What aspirations do you hold in this field?
Education in American Society
Instructions
1. This 2 or 3-page assignment consists of three parts.
2. Your personal experience as a student. Write at length about a period of your academic life using sensory details.
3. Your personal philosophy of education. Address your beliefs about the purpose of education and your own socio-political perspectives about the way the institution functions in the USA. If you have an international or multicultural perspective, please enrich your writing as such. Detail your critical analysis of the role of education in our world.
4. Your future as an education student and/or as an educator. What aspirations do you hold in this field? What role will you play inside and outside of the classroom?
5. You must follow the format detailed in the syllabus with margins no larger than 1 inch.
6. Feel free to consult with me, peers, the writing center, or other campus tutoring services for help.
7. Submit the paper here. In the assigned discussion, post a video presentation of a snapshot of your autobiography by reading or summarizing some of it or all of it and bringing a tangible
an object that is a symbol or artifact of your experience.
Please use this link where the instructor tells you how to write this assignment.
http://www.3cmediasolutions.org/f/a2401a69389fbfd9300adc8023c3d5e7d107bec7
Sample Essay
“Jenny, why don’t you stay in at recess and read with Mrs. Blackwell,” cooed Ms. Borad, my 1st-grade teacher, with her lipstick-dotted smile. Whether painted with orange lip color or candy-coated with a sugary-sweet tone, I knew the truth. While my friends read “Sam I Am” with great ease, I still struggled with “Cat Sat.” Reading rewards in room 6 came in the form of running out of the door after the school day and waving books read masterfully. The middle of the year arrived and I had not once yet had the opportunity. Flashcards, tutors, reading with teachers and parents and my sister, listening to read-a-loud, I tried it all. My sister….. now she could read. She could write, she could sing, she could dance, she could do everything better than I. The pain cuts deeply.
Yes, they called our classroom reading groups nice names: the Cobras, the Cats, the Raptors…. But we all knew the “who’s who.” Everyone wanted to be a Cat! They were definitely the best readers. After all, their books were longer than ours and they never tripped over any of the words. I worked hard, my teacher and her assistant worked hard, and my family worked hard. Some days I did not believe I would ever do it, I thought I would never ever read well. My advocates would encourage, “You are getting there, Jenny! You have made so much progress, you can do it!” They rallied their forces and I summoned strength and knowledge and finally found my literacy. It seemed to come out of nowhere, descended upon me. All the pieces swam together to fit like a perfect puzzle. I could read fluently, I had cracked the code! We were all so proud. As I entered 2nd grade, my new teacher, Mrs. Clark, frequently called on me to read and I read with confidence. She included me in a group of students who had good-sized books. One day, a few weeks into 2nd grade, I boastingly inquired, “I am the best reader in this class, right?” She said something sweet and vague, which at the time I interpreted as agreement.
I continued in my education with moments of struggle and moments of pride, coming out in the end with workable credentials for doing good work in the world. In becoming a teacher, I wanted to give back the literacy that I had fought so hard to obtain. Within three years of starting my teaching career, serendipity brought me to a teaching reading specialization that I continued over 10 years. I worked with struggling readers in Kindergarten through 5th grade. Later I added college-level struggling readers to my career, as I worked with students in Developmental Communications classes. I learned so much that I practically could help dead people to become readers! At least I used to joke that way with my colleagues. I enjoyed fulfilling this reading recovery role immensely. But eventually I wanted to see a range of students in a range of curricula. So, I went back to regular classroom teaching. Literacy and learning has become the center of my career and I love it!
Surprisingly, bringing literacy to students at times requires activism and advocacy. Institutionalized objectives of education drive the products of our educational system. Replication of the society that serves an elite population of American Society will occur without the inspiration of great teachers and the sweat of ambitious would-be underdog students. It is not that I see our educational system consisting of victims and villains, but rather socio-political routines that live and breathe independently of human will. Apathy allows institutionalized discrimination to continue in many of our American enterprises. However, my optimism allows me to believe in each individual’s personal power. This is not blind optimism. I have had the privilege to educate students who love learning and live to empower themselves and others.
True educators never cease to study. I have worked with both stagnant and vibrant educators and I always strive to belong to the latter category. My continual development as an educator humbles me and raises my level of concern. With every joyous “aha” comes discomfort in the realization that I can never know enough. As a professional I adopt cutting-edge practices and remake myself often, moreover, I am critical of those who regard their own practices to be proficient and without the need of even the slightest tweak. Teachers are always both educators and students, themselves.
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