However, the experience that I went through between the period of my high school and community college has totally changed my life. I used to living in Oakland and went school there. When I was a freshman in high school, I did not realize how important education is, plus the pressure that added on me from my parents and the environment that surrounds me, I did not wanted to be serious about school at all. My parents always wanted me to take my time to study and telling me the importance of education, but I believed that people can become successful without education. Therefore, under the ordering of my rebellious heart, I started skipping classes and became lazy about school.
Throughout school, I suffered from test anxiety. Taking standardized tests always stressed me out and I would perform much lower than my grades suggested I was capable. Because of my low SAT scores, I worried that I would not be accepted into the college of my choice, but over time I have realized that my positive attributes can offset my low test scores. Working with high school students, I would love to guide students burdened by test anxiety find ways to overcome their fears. During high school, I had a supportive parent who expected me to go to college, which has presented me with a multitude of opportunities.
Since the school felt I was performing so well on my own in academic classes, they talked my mom and me into doing away with my IEP. Throughout high school, something inside me told me I was better than just an academic student. I wanted to be able to be in honors classes because academic classes were not challenging enough for me. Teachers and other students did not take the academic classes seriously. I asked to be placed in an honors class my junior year; I was told it would be too difficult for me and I would fail.
The documentary Waiting For Superman I think is a perfect example of the current school system in the United States. We have too many students getting poor education from bad teachers that cannot be fired. The schools that do have great teachers often are not accepting new students, or you need to be in the district. The very limited spaces available often go through a lottery system that is almost impossible to win due to the high number of students applying. The bad schools are often called “drop out factories” because of the high number of students who dropout.
Throughout the world, students are encouraged to attend high school and continue their education. However, many students find it worthless and become uninspired. They blame the faculty, school policies, and fellow students, when they should be blaming themselves. Unchallenging course work is most likely a sign that the student isn’t taking a hard enough course. During my high school experience, students had the opportunity to take college courses through our high school.
However when Grade 6 rolled around I noticed that many of my peers had begun to put effort into their assessment pieces and their effort was beginning to outshine my natural talent. Grade 6 was also the first year in which I did not receive a letter to the Awards Night, which left me disappointed. Once I moved on to Middle School I was selected into the Academic Enrichment POD, also known as Grevillea. Unlike Junior School I was surrounded by 26 other students who had similar or higher intellectual ability to me, therefore instead of the top of the class I was one of the top 5-10 students. Although this was not a poor result, I was unfamiliar with the situation and feeling.
Whether these feelings are only perceived or if they are true, they still present a barrier that is hard to overcome. I know that in my own school, I have witnessed these types of parent cliques. Many low income parents don’t have the financial resources to buy the fanciest treats for parties or other class activities. As a teacher leader, I need to make all parents feel a part of the school culture. I would like to see teachers have more training and professional development on the effects poverty has on the economically disadvantaged students.
Each student has their own interpretation and idea on what assessment is. Brown and Hirschfield (2008) defined conception as mental representations of phenomena in reality that explains complex and difficult categories of experience, such as assessment. Assessment is defined as any act of interpreting information about student performance, collected through any of multitude of means (Brown & Hirschfield, 2008). Moreover, students’ conceptions of educational processes are important because there is evidence that those conceptions have an impact on their educational experiences and learning (Brown & Hirschfield, 2008). Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative.
Even, after passing the class, I still have a very difficult time reading or understanding someone who is speaking it. I discovered that what I learned was little or no use to me when I tried to use it in the real world. I’m sure, based on my experience, that I’m not the only one that had a problem with learning a foreign language. My friend Michael from middle school said to me “I wish I don’t have a take a foreign language in high school to graduate”. I struggled to learn Spanish and I know a lot of people including my friend Michael who had to retake Spanish numerous times to graduate.
However, they also reflect the philosophy upon which academic and vocational integration is based: that education must forge connections between knowledge development and its application in the workplace. In its most basic form, curriculum integration involves the infusion of academic content into vocational programs, often referred to as "enhanced academics." The new vocationalism, however, calls for "enhanced relevance," which is achieved when students engage in learning experiences that are situated in real-life contexts and that afford in-depth understanding and the development of higher-order thinking skills (Pisapia and Riggins 1997; Stasz 1997). Urquiola et al. (1997) note that curricular integration reflects the process of contextualization by bringing authentic work elements to abstract academic subjects.