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Educational implications of classroom management
Educational implications of classroom management
Educational implications of classroom management
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Obstacles and trying times in life are often characterized as unfavorable and undesirable, but in actuality, obstacles in life are blessings in disguise. The challenging times in life define who you are and give you strength. Often times, the transition from middle school to high school proves to be very challenging for students and there is a learning curve that comes along with it. Unfortunately, it proved to be much more difficult for me. I found that my previous studying methods became obsolete as they simply did not fit the course environment of demanding high school classes. I struggled mightily my freshman year and began to think that I was simply not intelligent enough to succeed in high school. However, during the summer before my
Making the transition from middle school to high school is a huge stepping stone in a teenager’s life. High school represents both the ending of a childhood and the beginning of adulthood. It’s a rite of passage and often many teens have the wrong impression when beginning this passage. Most began high school with learning the last thing on their mind. They come in looking for a story like adventure and have a false sense of reality created through fabricated movie plots acted out by fictional characters. In all actuality high school is nothing like you see in movies, television shows, or what you read about in magazines.
As many people have told me before, it is a very different ballgame than middle school’s easy going years. There is much more work, the classes are harder, and the environment is completely different. Many people’s grades may slip and they may cower in fear at the barrage of assignments they receive class after class. Unlike other people, I am confident in my ability to excel at all classes and to sustain exemplary grades. Therefore, while many are trembling in fear at the prodigious assignments and work is bombarding them from all angles, I will be at ease, knowing that whatever obstacle is thrown my way, I will conquer it and be its own
I felt as though I was watching a train barrelling towards me, an inevitable bullet that had come tumbling out of the opposing pitcher’s arm. But instead I stood immobilized, watching my team's only chance of winning whiz by me. Strike three. I heard my team from behind me shouting “SWING!” with my mind screaming the same. But my bat remained unmoving, the pop of the catcher's glove like the nail into the coffin that was our defeat. All I had to do to keep our hopes of winning hope alive was swing, and yet I couldn't. I stayed on the field afterwards, tossing the ball up in the air and swinging away, landing it on the thick maple barrel of the bat.
Throughout my four years in high school I have been fortunate enough to fulfill many of my aspirations and my thirst for knowledge. One goal that I would like to achieve is to become an international attorney. I have aligned my involvement in specific academic and extra-curricular activities to aid me preparing for the long road between my present situation and the day I pass the bar exam. Through my high school activities I have learned three virtues that I have deemed necessary to achieve my goal, passion, self-discipline, and perseverance.
My transition to college was successful, but it was nonetheless one of the most stressful times in my life. Unlike many of my peers at Saint Louis University, my rural high school experience did not truly prepare me for the academic rigors of college. Despite extensive preparation, I performed rather poorly on the first round of exams. While I didn’t fail any particular exam, my performance was seriously lacking. I knew that getting C’s on exams would not serve me well in the pursuit of my dream of becoming a physician. I remember feeling, for the first time in my life, that I was unintelligent and incompetent. I was also heavily fatigued from the excessive hours of studying, which I felt were necessary to reconcile the problem. I managed to
Entering my first year into high school my mind was juvenile I was not yet adjusted to the high school atmosphere. At the time I was still worried about the little things in school such as friends and associates. My first priority was never my work; it used to be entertainment over all. Along that came with my priorities came procrastination and that led to me delaying my assignments hoping for a teacher to give me a "second chance". Forthcoming, at the end of the second quarter my ninth grade year I received a rude awakening.
During one of my rides for work at O'SNAP, I passed by a group of students gathered around in a circle on the sidewalk. After dropping off my party, I drove by them to ask if they needed a ride. They accepted, but one of the students was visibly ill. I asked if they needed assistance to get back to their dorm, but they insisted they were fine. Due to the policy of NDSP, student drivers aren't allowed to bring back students who are ill due to insurance policies. The student insisted they were fine, but was unable to maintain balance and felt light headed. There was an unopened water bottle in the vehicle I was operating and offered it to the student. The other students with the student helped me lower the student to sit on the edge of the curb.
Transitioning into high school, I experienced many changes. I became interested in sports, specifically football. I was introduced to a larger group of people since the entire county of teens went to the same singular high school. I actually grew taller! I started to see the world differently as I grew older. I noticed how different life was for White people and Black people in my small area learning to behave differently in mixed company. White people were not real. They were plastic like the characters on television as far as I was concerned. No one told me this, but I came to that conclusion based on my experience with them—as limited as that experience was.
Let’s flash back in time to before our college days. Back to then we had lunch trays filled with rubbery chicken nuggets, stale pizza, and bags of chocolate milk. A backpack stacked with Lisa Frank note books, flexi rulers, and color changing pencils. The times where we thought we wouldn’t make it out alive, but we did. Through all the trials and tribulations school helped build who I am today and shaped my future. From basic functions all the way to life-long lessons that helped shape my character.
With little available guidance or mentorship, I spent the majority of my early academics figuring things out for myself and relying on my own capabilities to succeed. My approach to obstacles within school was trial and error. When first encountered with a task, whether a project, the SAT, or ACT I first attempt it with the best of my abilities, and if the results are unsatisfactory I regroup and prepare to try it again. My academic successes and failures can be attributed to the influences that were present in my life as well as my individual performance. Although individuals can have similar factors affecting their educational experiences, none are the same.
Throughout this four year journey that we call high school we are constantly coming across obstacles and setbacks. Whether it be a challenging class or having to encounter new and uncomfortable situations, our hardships and how we handle them are helping to shape our future selves.
However, during sophomore year everything went downhill. My grades perished and my enthusiasm for high school ceased to exist. Tottering through the year, the fog of misery got thicker and my world was enveloped in gloom. While the squeals of glee echoed in the classroom, I silently slid the sheet of paper in my notebook and pretended to be nonchalant. In spite of all my efforts of studying, I had failed to move forward.
As a freshman, school was not compatable with me. I resented school and eventually lost my motivation to academically perform well. I knew I wanted to be a successful student, yet my motivation was obsolete. The reason for my failure was frustration with my lack of progress. Though my failures throughout highschool restricted me from many opportunities I don't regret any part of it. Upon looking back onto these years, I gained countless lessons in failure long before most of my peers did. I knew the amount of effort I would need to perform well in school. I learned to accept a failure as an attempt to pursue an even higher goal than before. While some of my peers were receiving their first poor quarter grade and struggling to cope with this, I was steadily working my way back to
Despite the beliefs of many of my peers, my path towards educational success has not been easy. I was a straight A perfectionist in junior high, but when I first started high school I hung out with the wrong people, the bad crowd, and let everything I had fall apart. Negative thoughts started consume my mind, and I began to believe them, thinking I was a failure and would never be able to reach my dreams because they were 'outrageously high'.
Struggling is inevitable. In any aspect of life, especially during high school and teen years, challenges are constantly introduced. My personal experience with educational difficulty involves certain teaching methods and particular advanced classes. As an individual with the capability of successfully taking on more school work and challenges, I have taken every possible advanced class offered to me by my high school. This undertaking does not come without a fair amount of difficulty, however, none so difficult that I was unable to keep an exceptional grade average. Prior to taking College-level Chemistry, I had excelled in regular Chemistry. However, my high school had employed a new chemistry teacher whom I had hoped would enable me to learn