Educational Biography Statement Personal Example | Topics and Well Written Essays - 1250 words

Educational Biography - Personal Statement ExampleThe first lesson I learned in school was ab knocked out(p) authority. I learned that you did not question it. My p atomic number 18nts were the type of parents that were always on the side of the school. They had a sort of competitivenessed relationship with public schools because they both had a difficult time in school. On the one hand, they recognized that the people in school were professionals and were there to teach me. They had a lot of trust in my individual teachers and always believed what they said. If I went planetary house and said, Mrs. Kershaw smacked my had with a ruler today they would ask me, Well, what did you do? They never questioned a teachers authority to discipline or teach me, so this taught me to mind and obey my teachers. On the other hand, my parents were almost paranoid about the institution of education. They were suspicious of the people at the very top. The superintendents, principals and specialists that ran the school and were responsible for the big provide were viewed as lazy and wasteful. Nothing they did was every OK with my parents. They railed against tax increases, curriculum changes and decisions about school safety. It took me a long time to realize that my parents were taking a stance against what they perceived as management (Cook, 1978). Both were laborers and they viewed my teachers as peers, but everyone else was management. I was in mellowed school before I figured out why my parents were so supportive of the education system on the one hand, and so against it on the other. This was the beginning of my own conflicted feelings about schooling and education. By high school, I could see that my parents wanted me to get a college education so that I would be a part of a class of people that they mistrusted. I know that this sounds conflicted, but thats my parents. They wanted me to be more secure than they were themselves, but their view was that the only way thi s could happen was to be something other than I was. Not quite fitting into a defined social position is not something new for me. From elementary, through middle and high school, I always felt up that all of the students were strongly encouraged to fill a slot in a specified, existing group. Some students are academically inclined, others are athletes. Some students are compliant while others are rowdy troublemakers. There seemed to be a lot of either/or decisions that were expected of me in school that caused me to question what I was and what I really wanted out of life. Two of these incidences that were very powerful occurred when I was in elementary and high school. They both involved a conflict in scheduling that could have been resolved had the school not been trying to force me into a specified social construct. In elementary school, there were umpteen activities that were commonly called pullouts by the teachers. Looking back, I realize that some of these pullouts were fo r students that struggled to learn, but others were and effort to differentiate instruction for small groups of students (Tomlinson, 2005). I was identified as gifted students, so one of my pullouts was a required class called Reach. I met with other Gifted students at this