My heart was pounding. Mathematics has never been my forte. I slouched at my desk isolated from my peers in our begrimed classroom, dreading the exam that was placed on my desk. Although, I knew the assessment was aimed at measuring my improvement and general understanding of mathematics opposed to a reflection of my overall ability, it still made me nervous (Emdad, 2009). More importantly, I was nervous because every lesson, Mr Phail stands at the front of the class speaking gibberish about mathematical equations (I obviously do not understand, recalling my last dismal attempt) before directing us to a chapter in our textbook to have completed by the end of the lesson as though we are robots and all learn the same way (Senge et al., 2012).
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Consequently, Mr Phail shook his head and motioned to lower my hand. Perhaps, if he realised I was aspiring to ameliorate my results he would have taken the time to explain the formula to me yesterday when I asked; scaffolding my learning in a way that emboldens me to reach my full potential considering he is a mathematical genius and continually declaring the importance of mathematics in our daily lives (Simply Psychology, 2013). Despite this though, he seems to believe his obligation of teaching expires after he has read the instructions from the textbook and instructed us to complete our work, regardless of whether we comprehend or not because this is how he was taught with the presumption that education was primarily listening, watching and remembering (Bolstad et al., 2012).Yearning for the lesson to end, I sank back into my chair with a melodramatic sigh, feeling disconnected and insignificant that Mr Phail didn 't acknowledge my attempt to obtain his expertise; as a result, I closed my eyes and conceded defeat (McGill, …show more content…
Mr Phail slammed the metre ruler on my desk. “Sorry for the lacklustre lesson Miss Howell, you will make it up at lunchtime!” he bellowed. The class erupted in laughter. Mr Phail stood steadfast with his arm extended pointing towards the door. I could have sworn steam was oozing out of his ears as he mouthed “Principal’s office now!” Mortified by Mr Phail’s negative reaction, I arranged my belongings cautiously into my bag and proceeded to the door confused about how this punishment was supposed to reinforce learning, or stop me falling asleep in class because I didn’t understand the questions (Simply Psychology, 2008). It was the longest walk I had ever endured with twenty sets of eyes scrutinising every step. I sprinted to the Principal’s office with the taste of failure in my
Consequently, Mr Phail shook his head and motioned to lower my hand. Perhaps, if he realised I was aspiring to ameliorate my results he would have taken the time to explain the formula to me yesterday when I asked; scaffolding my learning in a way that emboldens me to reach my full potential considering he is a mathematical genius and continually declaring the importance of mathematics in our daily lives (Simply Psychology, 2013). Despite this though, he seems to believe his obligation of teaching expires after he has read the instructions from the textbook and instructed us to complete our work, regardless of whether we comprehend or not because this is how he was taught with the presumption that education was primarily listening, watching and remembering (Bolstad et al., 2012).Yearning for the lesson to end, I sank back into my chair with a melodramatic sigh, feeling disconnected and insignificant that Mr Phail didn 't acknowledge my attempt to obtain his expertise; as a result, I closed my eyes and conceded defeat (McGill, …show more content…
Mr Phail slammed the metre ruler on my desk. “Sorry for the lacklustre lesson Miss Howell, you will make it up at lunchtime!” he bellowed. The class erupted in laughter. Mr Phail stood steadfast with his arm extended pointing towards the door. I could have sworn steam was oozing out of his ears as he mouthed “Principal’s office now!” Mortified by Mr Phail’s negative reaction, I arranged my belongings cautiously into my bag and proceeded to the door confused about how this punishment was supposed to reinforce learning, or stop me falling asleep in class because I didn’t understand the questions (Simply Psychology, 2008). It was the longest walk I had ever endured with twenty sets of eyes scrutinising every step. I sprinted to the Principal’s office with the taste of failure in my