ENG 100-20 Task 3-Response to Blog, Mary Sherry’s, “In Praise of the F Word” (pg .215-216)

Chayse J. Adams

ENG: 100-20

10-28-2010

Response to Blog, Mary Sherry’s, “In Praise of the F Word” (pg .215-216)

Like in Mary Sherry’s, “In Praise of the F Word”, I too agree that the fear of flunking can be very motivational in school, and should be actually enforced in our public schools. Mary says that threatening to flunk students used to be a very effective was to motivate students to try harder and put out some effort because they knew that their teachers would actually do it if need be. Anymore the threat of flunking a student doesn’t hold much authority in a classroom because the students believe that their teachers wouldn’t do that to them and for the most part, they’re rite. No matter the case or circumstances, teachers not flunking students who do not deserve to pass aren’t doing those students any favors, they are actually crippling them. When they advance they will not have the needed knowledge to succeed, forcing the next teacher to make a decision of flunking or passing the student.

I always had enough motivation in my classes to complete all my work and learn the necessary information, but when my senior year rolled around and I had to take personal finance first semester and government second semester and that was the only way I could fit them in my schedule and if I failed one or the other I didn’t get to graduate, I was on them books like glue! The real threat of not graduating with all my friends and walking across the stage with my buddies a proud young man was terrifying! I probably would have done fine even if it didn’t matter, but the fact that it did, drove me to be the best student I possibly could have in those classes. I took it so much more seriously. We had a really fun teacher, who really cared and was just an inspiring and motivational teacher. He was so funny and we all loved him. He somehow managed to get everyone involved every class period, no matter how boring the topic, but he was one of those guys that when it came down to it, he would, and then like magic, it would rub on to us, and we got down to business! If all my classes and teachers could do that I would probably be able to become the president of the U.S. but being realistic, if all my teachers would enforce the Fail policy if a student didn’t deserve to proceed to the next level, would suck, but really be an effective tool to motivate students to get their heads in the game and really take classes seriously. This policy, just as a side note, would probably help solve a lot of other problems in classrooms such as tardiness, truancy, horseplay, and the list would probably go on and on due to the fact that students would have to focus on their work and school much harder and they would lack the time and want to do drugs and form gangs and fight and other things that cripple the development of many young students in our schools these days.

Analysis on “Save Inequalities: Children in America’s Schools” by Jonathan Kozol (57-67).

Kozol states that children from the poorer schools will never be able to get into the “magnet” schools. The biggest problem the children face is themselves, they are not dumb and see the statistics and know that they will never get in because of who they are and where they come from. I can’t imagine how discouraging it must be to those students who feel they don’t have a chance. The parents also play a role in getting their children admitted to the magnet schools. My parents are well educated people and if I had the opportunity to get into one of the magnet schools if I lived in the areas Kozol discusses, my parents could be educated enough to help teach and prepare me to get into those magnet schools, which is exactly what is happening while the less educated parents of children from the lower income areas were likely dropouts and cannot even read well enough to help their children do better to get better opportunities than they, the parents, had. It seems to me that the quality of the education received in these areas is like a never ending vicious circle, the upper class parents help their children, and their children receive opportunities and become the upper class, then they do as their parents did for them and the circle continues to leave the lower class behind and the students continue to dropout, and when they become parents, they are not well enough educated to help their children, and so the circle continues for them as well.

Response to Blog, Analysis of One Aspect discussed in Kozol’s “Savage Inequalities” (pg. 40-53)

Chayse Adams

ENG: 100-20

10-26-2010

Response to Blog, Analysis of One Aspect discussed in

Kozol’s “Savage Inequalities” (pg. 40-53)

            One aspect that particularly caught my attention and interest was where Kozol talked about the kinder garden classrooms. 3,000 infants from the Chicago neighborhoods are delivered with brain damage or other neurological impairments; however upon walking into one of the kinder garden classrooms, one wouldn’t have noticed a thing wrong with any of the children. They acted like normal kids when their teacher was trying to settle them down for nap time.

            Their classroom was not filled with any books, art work, and works of their writing or anything the students had done. The walls were blank except for a few posters of the seasons and zoo animals donated by some a few companies. The small bookcases and cubbies were painted brightly and colorful as you might expect of any kindergarten classroom but was still rather cheerless.

            The statistics about what will happen to this seemingly normal class is very depressing. The high school they will attend has an 18% graduation rate. If the neighborhood statistics of this class hold true, 14 of the 23 will have dropped out of school by their junior year. 14 years after kindergarten, 4 of the students will be going to college, and 18 years from now 1 of them will graduate from college, but 3 of the 12 boys in that class will already have spent time in prison. As Kozol believes, I agree that it is very depressing and sad to see kids in our own country suffer all over our country like this in our public schools and we as citizens of the U.S. donate loads of money to Africa and other places around the world. It would be so much more beneficial for our society if that money was devoted to solving our crisis of public schools here in the States. The return in such investments would be very great as well.

Response to One of the Questions Asked to Us about Task 3, after reading (pg. ix-7) in Kozol’s- “Savage Inequalities”.

Chayse Adams

ENG: 100-20

10-24-2010

Response to One of the Questions Asked to Us about Task 3, after reading (pg. ix-7) in Kozol’s- “Savage Inequalities”.

            A teacher’s role in a classroom is to teach the students, not only just from the curriculum they are required to teach from, but also as the particular students in each class needs. In my opinion, if a teacher only reads from a book and does nothing else to help their students in a way they feel they can contribute to their education and life, they are simply there to make a paycheck. Every class, every individual student in those classes, learn best in different ways and at different paces. A teacher should be someone who is devoted to help their children learn however their individual circumstances may vary. If a teacher is not willing to bend to help their children succeed, why are they teachers.

In my experiences as a student, I have thankfully had the privilege of having most of my teachers possessing qualities that are powered by the motivation of helping their students succeed, however, on a few occasions I have had teachers that frankly, just don’t give a hoot! At those particular times I liked those kinds of teachers who did not go the extra mile, and if we completed our busy work we were done for the day, and those who were pushovers and the ones we considered an easy class, an easy A. I have come to realize that those teachers weren’t doing us students any favors by doing that, it was more than likely for their personal gain that they would not have to do any extra work simply because they were just plane lazy. As we proceeded to the next level and had a teacher who did care, he or she would find that we did not know the necessary information and I cannot begin to imagine how frustrating that must have been for those teachers who did take their job, or role as our educator, seriously and to heart.

I believe there is no such thing as a bad student, only bad teachers. If it’s not the teachers fault in a classroom that their students do not have the motivation to learn and succeed, then it comes back to their parents who are their teachers in installing the importance of education, motivation, and the work ethic needed to become a successful student, employee, and a productive member of our society. The role of a student is only to take in the knowledge that our teachers, whoever and wherever they may be, are willing to give to us.

“Let Teen-Agers Try Adulthood” (pg. 205-207) For You To Analyze

Chayse Adams

ENG: 100-20

10-20-2010

“Let Teen-Agers Try Adulthood” (pg. 205-207)

For You To Analyze

            The author of “Let Teen-Agers Try Adulthood”, Leon Botstein, discusses some problems with the United States’ high schools that he assumes the audience will understand and agree with. Well, I do. I believe that high schools these days do not offer much to their students or the economy. At my high school, our football team flat out sucked, we were the laughingstock of the entire conference and we had no support from our students or our community. People were generally not proud of where they went to school. It had been this way for around ten years and the school had built up a stinky reputation.

My sophomore year our school hired an entire new coaching staff. It got people excited and finally some kids started coming out for the team and other students wanted to come watch to see what all the hype was about. We won a few games that year, not much to brag about, but we only won one game in the previous two years. Next season rolled around and more kids tried out and we got better. Then my senior year we finished our season with a .500 record, we won half our games and homecoming two years in a row. Three years before that, it would have been completely insane to talk about achieving something of that sort. This year, the year after I graduated, my old school has a record of either 6 or 7 wins and only like 2 losses! We have a great since of pride back in our side of town and say we go there with no shame in our voices. However, this is exactly what Botstein was talking about schools getting their stature and all on how well their varsity sports perform.

I think at every high school there are clicks and different groups ranging from jocks, nerds, and whatever other ethnical groups may be attending the school. I agree completely with Botstein that the “real world” functions nothing like that. Since ive been in college, which is not very long, however I have really not saw too much of that kind of grouping. I have saw a group of football players hanging out in the student union but just like that they were all splitting up and talking to people of other ethnicities, social groups, clubs, and classes. I believe there will always be grouping of some sort but in the “real world” people don’t limit themselves to one group, you just can’t get along doing that like you could in high school.

I also agree that we should get rid of middle schools because there was too much time wasted, if we could cut what you learn in six years counting middle and high school down two only four years, I believe that one the time would be better spent because the students are focusing on school and knowing people that can help them pass and complete school rather than which groups make them look the coolest because they have nothing better to do with their time. Cutting two years out of pointless schooling for ever student would also help the economy in tax paying as well. There would no longer be a need for an entirely different school to be operated other than the high school for its particular area and any of the expenses that come with the middle school. It would take less of the tax payer’s dollars to put a child through schooling in addition to the buildings costs. A list of benefits could go on and on, however, a list of reasons of why not to remove middle schools could probable go on as well. I am agreeing that there would be great benefits to Botstein’s plan but I am ruling my decision indecisive due to the fact I would like to hear all the downfalls to the plan first.

“Where College Fails Us” Questions for Reflecting and Writing

Chayse Adams

Eng: 100-20

10-20-2010

Questions for Reflecting and Writing

“Where College Fails Us”

            My experiences in college have been very beneficial to me so far. I have learned a lot in my English class. It has made me a tremendously better writer in helping me gather my own thoughts and putting them down on paper, or computer. It has made me a better typer while doing so. I am much more proficient on reading a text, comprehending and analyzing it, and writing my thoughts about a passage as well as being able to state what the writers intensions were on writing for the readers.

            I have learned a lot about time management and its importance on my success both in the classroom and with my daily life. Not that I did not manage my time well before but I tended to procrastinate some and now when I think of what tasks I need to do I do them by priority to be sure to get the most out of the time I spend doing my daily tasks. I have gotten better with this because of my UNV class which is my freshmen study hall class which is actually not a study hall at all it turns out.  

            My art class is not really beneficial to me. I do know more about art and analyzing why and how it was created and by whom but I really don’t think there is much I will take from that class that will benefit me in the years to come other than personal satisfaction of understanding a piece of art when I see one, which is virtually everywhere you have and ever will look, I still feel that there is not much point in that class.

            I have decided to go to college and further my education because it has been told to me that by doing so I will be able to find something that interests me and I will make a good paycheck and be able to better provide for myself and my future family in doing so. From what I’ve been told, college seems like it is worth it but it is a big investment in time and money and I hope the payoff is good but to be truly honest, after reading this last passage, it is a little discouraging and heartbreaking if I must say that the investment of a college diploma may be worthless and I really hope I did not make a mistake in this investment. If I come out of college with nothing to show for it job and opportunity wise, not only will I be disappointed myself and in a debt I strongly regret of have taking the risk of perusing this dream to be able to live more comfortably but the fear of disappointing my family is overwhelming in its self. I guess I will have to finish what I’ve started to find out.

Task Two-The Importance of Education

Chayse J. Adams

English 100-20 Task Two

10-5-2010

Task Two-The Importance of Education

Education has always been important in my family. My father only has a high school diploma for an education and still has a great paying job with great benefits as a Forman working Union Construction for Collins Plastering but he works his butt off for what he has in the hottest summer days and the dead cold of winter. That’s why he believes that getting an education is so important for me, so that I too can live like my mother who went to college, makes virtually the same pay, has even better benefits, and does not have to work outside all day in the elements, has payed vacation, and her job is not physically demanding on her body. My mother was advised by her mother, my grandmother. I wanted to know why my grandmother decided to attend college and further her education which is ultimately the reason I am attending Missouri Western State University now following my graduation of high school this previous year, class of 2010.

My Grandmother decided to attend college and further her education because her father was a college graduate in the study of law, she guesses that she mostly was trying to live up to her father’s shadow. Her parents, Grate Grandpa John and Great Grandma Joy, allowed or believed that is was acceptable that if she was trying to better herself and way of life for her future that is was not necessary for her to pick up on the household chores and would support her financially through that time. She knew if she did not attend college she was going to have to “enter the real world” finding a job, start supporting herself, and grow up taking on the responsibilities of becoming an adult. She also knew that when that day came when she had to fend for herself that she would be able to get a good job or start a career which she would receive a decent pay for doing with benefits and insurance included as compared to working at a market sacking peoples groceries for a living. She was a very good student in high school, one could say, the perfect student. Straight A’s, graduated at the top ten percent of her class, kept out of drugs, alcohol, sex, and was voted most likely to succeed in her class. She enjoyed school and prided herself in being a good student. Her father always reminded her to, “work smarter, not harder”.

My grandma finished high school at Benton High School in the top ten percent of her class. The following fall she attended St. Joseph Community College that was only a two year school to get her General Education Classes done and was cheaper than attending a big college for those classes. She then moved to Maryville and attended North West Missouri Teachers College which is now the North West Missouri State where she got her major in Teaching Sciences and minored in Medical Technology in 1969.

My grandma started her career as a student teacher in the Saint Joseph School District the fall following her graduation in 1969. The next year she began Substitute Teaching for the SJSD. After a few years of being a Substitute she landed a full time job at Lafayette High school for the SJSD where she taught Several Biology and Chemistry classes. She worked there for five years before a friend told her that he could get her a job working in the lab at a local animal pharmaceuticals company named New Farm making around $60,000.0 a year. She worked at New Farm for ten years before quitting that job because she felt she was being used unfairly. My mother in the meantime had taken a similar career path of animal pharmaceuticals at Phermenta which was later bought out by Boringer Inglehiem. My mother helped my grandma land a job there with her and she has worked with that company for 7 years now, however she suffered a major pay reduction, only making around 35,000.0 a year. She likes it much better where she is now even though the pay cut.

My grandma only has a few regrets about her educations contribute to her life that consist of; not have getting into the field of Medical Technology sooner, however she does note that things may not have worked out as was as they did if she had not gone through the whole process she did. She loved the pay working for her previous employer, but wishes she would have gotten out of that company sooner than she did because of what she had to put up with for so long. She has no regrets about furthering her education and loved college and the opportunities it has presented her through her life and would do it all over again if she had the chance. As words of advice she wishes to pass down to me from her father following my interview of her is to, “work smarter, not harder” and when it come to education, finish what you’ve started, referring to college, because even if you go into a completely different line of work down the road, furthering your education is extremely more beneficial in the work force than not.”

English 100-20 A Writer’s Response pg. 212-214 “Becoming Educated”

Chayse J. Adams

English 100-20

10-4-2010

English 100-20 A Writer’s Response pg. 212-214 “Becoming Educated”

                             My early expectations for college classes were that it was going to be extremely hard, the work would be very hard and take forever, I would have to study for a long time every night, and the teachers would be mean and very uncaring. The reality of my college experience, so far at least, is somewhat close to what I predicted but not near as bad as I thought. College is tough, but it’s more just putting in the time that would cause any problems for me. I feel I have no problem learning the materials yet; it’s just taking the time to do the studying. I do study every night, and I’m up until around twelve every night but my classes usually don’t start until late morning so it’s not that bad for me. Teachers at Missouri Western State University actually are very caring, at least to my experiences. The do not care if you don’t bother doing your work but if you need help, if you show you’re trying and just need some assistance, they will do what they can for you most of the time. I really thought that they would not bother helping you and that they were just there to make a paycheck, but it’s not that different from high school as long as you make it clear that you really are putting the time in and trying.

                             Similarities would be that I too put in long hours but I get a lot more sleep than three or four hours. I too pretty much have one chance to get this college thing right. If I fail I won’t really get another chance at it, at least not very easily, it would be so much more of a struggle that I don’t want to have to think about it; right now I have it made. My experiences are different in that my teachers do not call upon any one group of students more than any other. I have to study but I am not, behind anyone in my classes, where I have to study more to compensate for a lack of anything like Barbra Jordan did.