Educational Autobiography Project

cheriehocevar
Mind Map by cheriehocevar, updated more than 1 year ago
cheriehocevar
Created by cheriehocevar almost 5 years ago
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EDSE 3800 project
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Educational Autobiography Project
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1.1 Hello. My name is Cherie' Hocevar. I am a non-traditional student at the young age of 37 and my major is social sciences with a minor in secondary education. I have known that I wanted to teach since high school but it has just taken a while for me to complete college classes. I am looking forward to teaching because I generally enjoy children, educating, and I have a vested interest in the future in which the future is the nation's current students. As a (future) teacher, I hope to be a positive role model and create life-long learners.
1.1.1 Elementary School
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1.1.1.1.1 I attended kindergarten at Snow Heights elementary and then moved to Watauga Elementary for grades 1 thru 5. My schooling was typical of a public school student in the 1980's. I was taught reading, writing, math, science, social studies, music, and physical education. There was not a separate art class in elementary, it was incorporated during teaching subjects. During 1st and 2nd grade, I received therapy (provided by the school) for a speech impediment. The impediment caused terrible anxiety when it came to learning how to read and especially reading aloud. I can still remember my first grade teacher demanding that I repeat reading aloud over and over until "I got it right." My 3rd grade teacher was phenomenal. I can't remember her name, but I remember how she made me feel. She was the first teacher that made me feel valued and encouraged..
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1.1.1.1.1.1.1 Class Connection
1.1.1.1.1.1.1.1 "“Teaching is intellectual and ethical work....It takes a brain and a heart.” (Ayers 2001) William Ayers challenges teachers to see teaching as a humanizing enterprise rather than labeling students for their deficits. Ayers says that teaching this way takes a great deal of courage, but by doing this the teachers become students of their students and create greater opportunities for real learning. (p. 136) This article relates to my first grade experience in that yes, my teacher had a brain, but was lacking in heart. Had she looked at me as a student with capacities, skills, and aspirations instead of labeling me as a “slow reader” with a speech impediment, I most likely would have improved more and had less anxiety in learning.
1.1.1.1.1.1.1.1.1 Middle School
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1.1.1.1.1.1.1.1.1.1.1 I attended Fossil Hill Middle School for 6th, 7th, and 8th grade. Aside from core classes of language arts, history, math, and science, I was able to take electives. My electives were athletics, band, typing (on a typewriter), a career exploration class, Spanish, and a life skills class. My favorite classes were athletics, Spanish, and life skills. I had different teachers/coaches for each of those classes and they were all great teachers. By great I mean, encouraging, compassionate about their curriculum, and they challenged students to learn more. Middle school was challenging at times trying adjust from the vastly different elementary environment to middle school environment as well as socially as this is when “cliques” began forming and bullying appeared. Middle school was an awkward time socially, physically, and emotionally for me. However, being an adult on the other side, I can see the uniqueness of middle school students since my son is in the 8th grade.
1.1.1.1.1.1.1.1.1.1.1.1 Class Connection
1.1.1.1.1.1.1.1.1.1.1.1.1 During middle school, I took a life skills class. The class taught us how to be leaders, work together as a team, and to be a compliment to society. Because it was an elective class, there were students of all levels. Coach Smith, the teacher for this class had us work in a group setting the whole semester. For grades we would turn in one group project. This method of instruction correlates with Oakes (1985) idea of cooperative learning. Oakes suggests that cooperative learning occurs when teachers have students work together toward a group goal with a single product. (pg. 210) Oakes suggests that students working together have increased academic achievement, a greater positive attitude towards instructional activities, and enhanced interpersonal relationships. (pg. 211) From my experience with this type of learning, we did experience those outcomes mentioned by Oakes in that particular class over the semester.
1.1.1.1.1.1.1.1.1.1.1.1.1.1 High School
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Due to divorce, I attended two different high schools. For 9th grade I attended Keller H.S. I rode the bus to and from school as it was 12 miles from my house. This was the only high school in the district at that time. I enjoyed my 9th grade year. I met lifelong friends and participated in track. I attended Richland H.S. for 10th -12th grade. At both schools, I took core classes and many electives. The electives were my favorite classes. Socially, high school was a better experience than middle school even with having to change schools. An issue we had at Richland H.S was that our mascot was a “rebel” and our school flag was the confederate flag, which was upsetting too many. During my senior year, we voted to change to a less offensive school flag. It was an interesting experience. One regret I have regarding high school is lack of knowledge about programs they offered. Had I known about the “Future Teachers of America” program I could have participated in it.
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1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Class Connection
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 James Conant (1959) had several ideas regarding the process of high school education. One of his recommendations for required programs (classes) for all students laid the foundation for my high school education plan. Conant said that all students should take 4 years of English, 3-4 years of Social Studies, and at least 1 year of math and science. (pg. 8) Conant’s plan was designed in 1959 and by the time I attended high school, Conant’s plan was still the foundation, but the plan had additional requirements. For example, I was required to take 3 years of science and math instead of the 1 required that Conant suggested. Also, Conant recommended homerooms as a daily requirement to instill a “sense of community”. (pg. 11) While I did have homerooms in high school, we only attended homeroom a couple of times per semester.
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Reflective Thoughts
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Overall, my schooling was a satisfactory experience. There were a few challenges, but for the most part the positive outweighed the negative. My mother thought education was important, but there were not conversations regarding the importance of education and doing well in school while growing up. There were also not any discussions about me attending college after high school. In fact, my cousin who graduated 1 year prior to me in 1995 was the first in my family to attend college and graduate. As a (future) teacher I plan to encourage students to really engage and take responsibility in their education as well as create a plan for their future.
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Citations
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Ayers, William C. (2001). To teach: beginning again. New York, Teachers College Press Conant, J. (1959).
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Conant, J. (1959). The American high school today: A first report to interested citizens. New York: McGraw-Hill.
1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1.1 Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven: Yale University Press
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