I’ve never been a popular kid.
In my primarily Hispanic elementary school, I was one in a handful of Caucasian children, and my mom was a teacher at the school, so I was instantly labeled as a privileged teacher’s pet. This led to 5 years of bullying which had a huge negative impact on my self-esteem, but in turn had a rather positive impact on my motivation to do well in school.
Middle school was better. I attended a performing arts school with kids from all different backgrounds, and it was easier to find people with similar interests to mine. I quickly found a few close friends and started to enjoy school. After
Graduating from high school has always been the ultimate goal for me. But of course after graduation, much more lies ahead, like college and choosing a career, but graduation comes before all of these things and so it seemed the most attainable/stable goal to reach. In middle school, my increase in motivation to study did me well, as I started to get placed into higher level English.
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Throughout elementary school other students came to know me as the good speller. In every class I found it hard to let a peers’ spelling mistake go unnoticed, so I would help them fix their small errors.
In middle school, I started to take English a grade above, subsequently I had 8th grade English in 7th grade, and 9th grade English in 8th grade. Being a grade above in English gave me confidence going into high school. I thought that because English seemed to be my specialty, I’d do well in my high school English
I was once told I had the world in my hands by my vice principal. The reason for his statement was because I was a Hispanic young woman with above average grades, and my involvement in extracurricular activities. Why was being a Hispanic young woman so much more special? This is where the harsh reality set in; Hispanic women have the tendency to not achieve their goals.
Throughout my junior year in English III each assignment I was assigned to do had multiple improvements in every different assignment. I have improved on my writing skills drastically on the some of the English devices I lacked in.
I make this statement based off of a rather small sample size: myself (my 8th grade science teacher would scold me for this). Nonetheless, middle school was truly difficult. I don't say this because of rigorous courses, or frustratingly strict bathroom rules, but rather because I spoke close to no English for a large part of it.
I have always been a straight A student, so my number one academic goal is to maintain that streak all though college. Another goal of mine is to finish my core classes early so I can have a bump free senior year. By taking Dual credit and classes throughout the summer I can reduce my workload later on in the future. A third major goal of mine is to be accepted into the Andy Dekaney National Honors Society. As an active member of the NHS I can become more outgoing and have a chance to give back to the
Sanchez, that is because in middle school the system is completely different compared to elementary school. Transitioning to middle school was a big challenge in of itself, for the first time in my school life I didn 't just have one class to go to and stay there for the whole day instead I had eight classes to go to in a span of eight hours. I had to organize my time in school and outside of school to be able to keep up. The work got harder, the grading policies toughen up, and the teachers didn 't have enough time to help me (Dweck 57). Another thing that made transitioning to middle school difficult was because instead of being in a classroom with one set of students, every class had different students that I didn 't know, all ranging with various intellects. Most of my friends were super clever, when we got our first report card most of them had straight A 's while I had a mix of A 's and B 's and C 's. As soon as I saw their grades I immediately shriveled up, made up excuses to friends about why I didn 't get straight A 's like them. I said things like “the teacher should have bumped me up a few points or the teacher has something against me.” I was able to handle myself adequate enough for a few months but eventually I just got tired of having to give up my time to do my homework and study when I could be playing video games. My fixed mindset led me to make up
Middle school was a amazing experience, for me anyway. I, myself have changed tremendously from the beginning of 6th grade to the end of 8th grade. Not just in appearance either, on the inside as well.
One primary long term goal that I have set for myself since freshman year was getting the best grades in high school and college to my own abilities. The way I reach this goal is that I use my time wisely in study halls or at home to get homework done. I work extremely hard in study halls to get as much homework done as I can because the less I take home the better because there are other things at home that I could be doing. Another one of my long term goals go to college for something i 'll enjoy doing for the rest of the life. If I go to college for a job that is not enjoyable than it could miserable going to work everyday. If you find a job that you enjoy you’ll never have to work a day in your life. I also try setting short term goals for myself that are not to difficult to accomplish so that I know in my head that they can be accomplished so I strive harder to achieve the goal. My short term goals can vary on how long I expect me to accomplish
I want to be able to finish my high school education with as much college done as possible while taking the classes that will help me carry on my degree. I want to prove to myself that I have the ability to work my hardest and get ahead in life.
When I first started school, I really didn’t know any English. It was hard because none of the kids knew what I was saying, and sometimes the teachers didn’t understand what I was saying. I was put in those ELL classes where they teach you English. The room they would take us to was full of pictures to teach us English, and they would make us sit on a red carpet and teach us how to read and write. When I would go back to regular class, I would have to try harder than the other students. I would have to study a little more and work a little harder with reading and writing if I wanted to be in the same level as the other kids in my class. when I got to third grade I took a test for my English and past it I didn’t have to go to does ELL classes anymore because I passed the test, and it felt great knowing that I wouldn’t have to take those classes no more.
Growing up I was always told that I had to attend college and be something great. So I guess in a sense I have to prove to myself and others that I can achieve this. When I graduate it will give me a piece of mind knowing that I did what I was destined to do. Graduating and receiving my degree will be one of my greatest accomplishments.
One primary long term goals that I have set for myself since freshman year was getting the best grades in high school and college to my own abilities. The way I reach this goal is that I use my time wisely in study halls or at home to get homework done. I work extremely hard in study halls to get as much homework done as I can because the less I take home the better because there are other things at home that I could be doing. Another one of my long term goals is going to college for something i 'll enjoy doing for the rest of the life. If I go to college to find a career that is not enjoyable than it could miserable going to work everyday. If you find a job that you enjoy you’ll never have to work a day in your life. I also try to set
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
However, I do plan to take my plan further and not just stop with that objective. I would like to utilize my degree in ways that I could help myself while helping others. It’s not only important to start with having high marks in your classes, but to also end with exceptional grades as well. During my time in high school, I was pushed not only by teachers, family, or friends to perform to my best ability and to work to the fullest. I was motivated by myself and worked to be as efficient as possible when faced with a seemingly difficult task. I’ve learned that it’s important to utilize skills that one learns through experience, lest it be forgotten in a time of need. If I never learned how to produce such goals for myself, I would not be as motivated to push myself harder and harder as I am now. However, motivation is definitely a common difficulty when you are charged with executing certain tasks you
Elementary school started out as a bore but moved on to eventually being fun and enjoyable. I grew to love school and learning during my fourth and fifth grade years at Zia elementary school. My teacher taught me the value of history and American History through books and putting on plays. I became very close to her and she actually treated me as a person instead of a child. I matured a lot during those last two years of elementary school. I was sad to be leaving it all behind once graduation rolled around.
When I was younger, my English grades were terrible and I struggled a lot with the subject. I remember the feeling of absolute failure and wanting to give up, but I was determined to prove that I was capable of getting an A. After many years of blood, sweat, and tears I improved my grades considerably and achieved my dream of being accepted into pre-AP.