Me and math been butting heads every since I was in elementary school; Math wasn 't my strong suit what so ever. Every time I was in math class in my early days me and a couple of my friends would always ask the teacher "why are we learning this," "we will never use this in our lives." Looking back on those days now I was wrong; we do need math in our life even the simplest form of math. I 've learned this semester that math is an essential tool in life; to communicate with others or to function in life we need math. How I felt about Math I never liked math ever since my first encounter with it in elementary school.
"Professors have ceased to expect genuine engagement from students and often give good grades (B or better) to work that is at minimally adequate." (Gutting 454). Although students are doing the minimum work, are students truly engaging what they learning? Last semester, when I took Math 124, knowing that math was the most frustrating subject for the most students, I would do the minimum work to pass the class. However, the
I was amazed how my eyes affected my language. Starting back to elementary school I wasn’t the best student that could read or spell well in the class. I never understood why I couldn’t grasp onto spelling words like “genius”, “beautiful”, or even “science”. Of course these spell issues affected by grades and I never understood what problem was until middle school. This also affected my reading because I could never pronounce words correctly because I couldn 't spell them.
I am not very fond of letters, I think I read what is necessary and I write as brief as possible, only when it comes to school assignments I try to develop both activities in a better way. Being honest I do not see myself as a writer, my reading or writing has never been strong, so I think I do not see myself developing that profession, on the other hand, I clearly remember how I started reading and I can say that it was even a bit traumatic. In my first years of school I was very good at math, I was very smart and I got excellent grades, but in writing it was a different story ... I was terrible and it took me a lot to learn to express my ideas through letters, so much so that my parents made me repeat a year of school and in high school I
“If excellence is possible, then good is not enough!” This was my seventh grade math teacher’s mantra. Her encouragement of excellence and love of teaching was one of the biggest influences in my decision to become a teacher. The other great influence in my career choice was my diagnosis of dyslexia in the second grade. School became a place that I strongly disliked and I oftentimes was discouraged due to the fact that everything was a struggle to me. Growing up, I attended a private school that was academically prestigious, but I was never looked at as academically gifted.
Developmental education has good impact for students study in the beginning of their college life, but it does not have long term for students (Karp et al., 2012) because schools only allow students to take English and math classes in developmental education. Therefore, every student have enough basic knowledge about math and English, so in the beginning of college life, those math and English are very easy for the students, and students could get good grades in those class. However, after they begin to take the major, the major courses are more complex than math and English class, so developmental education loss the effect. Therefore, Students will have very hard time to deal with the major courses. For example, even if I got A for my math class, I think accounting class is very hard for me because it is more complex than math.
Everyone has been handed homework. Most people have begrudgingly completed it under the assumption that it would help them practice and study -- an assumption that those hours of hard work spent after school would be useful; an assumption which is now being proved false. In fact, newly emerging evidence indicates that homework must be regulated because it actually has few proven academic benefits and can actually hurt the well-being of the students. Believe it or not, new studies indicate that homework has not shown any benefit for students academically. Many studies have been conducted on this subject, and most of the recent ones show no correlation between homework and academic success.
My experience working with English Language Learners(ELLs) helped me understand that I have biases that I am completely oblivious to. While working at Bronx Writing Academy I taught math to a general education class, an ELL class and an Integrated Co Teaching class (ICT) alongside my Coach.
Like for example She doesn't yell at me when I do not understand the assignment she comes to me and helps me out, until I understand the assignment. Well that's how I see it because in my math class, I struggle a lot so I need all the help I can get, but since sometimes the teacher gives a lot of khan, I can not get all of the work done during class in the week. It is a big class so the teacher can not just be helping me the whole time. I have asp, but sometimes I have other work from other classes so I do those
I actually listened in class but when I got close to the test, I only glanced at them. Another important skill is not to be easily distracted witch I am so I was lucky that it only happened once. LANGUAGE ARTS - POORLY In this assignment, we had to read any book and then write down at what page we were at, what book and sign that its all true. After a certain date, we had to have a specific amount of them. I did poorly in this assignment because I never had enough to get a full 100%.
I always try to pay critical attention to follow and understand what is been thought in class. Though, I could not speak or read in class, but I was performing well in the written exercises and examinations. After the first semester, then I started picking up with speech and asset but was not that much. I started taking the science class from the second semester. Some of the topics were okay to go with and some were hard and difficult.
For example, in the heading “Many students aren’t ready”, the author states “Some of them didn 't take enough math, some took the wrong math and some managed to pass the classes without learning the math”. The evidence explains that even though a student may pass a particular math course, they aren’t prepared to take college level math or even understand the concept of that math course. In the heading “Your child needs math every year” the author explains that just because some students took a higher level math in seventh or eighth grade and are able to “fulfill minimum admission requirements for all but the most selective colleges by the end of junior year” doesn’t mean they should take a break once they become a senior. Once they do take a break then taking college level math will be hard for