Rhetorical Analysis

John Dewey is an arguably the most influential thinker on education in the twentieth century. He wrote a book “Thinking in education”, where he described thinking as an experience. According to Merriam-Webster dictionary, thinking is an internal mental process that uses information as input, integrates that information into the previous learned material and the result may be knowledge. Experience is practical knowledge, skill, or practice derived from direct observation or participation in events or in a particular activity. John Dewey was an advocate of practical education and supported the long term effect rather than short one. He considered that the educational system is outdated and in the first paragraph of “Thinking in education”, Dewey

Within the realm of education, there are numerous ideologies that may be utilized to construct a curriculum. Several of these ideologies are more prominent than others. With this in mind, there are four main ideologies that are analyzed more frequently than others; these include Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction. Throughout this paper, the focal point will be assessing how these views are applied, both inside and outside the classroom.

Module two focuses on revisiting the three lenses that we learned in CHYS1F90, the three lenses are developmental lens, exceptionalities lens, and sociocultural lens. These lenses will help us understand children and youth in a different perspective that will help prepare us for service-learning placement experience. The explanation of the lens gives us a better understanding what each lens focuses on and how it differs from the rest. Professor Zinga provides a description of each lens by going in detail what the purpose and focus for each lens. This explanation helped to remind what we learned last year in CHYS1F90 of what each lens entails.

Mullins High School, a beautiful 84-acre campus, is located west of Mullins, SC. Created in 1923, Mullins High, is one of the state’s first high schools to be accredited by Southern Association of Colleges and Schools (SACS). In 1981, the present building was completed. Students came from small communities within the city of Mullins and the town of Nichols. The majority of our students are underprivileged. The school’s ethnic distributions are 72% African American and 24 % Caucasian. Mullins High School is one of the three high schools of Marion County School District (MCSD). The Marion County School District was formed in 2012, consisting of the former school districts known as Marion 1, Marion 2, and Marion 7. The district consists of two primary schools, one intermediate school, three middle schools, three high schools, and early childhood center, an Academy for Careers and Technology, The Success Academy and the Adult Education Center. The School-Community relations vision and goals of MCSD have been established in July 2012 and all schools abide by the policies and procedures outlined in the Board’s policy manual. School is a part of the community and it has to have its own established lines of communication with the members of outside community, staff and student, legal and political organizations. This project

Sharon started volunteering when she was 16 years old with her church group to the Ronald McDonald House. She finally was able to understand the meaning of doing something for others that day. She has volunteered there ever since. Sharon helped care for a man who was in a terrible car accident and still keeps in touch with him. She helped him through stories, laughter, compassion, and companionship. Sharon said, “Nothing brightens my day more than to be able to make someone who’s going through something beyond my understanding smile” (“Do-Gooder, Listener, Healer”). Community service has many benefits and can help the population of America in many different ways. High schools in America need to require community service for its students to provide people with the many benefits of service, allow teenagers to give back, and to leave an

Beginning in the spring of 2008 a college wide Service Learning Task Force was established with representatives from both the Arts and Sciences and Social Sciences Divisions, as well as a number of representatives from the professional programs. Bonni Raab (coPI) was selected as Chairperson of this task force. During the next few months the task force met and began to establish its mission, goals for service learning at Dominican College and prepare for a two day consultation with MaDonna Thelan, Director of Service Learning at Dominican University. In April, Ms. Thelan came for a two day consultation in which she met individually with the service learning task force, administrators, interested faculty members and delivered a presentation

Service learning is a well-recognized strategy to engage students in the learning process, while creating individuals who possess a mature sense of their role in the harmonious function of both local and global communities. It is carried out at all educational levels, and among all disciplines. As reported by Campus Compact (Annual Report 2012-2013), 95% of higher education respondents (member and non-member institutions) stated that service learning was well-established on their campus with significant institutional support. Additionally, 64% of member campuses (1,100 members) required participation in a service learning project as part of their core curriculum. Independent polls of students who participated in a service learning course

When I think about service-learning, the image my mind forms is not always a positive one. Sometimes, service puts one in an uncomfortable position, threatening their preconceived notions of a group of people, a culture, etc…. “Service is not an experience of strength or expertise; service is an experience of mystery, surrender, and awe” (Remen). This statement stuck with me the most during my time performing service-learning with my honors class at the Glen Haven apartment complex. I was uncomfortable, unsure of my actions in engaging with the children, and now, looking back on it, I realize that this was the point. The point of this service-learning activity, like any other, is to challenge one’s beliefs and comfort level, and furthermore

On Wednesday, I was sorting clothes in the woman’s room as usual. A client had come into to shop who was Deaf and used sign language to communicate with others. She is a frequent visitor at St. Francis and the staff/volunteers know her well. The staff and volunteers have found ways to communicate with her, even though nobody knows sign language. I had the opportunity to help her shop, however I had a difficult time understanding her needs. I could tell that she was frustrated because I could not understand her. This was upsetting to me because I wanted to help her. Although I had difficulty understanding her, other clients stopped shopping and helped me figure out what she needed. These clients treated her with kindness and respect, something

I have experienced many emotions such as pride and empathy. This service learning portion of the course makes me feel proud as a human being and as a tutor/mentor. I feel as though I am making a difference in another’s life. I found out that many of the students are underprivileged, living close to or below the poverty line and experienced one or more childhood traumas. I feel like that this work is going to hopefully carry through the rest of my students’ lives. I feel like a stable and constant parental/authority figure in their lives that is understanding and supportive. This makes me feel good about the hours of work I put in each week. The three

Service learning provides students with the opportunity unlike anything that could ever be taught in a classroom. The typical classroom session is like playing basketball without the ball. You can learn many things without the ball, like how to run the offense or how to play defense. On the other hand, some things you cannot learn without the ball are things like dribbling and shooting. Service learning is the ball in this situation. Once the ball gets thrown into the game, everything starts to come together. Service Learning opportunities are everywhere. According to Fisher, Sharp, and Bradley (2017), many instructors are hesitant to jump at the idea of service learning. Instructors are concerned about the time it takes to perform service learning. Without service learning proven to be effective, teachers would rather put their time to better

Over the past semester, I have taken part in a service learning placement to better understand the diversity that occurs within the Hamilton community, where I will be doing various clinical placements in subsequent years in my nursing program. My particular placement was at an elementary school, Pauline Johnson Elementary School, where I spend three hours every week with a second-grade class. In my role as a service learner, I acted as a teacher 's assistant. During class time, I would go around and help various students with their work, encourage students to try their best, supervise during nutrition breaks and interact with students during music and gym classes. The most satisfying part of this service learning placement to date has

The limitations of a study are those characteristics or methodologies that may affect or influence the interpretation of the findings of the study (Ellis & Levy, 2009, p. 332). The current study explores social justice in the context of service learning in a multicultural counseling class. The themes emerged point toward the processes and outcomes of understanding social justice from a service-learning lens. Despite this case study design being intentional, holistic, and providing rich in-depth information, there were constraints.

Reinventing commitment have been started by campuses as to public services through central coordination of community partnership activities, support for curricular-based service learning activities, and recognition of civic-minded practice in evaluation and promotion of faculty work. Student who enrol into colleges are also eager to engage themselves into civic learning. There was a survey known as the Freshman Survey (TFS) which is administered by Cooperative Institutional Research Program (CIRP) has record of students who indulge themselves in community service or volunteer work as a part of experience since 1990. The trend had increased over two decades and in 2011, their involvement

The topics and activities we have covered so far in relation to being a teacher and learning have provided me with an understanding of several learning theories that have broadened my knowledge in pedagogy. It was suggested at the beginning of the course to have a journal for our reflections concerning what we learnt in each lesson, thus, in this paper I will summarise my journal by drawing out the points that interested me the most and that I felt I learned from or through which my knowledge was increased. I intend to focus on my image of education/learning in relation to a social theory of learning and explore the topics; Core reflection approach and the Multiple intelligences theory by giving a brief description, analysing them and then