Personal Narrative: My Experience At Northside High School

Fremont High School is located in Los Angeles, California, “sprawled across a city block.” The school enrolls about 5,000 students every year but only 3,300 are in attendance every day. The students read at an elementary school level and are not provided the necessities to succeed. The school is lacking many resources, such as, classrooms, restrooms, and lunchrooms. The school lacks at least 15 restrooms that the law requires. The average class size is about 33 to 40 students per room in 220 classes. The teachers are worked to exhaustion and the students are treated like animals. Fremont High is lacking the basic needs for everyone there and all of the students know it. School is meant to be a place for students to feel comfortable and educated, not what Fremont High School is.

I conducted my observations at Lockport Middle School. Lockport Middle School is currently ranked an A school from the Louisiana Department of Education. Science lessons were observed in sixth, seventh, and eighth grade over the course of a two week period.

As a child, high school seemed like a place that was miles away. Everything about it- with the exception of the graffitied bathroom stalls-lit up my eyes with the dream that I would one day be walking down its halls as a student. Although high school felt so far away, Montville High School itself was no stranger to me. When I was younger, my mom tortured me by sending me to the Chinese program held there every Sunday. I also used the school’s athletic facilities from joining the recreation track program, which I stopped going to after two weeks from discovering my antipathy for physical activity. From all of this, I quickly became familiar with what others would think as the overwhelming layout of the school. For some reason, I had always felt

As I traveled through each grade of the Croton-Harmon High School, my personal and academic goals helped to me to really flourish. These goals may have varied from year to year because a freshman is a little different from a senior, but they basically had all the same concept: I wanted to strive in school to be the best all-around student I could be, constantly stay focused and immerse myself in the Croton community. By setting my expectations and goals very high, I could flourish academically and really work to my full potential.

4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons.

When it comes to sports my family has many ties to Middletown High School South. In the Going as far back as the 1980’s when my Dad attended the same high school. He was a standout wrestler for the team and was given multiple scholarships to wrestle in college. My family name is everywhere within the trophy rooms and walls of Middletown South. I am the youngest of three children with two older sisters coming through high school before me. Both of my sisters were outstanding runners for Middletown South and are now running on collegiate levels. Then there is me following in my dad 's footsteps, trying to leave my mark in Middletown South 's wrestling history.

When I started Unity High School I thought that it was going to be boring school because my first choice was Skyline but my mom made me come to this school so I had to obey what my mom wants because she takes care of me and helps me with whatever I need help with so going to the school that she wanted me to go to was the least I could have done. I thought that high school was going to be difficult because the work that my brother would bring home when he was in high school looked really hard and I did not understand most of the work he needed to complete. But I realized that I need to be taught the material before I go on and do the work and I learned that as soon as I started high school because I started getting the same work that my brother

Freshman year came along and I wanted to attend Sullivan High School. I wanted to come back to my hometown, I was just missing the people I started it all out with in the beginning. My dad and I had all of the paperwork finished already to go for me to attend Sullivan High School in August, but my mom refused and wouldn’t budge to let me go. She didn’t want me going to Sullivan, she wanted me to stay with all of my new friends I had made at Owensville. She thought my best bet would be to stay and proceed to go to OHS. So, I went through volleyball season as a freshman at Owensville High School, and it was a good couple of months while it lasted. Come basketball season, I didn’t want to play at Owensville, I wanted to come to Sullivan, and

The Historic Summit Schoolhouse is a long-term, educational living history program that attempts to present an accurate interpretation of a day in a nineteenth-century, one-room schoolhouse. The program is centered on an individual historical structure known as the Summit District Thirty-Eight schoolhouse. The Summit schoolhouse is an authentic, one-room building that was erected in the spring of 1892 in Summit, Kentucky. The school was in operation until shortly after World War Two, when it was permanently shut down due to declining student numbers. The Summit schoolhouse was tragically neglected and forgotten for twenty-five years until several, regional conservation groups became interested in preserving the one-hundred year old structure.

Ms. Vasquez was the newest member of the first grade team at Westside Elementary School. She, along with three other teachers, made up the first grade teaching staff. Three years before Sally’s employment began, the first grade staff “adopted academic progress and social development criteria for determining whether students should be retained in grade” (Kowalski, pg. 59). While Sally was uncomfortable with retaining students, she was not yet confident enough in her position to challenge the veteran teachers. During her schooling, “Sally had been told that the negative aspects of retaining students far outweighed the benefits-a contention that was supported by several research articles she was required to read” (Kowalski, pg. 59). Ms. Vasquez

Clara Barton was a courageous bundle of a girl. Throughout her lifetime she accomplished various admirable tasks. Of course, there were obstacles along the way. She was faced with overcoming personal and shared struggles. Not only that, she was forced to grow up and mature at a young age. Despite all of the chaos, she encouraged others to help people that were caught up in disasters of their own. People admired her unique quality of wanting to take care of the sick and wounded. As well as overcoming her childhood struggles, she became a teacher, founded the American Red Cross, and accomplished much more. On top of it all, she always remembered her heart and became an inspiration all over the world. She still touches

Friday night, around 12:00 am, Mason Stokes and Brian Kasaba were around a wooded, shallow grave area off Clemson road, when they saw the skeletal remains of a body, that was revealed by heavy rain, and eroded soil.

I observed for five hours at Westside Elementary School. Westside Elementary School is located on the edge of Sumner County. I observed a 5th grade elementary classroom. There was 9 boys and 13 girls, so there was a total of 22 students. The students were equal in gender. The class had two children who had to be pulled for deeper help from the resource teacher. There was also a mix of race within the class. The school was amazing at keeping up with the data from each student that attended Westside. Each classroom had the appropriate and up to date standards posted on the wall. The teachers called the standards “I can statements.” I selected Westside Elementary because I wanted to receive the best experience possible, and I had heard nothing but great things about the school.

It all started when my mom told me this: “David, you are going to spend your eighth grade year at Guilford Middle.”

As I began my field experience journey, I learned many roles and responsibilities as elementary teacher. My duration in the field was nine weeks. I began training at E. R. Dickson. I developed a great working relationship with the staff and parents in the community. I always knew teaching is my passion. It is my responsibility to be organized, willing to work well with others, takes initiative, and having a positive attitude. During my time in the field, I had a pleasure of working with 3rd graders. I learned to be a long life learner. Everyday, I was challenged my students to learn something new. It was important to me to make a difference. Throughout my training, I implemented various strategies for engaging students in small groups and rigorous lessons. My role as a teacher is to communicate effectively, be respectful, and have self-worth and confidence. I did fear making wrong choices throughout this field experience. I set high expectations the students to achieve high goals.