hands now acts as a mask for his round smiling face. This idea of a person acting out their imagination and being completely spontaneous coincides with the beliefs of
Maturation is one of those stages that everyone has to go through, and during the adolescent years is when most of these changes begin to happen. People between the ages of 13 to 18 start to figure out who they really are and what they identify as, as well as what their personal beliefs and opinions about everything are. However, adolescents also make poor decisions once in a while, such as what time they go to bed every night.
As a normal twelve-year old student, I was in my sixth grade Reading class afterschool. I was failing the class and my teacher Mrs. Garcia, told me that I needed at least a seventy to pass. In order to get that passing grade I needed to stay afterschool. I kind of disliked Reading, and it was very frustrating to be there after school hours. Since my dad has been very strict with my grades as well as my sister 's, I needed to be passing every single class I had. My mom and dad have always been working morning shifts so in the afternoon we could all be together. They could only arrange to pick up my little sister from Kinder. However, my older sister, Ninis & I needed to walk home every day.
As a child, my parents always told me, “School comes first.” This meant that I never was able to play amusing games or participate in the engaging sports I played until I finished completing strenuous homework or concluded studying for a test. My entire, undivided life revolved around school. I wasn’t allowed to spend time with friends on “school nights” even if I didn’t have homework. If I were to miss school, it was only because I was too ill. I never made unsatifsfactory grades because I was petrified that if I did, I would be punished severely, so throughout my entire school career, I only remember making a single B on my report card in the 3rd grade. I thought school and grades were the only aspects of my life that mattered. This made
My grades in elementary school were poor because I had trouble paying attention to things that were not challenging. I tried to play sick just about every day but my parent were not falling for it. My favorite classes were gym, music, and art. Competing in sports is where I spent most of my time. The words of my parents and teachers went in one ear and out the other. “School just wasn’t interesting to me”
I didn’t have much discipline as a kid, I spent way too much time watching television and too little time studying. As a result, I failed a lot in primary school. I knew I had a problem with school so the next step was for me to work at it, but I didn’t.
As a teenager I was an avid reader and excelled academically until I was in the ninth grade when I conceded to peer pressure and took a turn for the worse. I became lackadaisical and nonchalant, and little by grades fell. When I took my mid-term examinations in the ninth grade my report card was so poor that my mother had to be called in to collect it and have a parent-teacher session to discuss
We were responsible for managing our homework and schedules. We were not nagged into studying, and did not rely on their reminders to do our work. This was not a burden for me, but a freedom. They encouraged us to put every effort we could into our work, but if we didn’t we were the ones who would bear the consequences. We were punished for never “encouraged” to do well with money or treats. My mother and father emphasized the personal responsibility and consequences of education, instead of using material items as incentives. Because I felt responsible for my education, I wanted to do the best possible. I knew my efforts in school reflected on me personally, and I wanted to do well. I knew that if I could not get A’s in my classes because of a difficulty understanding or learning material, or for other similar reasons, it was fine, but if I only did not get A’s because I did not put effort into my work, it was my fault, my responsibility, and my regret I had to deal with. This understanding and outlook has helped me to do well in school, and motivated me to be a determined, hardworking