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More handpicked essays just for you.
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As a young kid, I did poorly in school. I was put in a special class because I couldn’t keep up with the pace of other kids. I read as many book as I could because I couldn’t pronounce a lot of words. I was getting C’s in every class and got D’s on all my writing essays. I kept on trying until I got better and better. I kept on training; I went to academic camps every summer to sharpen my intelligence. At the start of fourth grade, I was put Mrs. Kelly’s math class because I got one of the highest math scores on the NWEA. I was already growing into a better student. Now, instead of falling behind, I am ahead.
Education is one of the most valued things in my life. At school, I am in all the honors classes. I always rise up my hand and
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take part in the classroom discussions. In the honors classes there are more boys than girls. Many boys at my school think of girls as not equals. I believe by being active in class and trying to be a leader I am setting a view that girls can be strong and independent. In school, I was a part of the newspaper.
I loved interviewing teachers and students. I was heartbroken that it was canceled after one year. At Northside, I hope to join the school’s newspaper. I always loved journalism and I follow Vice News and The Young Turks.
I can bring diversity to Northside. I am one of the few African-American kids at my school. I have been exposed to racism from a young age. Being in this environment has taught me that race and discrimination are one of the biggest problems in the world today. I am open about racism and try to discuss race with my friends. I am interested in the school’s black student union.
I have always looked up to my mother as an inspiration. She came from being a young immigrant from Nigeria to owning her own clinic and being a successful doctor. I became interested in science and math at a young age. My dad would print me out multiplications sheets every day until I memorized my times tables. Math and science always came easy for me. In this age, many African Americans are not gravitating toward doing S.T.E.M. I hope one day to be looked at as an inspiration to many African Americans girls like my mother has been. I think Northside can help me achieve this goal. Northside has a well-rounded curriculum; I believe Northside can help with pushing me forward in life. One day I hope to be a surgeon and the future of surgery may involve programming. With Northside’s computer science program, it can help me be prepared
for the future and college. This past summer, my teacher elected me to partake in a summer program at Peterson Elementary School. I was the only one from my school to be in the program. I had to learn how to be social with others and to make friends quickly. During the program I learned engineering and architecture. We built catapults and robots, and then we competed against each other. I won most of all the competitions and because of that I ate a lot of McDonalds this summer. The summer program has taught me teamwork, respect, and leadership. It helped push my interest in science. When I was four years old my next-door neighbor invited my family to her ballet performance. I quickly fell in love with the art. I begged my mom each day until she signed me up for Chicago Ballet Arts. After many years of doing ballet I have learned determination, respect and discipline. Ballet has helped me with memorization, listening and being focused. I always try my best and I never give up no matter how hard it may be. I go to church every Sunday. Church as taught me morals and to stick to the right path. Church helps with everyday temptations like partying, doing drugs and drinking. At my church we discuss prejudice, adolescence and everyday problems. I like to include my thoughts in the discussions and this year I was awarded the rising star award. Rising star is an award presented to one of the younger students that the teachers believe demonstrates great behavior.
It was the fourth year of my school carrier. In other words, the year of truth if I would make the cut to the higher education track. I was nervous because I knew that I would be capable of going this route, but I the feeling of concern was stronger because I haven’t had performed very well in my fourth year so far. At the end of the school year, I received the shocking news that I didn’t make the cut to go to the school which would have had allowed me to go to University later on in my life. I was sad, disappoint in myself, and lost self-esteem in my educational abilities. At this time, I was more embarrassed then able to realize the real benefit of a system which early on tracks children’s
I went into my freshman year of high school very insecure about my own potential. Never did I think that I had it in me to be one of the “smart kids”. Fortunately for me, I signed up for all the wrong classes and I was forced to go to a school (yes, McDevitt was not my choice but my parents) that had terrific, dedicated teachers that knew I was taking the wrong course and did something about it. Like in Th...
When the majority of teachers in America are White, middle class women who only speak English in a country were students are starting to come from a multitude of backgrounds it is no wonder problems are arising. As more people from different cultures and religions immigrate to the United States the average classroom is losing the cultural uniformity it had in the past. Though the faces in classrooms are steadily changing many teachers have not been able to adjust as quickly to the ever growing diversity taking place. One would expect for teachers to still be able to teach students effectively whether they share a similar background or not, but in actuality cultural conflicts between teachers and students are only getting worse. Especially when
At one point I came to the conclusion that I’m either going to fail, go to summer school, or go to a school that I didn't want to attend. I felt so disappointed in myself because I knew that I could've done better. So then one day I told myself, “I can do this”. I then started to study more than I usually did, I turned in all of my missing work and my present work, and I also took an after school tutoring class
During my early education, meaning elementary school and middle school, I was a very average student. I gave an average amount of effort to my grades, and I received above average results. This did not bother me, until the end of my 8th-grade year. At this point in the year, I was filling out what classes I desired to take the following year, my freshman year. I realized that from this point forward, I had to take my education much more serious, in order to get accepted to whichever college I desired. therefore, when planning my classes, I decided to challenge myself more than I ever have in the past, and take multiple honors courses. I assumed because of my grades, that I had what it took to be an honors-level student, but I was very wrong. One teacher, Mrs. Johnson, made me realize the kind of effort, time and energy needed to be devoted to my education.
Growing up a black female in a black neighborhood. I went to school with not much diversity in my elementary, middle school nor high school.
When I first read about the ESL academy, I was intrigued because I had never attended a professional development that addressed the needs of ELL students. I applied for the academy because there were no teachers in my district with ESL training or endorsements and because I saw it as an opportunity for both professional growth and professional advancement. Although I work in a district where there are very few ELL students, most of the surrounding districts have a statistically significant percentage of ELL learners. I hoped by attending the ESL academy, I would have an advantage by receiving training that will soon be essential for teachers in my district. Because of my previous training on meeting the educational needs of struggling learners and students from poverty, I expected that the ESL academy to offer more information along those same lines.
White savior mentality” is the perception of some white pre-service teachers, that they are going to be able to come into a classroom and save the “helpless” students of color from dropping out of school. Several pre-service teachers believe that they can help a child of color succeed in school because they, as a white teacher, are helping that student learn. As we all know, all children learn in different ways and sometimes it takes some extra help from a tutor or a teacher for the student to reach their full potential or understanding of the concept or lesson, but the pre- service teachers that Sherry Marx interviewed seemed to think otherwise. They believed that because they were tutoring Latino students, the students needed to be saved.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
I believe it is important to first analyze the word diversity when examining the need for diversity within a classroom. According to Webster's New Pocket Dictionary, diversity means variety, a number of different kinds. I often discuss and read about diversity in terms of cultural backgrounds; the unification of histories and stories from people from all over the world. Although, I believe that in a higher-educational setting, diversity can also be discussed as the acceptance of the various minds within a classroom. I believe that it is important to recognize the thoughts and experiences of others in a learning environment. Collectively, students learn from teachers, teachers learn from students, and students learn from their peers. By allowing diversity within the classroom, a sense of community can develop. Diversity encourages an active, not passive, learning style. I believe that the culture of Columbia College Chicago is dependent on diversity. The motto “Create Change,” suggests students actively seek the change they want to see in the world. In order to obtain change a community developed out of diversity must be discovered.
Another way would to be by encouraging one another to study together, sometimes having that social support to give you that little extra push will push you to get what you need done. I just transferred here, but I have already noticed that the black community is very uplifting, supportive and resourceful to one another and one day I pray that I learn do the same while I am here on campus and being a part of this organization would be a great start in my opinion. I am still learning how to be resourceful, but if you are ever struggling and need a good laugh, I got you. I will be your number one hype man and at some point put you before myself and make sure that you are good and doing great. The ultimate goal is to be successful in life and I would love to see the girls in the organization some of the top positions on campus because if we live by Lifting As We Climb, every single one of us can get
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
The most important thing that I have learned in my life is the importance of education. Living in a world bursting with advantages and opportunities for those in education, I find it both a priority and privilege to share the gift of knowledge with the future of society. Even more, I find it an honor to be able to have the chance.
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.