Ebbs and Flows of my Education

running head: Ebbs and Flows of my Education.

title of paper: Ebbs and Flows of my Education.
author name: Tyler J. Shepard
institutional affiliation: University of WashingtonIntro
If I was to explore my education through an airplane window at croozing altitude I would say that I was treated well by teachers and peers. However, this paper asks me to explore my education through a microscope, then form a critical reflection. This can be done easily. main body of paper.

When it comes to my education I felt I had a good, impactful, productive one. A question arises at what point did it become impactful? I would say when I started eighth grade who I am today was just cracking the shell.
Before that, I had an ok experience in school. Yes it may have impacted me somehow, but not to the level of my high school. I am happy to say that I went to public school for my entire life, I mean no disrespect to other options. I am getting ahead of myself. Perhaps a story is in order. Like all good stories it is wise to start from the top. elementary

I went to two elementary schools. One was named Downing Elementary School and the other was named Grant Elementary School. The question you must be asking is why would I go to two elementary schools within five years? The answer is really simple, a teacher sucked and they didn’t give me time of day.
Perhaps a poem is in order. Here we leave the standard conventions of pros and fall into a poem style of writing where standard rules need not be followed. I do this because it seems like a wonderful way to convey my utter disdain for this teacher.

Hey teacher why don’t you care?
Don’t tell me that you care about all students.
With me you didn’t.

Hey teacher why don’t you care?
You would put me into the corner and instruct the rest of the class. I was less than.
I was not noteworthy.
Hey teacher why don’t you care?

Hey teacher why don’t you care?
You wouldn’t attend my IEP meetings. Your time was far more important teaching the majority
rather than giving a crap about the minority.
Hey teacher why don’t you care?

Hey teacher why don’t you care?
I have some good news for you teacher!
seeing as how you don’t care about me as a person.
I don’t consider you worthy enough
to say your name.
Hey teacher why don’t you care? You know what, it doesn’t matter. I don’t care about you either. I have real friends and real cool teachers. They care about me
they want me to become a success.
If I was to go on a reflecting tangent I would think: Why would she hate me? I am cool right? I am nice right? The only thing I can think of is that she was being ablest. She perhaps felt that I couldn’t be taught so why take the time? Or it could be that she thought he’s the only disabled student in the classroom and if he fails who cares? It is no skin off my nose. I have 25 other students who will be a success. They will be that because they aren’t blind and aren’t so needy. Asking me to attend an Individualized Education Program planning meeting is crossing the line. He’ll never be a success, so why take the time? No other student requires these stupid meetings so why should I go to this one. If she truly felt that way she’d do well to read up on the law. Or, this is a crazy idea, if you didn’t want me why not transfer me to the other teacher? Aren’t their two in a school?

That offal teacher was at Downing and was the reason why I moved to Grant. I enjoyed grant Elementary for several reasons. First, I felt included and respected. All my teachers were willing to work with me and my team to get things done. they were all nice and sweet. No longer was I relegated to the corner with nary a glance from the teacher, instead, I was participating with the rest of the class. I was happy. Second, I found that I excel at the arts. Clay sculpting, writing, and music were my favorite classes. I enjoyed them because I could use my skills to be apart of the class. The rest of my elementary schooling went without issues.
middle school

When I went to middle school I went to Jason Lee Middle School on 6th ave. I had a great time at the school. All the teachers were wonderful to me. My favorite was ms. Smith. Ms. Smith was in seventh grade if my memory is correct. Also if my memory was correct she taught social studies. Sadly I cannot recall what social studies covered in seventh grade. I think it was where nations are. That concept goes well with the definition: “various aspects or branches of the study of human society, considered as an educational discipline” (google, 2017.) I cannot recall if I did well in the class. I assume I did.
I don’t think I had friends until eighth grade. I had people I chatted with, including classmates, at Grant and Jason Lee however, I didn’t have friends. While I was at Jason Lee I was inspirational according to students who I talked to years later. I only find this fact out when they recall my name on the street from several years later without seeing me. Only a good inspirational person can do that. Sadly I didn’t reciprocate. They remembered me but I didn’t remember them. I feel bad about this fact but this is what led me to declare that I didn’t have friends, I had acquaintances. I wish I could recall what went wrong but I cannot. So, moving on. the Washington State School for the Blind

At the Washington State School for the Blind in Vancouver Washington I had friends. Perhaps it was because we lived on campus and were asked to live with people. When I say we lived on campus that is not a farce. We lived in what the school called a cottage but I would declare it more like a dormitory/cottage combo.
Because the school was so far away from Tacoma I lived in the cottage named Clarke. While I lived there, had daily living skills lessons there, I didn’t stay there much. How could I? We were busy every day and night.
By day, we were studying all the required classes that the state wants us to learn. We had our math, reading, writing, science, and social studies classes taught by teachers who gave us all the paperwork in either braille or large print. This was what truly drew me to the school looking back on it. No longer was I the minority, I was the majority and with that I received perks and a sense of belonging – true belonging. Gone were the days of requesting files six weeks ahead so that they could be ready by the date so I could do them in class. We had braille as fast as it takes you to print out a file. This made me feel welcome.
Besides the required schooling, we were taught classes that would make us independent. One of these classes that I enjoyed took place at Clarke. It was called Daily Living Skills. In this class I was tasked with learning how to make a meal from a recipe, do my laundry, how to sow on a button. If it was required knowledge to live alone I was taught it in this class.
Besides learning in the normal way, we were given opportunities to try out extra curricular activities that many sighted students perhaps take for granted if they had access to them. My favorite included: Skiing at Mt. Hood, Snowmobiling on Mt. St. Hellens, archery, powerlifting, and goalball. [1]
I was so happy at the school that I stayed until I graduated. I got several things out of the school that I don’t think I would have with public school. These included: advocacy, and an understanding that I control my own destiny through leadership. No textbook can teach these lessons but a great teacher can and several did. Conclusion

I was proud to take on this assignment because I had never really thought so hard about my own personal schooling. I feel that the Washington State School for the Blind aided me in becoming the student you have in your class today. I am still learning but my education was a great foundation to form my identity as a teacher. I don’t want students to go through the same stuff I went through in my younger grades. No student should ever be put in a corner and receive de minimis progress in their education. If we avoid de minimis progress and find a way for Maximus progress then we can form tomorrow’s leaders.Notes [1]
A team sport developed for blind or visually impaired players – by the team of Austrian Hanz Lorenzen and German Sepp Reindle in 1946 as a means of assisting the rehabilitation of visually impaired World War II veterans –
in which a ball containing bells which make a sound when in motion is thrown at a goal at the opposing team’s end of the court. Tacoma has a goalball team called the Tacoma Typhoon.

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