A Interview On High School - 890 Words

On April 18th at Greene Central High School, I chose to interview one of our phenomenal counselors, Chris Campbell. When I confronted him and asked to interview him, he immediately accepted the offer. I chose to interview him for many reason. One reason being that working as a high school counselor definitely doesn’t seem like it’d be the easiest job in the world. High school is a very tough time in a teen’s life. It’s all focused on preparing you for the outside world and if we didn’t have people like Mr. Campbell, students wouldn’t have as much motivation as they do to do well and graduate. I also chose to interview him simply because I knew he would tell me everything I would need to know and more! The first couple of questions that were asked was just the simple stuff, such as; what degree(s) were obtained, how and why this field was chosen and to describe his current job. He started off by explaining what he does as a whole. We already k now that he’s a school counselor, however, he’s so much more than just that. He shared that there are three different â€Å"branches† of counseling he works with. Academic, which is just making sure students pick the right classes. Career, which is helping students pick a career showing what they need in order to make that dream happen. Also, he helps individuals socially and personally, like many counselors do. Mr. Campbell has a B.S. degree in psychology and also a Masters in school counseling. He also informed me that he is a licensedShow MoreRelatedInterview With High School Age Children986 Words   |  4 PagesIntroduction The individual I chose to interview is Mrs. Felicia Colbert. She is a current assistant principal at my school. Mrs. Colbert’s experience familiarity extends from a classroom instructor to instructional educators as an assistant director. Her capability surpasses 15 years of service in and out the core content of science. Her experience in administration includes two years at middle school level and five years at a high school level as an assistant principal. I designated Mrs. ColbertRead MoreEssay on Interview with a High School Counselor1822 Words   |  8 Pages School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with â€Å"school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the schoolâ €  (Secondary School Counselor 2012). Counselors work in â€Å"diverse community settings designedRead MoreHigh School Students : A Interview At Alain Leroy Locke1615 Words   |  7 Pagespopulation that I am potentially interested in working with, which are high school students. The first person I interviewed was a ninth-grade counselor at Alain Leroy Locke College Prepartory Academy. The second person I interviewed was a College Adviser, placed through USC, at Diego Rivera Learning Complex. While the first interview was conducted on site at Locke, the second interview was conducted on campus at USC. For both interviews, I came equipped with my questions already printed out and ready forRead MoreHigh School Students : A Interview At Alain Leroy Locke1616 Words   |  7 Pagespopulation that I am potentially interested in working with, which are high school students. The first person I interviewed was a ninth-grade counselor at Alain Leroy Locke College Prepartory Academy. T he second person I interviewed was a College Adviser, placed through USC, at Diego Rivera Learning Complex. While the first interview was conducted on site at Locke, the second interview was conducted on campus at USC. For both interviews, I came equipped with my questions already printed out and ready forRead MoreInterview With A Teacher At Elwood Junior / Senior High School1845 Words   |  8 PagesAfter being asked to choose an administrator to interview, I did not have to think twice about whom I would be interested in interviewing to speak on the terms of collaboration. After having Mrs. Kimberly Bernard as a teacher, I was extremely curious to learn about her experiences and opinions on this subject. Mrs. Bernard is an English teacher at Elwood Junior/ Senior High School, which is located in Elwood, Indiana. Additionally, she is the head of the English department, which consists of advocatingRead MoreHigh School Advertising Teacher : An Application Letter, And Schedule An Int erview1149 Words   |  5 Pagesâ€Å"Just try it. It couldn’t hurt to try,† my high-school advertising teacher constantly reminded me. Mrs. Panarelli wanted me to apply for a scholarship given by the business department in my school. I thought about all the other applicants; I had no chance whatsoever. I decided to express my feelings to her. In doing so I noticed a solemn look come across her face. I asked her what was wrong, and she said, â€Å"I don’t want you to be intimidated by the other students, their averages, or their SAT scores;Read MoreSummary of Jonathan Kozols, On Being a Teacher, and Botsteins Interview, Why High School Must Go1434 Words   |  6 PagesThe trivialization of high school in the present educational organization for teens has been posited in the public; however, it is one vital issue that is being debated. Is it really right for high schools to be abolished from the teen’s system of education? This question has been a vital issue in the present age educational structure. According to research carried out by many educational researchers lately, it was discovered that the two-year high schooling scheme is irrelevant and obsolete inRead MoreAcademic Barriers Of High School Students Essay1198 Words   |  5 PagesAcademic barriers in High School The United States Census Bureau (2012), found that between 2006 through 2010, 14% of Hmong had their bachelor’s degree or higher. It was also noted that they â€Å"were below the national level of 28 percent† (2012, p. 5). Which is why it’s important to stress the importance of pursuing a higher education for Hmong high school students. However, academic barriers Hmong high school students face when planning their postsecondary plans, are financial hardships. HmongRead MoreThe Influence Of Sampling Methods In Schools1340 Words   |  6 Pagesare three school districts in Utah County with over 51 public schools including 18 high schools. The selected population was the Nebo School district because of the close proximity and access to the researcher. The population for this study was 4 public high schools in the same school district. The high schools participating in this study were classified as low, moderate, and high violence, according to the percentage of students who were expelled during the 2015-2016 school year. School expulsionRead MoreResearch Study On School And Prison Pipeline1409 Words   |  6 Pagesused â€Å"School to Prison Pipeline† to locate this research study. What database id you use? The database I used was ERIC. What was your rationale for selecting this particular study to analyze over the others identified in the search results? I have been interested in furthering my knowledge on this topic. I am interested in how this is current situation is affecting students’ attitudes and outlooks on school and how it is affecting their academic achievement. I am also interested in what school districts

Waiting for Godot Major Themes Free Essays

Ralph Waldo Emerson, famous literary writer, once inscribed, â€Å"Much of human life is lost in waiting† (Richardson, 24). Individuals cannot escape the waiting in daily life even if they wished so. Waiting is inscribed into society, from waiting for a bus ride, beverages at a favourite coffee house, items to be checked out at a grocery store or simply, arriving to a location too early for an occasion to occur. We will write a custom essay sample on Waiting for Godot Major Themes or any similar topic only for you Order Now In Samuel Beckett’s legendary play Waiting for Godot, the main characters Estragon and Vladimir obsess about waiting for the mysterious individual Godot to arrive. From this waiting, scholars have created many literary analysis of the play the most persuasive being political, religious and existentialist in nature. The Cold War took place over decades, beginning in 1947 and concluding in 1991. The word cold is not only used in the title of this war, but also inscribed deeply into it. The war did not feature guns, bullets and soldiers, instead the war was fought aloofly between communist countries in things like sport events, propaganda and technological opposition. The Cold War appears as a metaphor for many scholars in Waiting for Godot. The characters hold a lot of emotion but never seem to really do anything with it, except discuss it at length. More than once the word nothing is used. There is often â€Å"nothing to do† (Beckett, 13) and â€Å"nothing to show† (Beckett, 4) and the character’s world stays the same. Scholars also point to the play as being Marxist in nature. Godot is the Capitalist full of power and who separates himself from the working class, the other characters are the working class, without personal purpose or goals. Pozzo and Lucky serve as an example of the Marxism analysis as well, Pozzo illustrating that to the Capitalist to labour. â€Å"Pozzo is blind to what is happening around him and Lucky is mute to protest his treatment† (Hutching, 68) serves as evidence of this relationship. Political interpretations abound in this play as do religious ones. The character in which the play focuses on yet never makes an actual appearance is Godot. It is imperative for the religious examination of the play to note that the root word of Godot is God. Perhaps this is what spun the belief that Godot is a representation of God. Religious references are apparent in the play right from the beginning. Estragon asks Vladimir what he wishes from Godot and offers as a suggestion in his probing â€Å"A kind of prayer? † to which Vladimir replies â€Å"Precisely† (Beckett, 14). Estragon and Vladimir discuss religion and specific bible passages during their wait. For example, they speak about a biblical reference of two thieves. â€Å"Our Saviour. Two thieves. One is supposed to †¦ have been saved and the other . . . he searches for the contrary of saved) . . . damned† Vladimir states and when Estragon asks what the thief is saved from, Vladimir responds â€Å"Hell† (Beckett, 64). It is interesting to note that in the bible passage, both thieves are saved from hell and like the thieves, Estragon and Vladimir wish to be saved from what Estragon later claims is â€Å"hell† (Beckett, 89). God and Godot also share a physical attribute; both have beards. Lucky states that Godot has a â€Å"white beard† (Beckett, 43) and later, the character of the boy offers that Godot also has a beard. Beckett frequently disappeared â€Å"into a trance† (Knowlson, 401) when writing and many followers of the religious analysis have accepted this as evidence that Beckett was unaware of his attentions, thus influenced by a â€Å"higher power† (Knowlson, 232). Strong appointments to this are those who see the play as Existentialist in nature. Existentialism, as defined by Oxford English Dictionary is, â€Å"The individual’s unique position as a self-determining agent responsible for the authenticity of his or her choices. † The central idea of existentialism is that humans are accountable for designing, implementing and adhering to their own destiny. Thus, destiny is not God made, it is person made. Estragon and Vladimir have decided to stay in the dreary physical setting of isolation and containment. Estragon seems to offer readers a deeper thought process then his quiet and reliant friend Vladimir. Vladimir states, â€Å"All I know is that the hours are long, †¦ under these conditions, and constrain us to beguile them with proceedings which – how shall I say – which may at first sight seem reasonable, until they become a habit†¦ you follow my reasoning? † (Beckett, 91). This quote is powerful, suggesting that filling one’s day with actions just to pass time such as removing a boot as Estragon did, is suitable for a short period but unacceptable for a long course of time. Although he states this, Vladimir does not leave the scene. Pozzo and Lucky, two of the three only people Estragon and Vladimir have contact with, have a slave and master relationship, but neither chooses to step outside this, instead the two characters grow deeply dependant on one another. Vladimir and Estragon go as far as to contemplate suicide, but do not proceed to do so. Thus, all the characters in Waiting for Godot, could live an altered life, with enhanced opportunities, but choose to stay frozen in the dark. under these conditions, and constrain us to beguile them with proceedings which – how shall I say – which may at first sight seem reasonable, until they become a habit. You may say it is to prevent our reason from foundering. No doubt. But has it not long been straying in the night without end of the abyssal depths? Academics have long linked Waiting for Godot and Beckett himself, to the existential movement. The greatest argument followers of the theory have is that Beckett never discloses Godot being a symbol of God, instead, he greatly declined the claim stating â€Å"that if by Godot I had meant God I would [have] said God, and not Godot† (Knowlson, 412). â€Å"Waiting is painful. Forgetting is painful. But not knowing which to do is the worse type of suffering†, Paulo Coelho, celebrated Brazilian author wrote. The internal and external suffering which Estragon and Vladimir seem spellbound in is dreadful yet alluring in the same instant. Dreadful because the characters and audience wait for relief and alluring because they are enticed about what could be but is not. The waiting in Waiting for Godot has long stood as a secrecy requiring solving and the theories of politics, existentialism and religion offer convincing analyses to this literary puzzle. No one but Beckett himself and perhaps not even him, comprehend the genuine significance of this play, thus, like Estragon and Vladimir, scholars and audiences alike are caught waiting for a conclusion that may never arrive. How to cite Waiting for Godot Major Themes, Essay examples

Based On Robert Gagne Learning Theoryâ€Free Samples for Students

Question: Discuss About The Plan Based On Robert Gagne Learning Theory? Answer: Introducation: To teach English as second language to students who are habituated to speak in their native tongue (TESOL) in an effective manner, it seemed quite appropriate to me to relate Robert Gagnes teaching theory to the TESOL teaching methodology that I have selected to apply. Gagne has spoken about the need of establishing necessary conditions for Management specific events and he has also conveyed how appropriate instructional designs come to the aid of a teacher in making the learning condition ideal for the learners (Becky Dave, n.d.). The learners are expected to be highly benefitted by the implementation of this theory in their learning process. Gagne, in order to enhance the model for design of instruction infused nine instructional events and its corresponding learning processes to guide the design of instructions, and the nine instructional events encompass gaining attention, informing learner of the objective(s), stimulating recall of prerequisite learning, presenting the stimulus material, providing learning guidance, eliciting the performance, providing feedback about performance, assessing performance, and enhancing retention and transfer (Becky Dave, n.d.). The table below depicts a lesson plan adhering to Robert Gagnes events of instruction: Example Lesson: How students of English as Second Language (ESL) can be benefitted using XYZ English Composition Software. Objective: Students will understand the use of the software and apply the knowledge in finding out the differences in the extent of different empires in different eras. Grade: 7 Event of Instruction Lesson Example Rationale 1. Gaining Attention Teacher instructs students how she has installed the XYZ English Composition software to prepare a lesson plan regarding the use of descriptive language in a particular essay. Teacher shows on the projection screen in the classroom how the software can provide a student with sets of vocabularies embodying descriptive words that render a sense of imagery. The teacher then asks the students to make choices for their own from the list of vocabularies in a way so that the selected words would fit to the essay topic of their. This would help students creating a pre-concept about the essay topic and about the approach that they must apply to starting and completing the essay. The teacher should provide background information about the software and its use, and this can help the learners to understand how to use the software to their benefit. The use of audio-visual aid will help the teacher to draw the attention of the students and get them engaged in the class activity. Asking questions in the class establishes an interactive atmosphere. 2. Conveying the lesson objective to the learners Teacher says, "Today I am going to show you how to use the XYZ English Composition software to find out the differences between descriptive words and non-descriptive words, and how the former can be used in infusing imageries in a particular descriptive essay. Making students aware of what benefits the use of descriptive words can render in terms of composing a descriptive essay can help them in getting more interested in using the software and in determining how descriptive words can be included in their compositions to reflect the genre of their essay more vividly. . 3. Stimulating students to recall what they have learned previously about descriptive words. The students have prior experience of composing informative essays in which they have used descriptive words. This lesson plan would help them in capitalizing on what they have learned previously in terms of importance of the use of descriptive words in an essay. Teacher associates this prior knowledge of the students with this particular lesson plan. Relating what they have learned in the past about descriptive words to what they are now learning strengthens the possibility for them to use the descriptive words more accurately in their descriptive essays. 4. Presenting the Stimulus Teacher gives students step-by-step instruction on how to use the XYZ English Composition software and how to make the right selection out of the sets of descriptive words generated by the software. The stimulus employed by the teacher here is the virtual box containing sets of descriptive words. 5. Providing learners with appropriate guidance Teacher demonstrates how a student can find out their chosen descriptive words from the lists of words depicted in the virtual box. Teacher shows students how to use XYZ English Composition software to click on the selected words and how to, after creating new folders with their names, move the words to the selected folders placed in the softwares panel. Teacher demonstrates the options provided in the XYZ English Composition software to help the students in enriching their knowledge about descriptive words and about their proper usage in descriptive essays in the long run. 6. Eliciting learners performance Teacher asks students to use the software in the classroom computer and to start drafting their descriptive essay on the topic of their choice. Providing students with opportunities to practically test what can be learned from the session and how the software can be used to find out more descriptive words. Students would also learn the right application of the right descriptive words in an appropriate manner. 7. Giving feedback Teacher gives immediate feedback to learners observing their word selection and the initial paragraphs of their draft essay. Regular feedback is necessary to foster strong learning in students, and the process must take place undisrupted. 8. Assessing learners performance Teacher should assign each student with a descriptive essay on topic of their choice. In this respect they should be given discretionary power, and this discretion is meant for empowering them. The assignment should help the students to learn more about the proper use of descriptive words in a descriptive essay. Assessing the practice process would help the teacher in determining if the learner is actually progressing in the course of learning the proper application of right vocabulary in written works. 9. Enhancing retention and transfer Teacher instructs students to help each other in selecting and using descriptive words in the draft essay. This process can make it possible for teachers to help students in the process of application of the lesson learned in real-life scenarios where collaboration becomes essential (like in the course of completing group assignments). (721 words) References Becky Dave (n.d.). Learning Theory. Retrieved July 12, 2013, from https://www.csulb.edu/~dkumrow/conference/learning_theory.html