MY DREAM SCHOOL. Nina MK, Ph.D. We have been engaged in “My Dream School” international project with International Education and Resource Network since the 1990’s. with all levels and ages. The European Schoolnet also offers similar topics. They are great for class discussions, essay writing, extra-curricular activities, and sites creation. Needless to say, any such project stimulates children’s imagination, and gives us teachers valuable insights into their wishes. • Primary school. The kids’ vocabulary is not too big, but their enthusiasm is enormous, and their energy is limitless. My pupils, ages 8-9, always began with drawings which they accompanied with short captions. Their whole word-stock can be activated this way. They would envision bigger rooms, spacious hallways “to run along in during the breaks”, play areas, roomy cafeteria with very good food, huge computer classes, and regular email correspondence with their peers from other countries. Among their recommendations is this rather sad one: teach teachers not to yell at children. • Middle school. By the time they became teenagers, all my pupils would have taken part in a few international projects. Their computer skills would be quite solid, and their vocabulary sufficient for writing short essays and exchanging messages with their partners. We moved from large drawings with short captions to occasional drawings, class-created web pages, and longer essays. At this stage, using English as a means of communication gradually becomes the key element of any project. • High school. At age 16-17, pupils are interested in real face to face meetings and contacts. They still talk about larger and lighter classrooms, bigger, more modern ICT classes, and the painful topic of enormous home tasks becomes a constant. They wish to have specially assigned rooms for after-school studies and activities, better equipped gyms, and cafeteria with breakfast, lunch and dinner served all day long. They universally express the desire for teachers’ salaries to be raised “to sportsmen’s level”. • The teacher. Listening to children of all ages and reading their essays, I learned to formulate my own ideas. When we come to work at any school, we take it as is, and do what we can. My own nebulous thoughts stem from my experience with the Manhattan School for Children in New York, USA, which my children had attended in the 1990’s. It was organized largely thanks to the efforts of several neighbourhood parents who wanted to open up a safe school for their young children, and to the tireless work of wonderful teachers. Together we took up an empty wing of a large school, wrote fund-raising letters to every organization we could think of, held fairs and sales to raise money, involved parents and children into our work, and thus this amazing school started. • Staff. There is a saying in my country: Personnel determines everything. Meaning, it is possible to erect a great school building and cram it full of all the facilities and equipment imaginable. However, if the teachers are not up to par, if pupils dislike them and parents have no respect for them, no good will come out of it. • Language learning in the future. Ideally, any teacher and any pupil who wish to visit another country to learn more about it, and to improve their foreign language skills, should be able to do so. Several schools in my town have ongoing exchange programs with English-speaking schools in Germany, for instance. Only a few students can afford to attend language courses in the UK. • Good salaries, reasonable amount of paper work, sensible hours, flexible curriculum, affordable travel, regular refresher courses. Children of all ages who are willing and able to learn. Teachers who are willing and able to teach. Parents who work with, not against, educators. And world peace. Ah, the stuff that dreams are made of…
I imagine myself attending the commencement at WA, being proud of having acquired the important skills for my future dream of being a diplomat. WA enjoys a unique diversity, which is not to be found anywhere else. Each student from his own homeland brings in a new taste of culture and mutual understanding. This advantage gives me the chance to learn firsthand how people from every walk of life think and live. Having a brief but exact knowledge about cultures and traditions enables me, a future global citizen and a diplomat, to make a quick adjustment while working overseas. WA also offers me an opportunity to try many things that I wo'nt be able to do in Vietnam. I can learn a totally new foreign language to explore a new culture. I can also join a debate club to strengthen my speaking and critical thinking abilities. At the moment, I am holding the position of the School Student Discipline Committee, which gives me a sense of confidence and leadership.the experienced and responsible teaching staff at Wasatch Academy can provide me with the knowledge I need in both life and future career. i would love to learn from the best teachers in the best classes that WA has to offer. there's a strong belief in me that all of my hidden talents or abilities can be explored and developed during the years at WA. Deep in my heart, I understand that after three years there, I would leave this place with more than what I walked in with. And I believe WA is the perfect environment where my dreams will take flight, and many other treasures will be found.
please correct it. this means a lot to me. it's my life. thank you for your time
Pick three things in specific that interest you about WA.
So far it seems you have these three things in mind:
1. to learn firsthand how people from every walk of life think and live.
2. I can learn a totally new foreign language to explore a new culture.
3. I can also join a debate club to strengthen my speaking and critical thinking abilities.
Then use them in a 5 paragraph essay structure. For example:
Paragraph one: Hooker, Thesis, 3 points. (For example, "Three reasons I wish to attend WA are _____, ______, and _____,")
Paragraph two: Explain the first topic in your three points.
Paragraph three: Transition, (like "Also, In addition, etc) then explain the second topic of your three points.
Paragraph Four: Transition, then explain the third topic of your three points.
Paragraph Five: Restate your thesis, summarize your three points, and reach a conclusion.
Each individual paragraph should have a similar structure-- 5 sentences: topic, 3 body sentences, clincher/conclusion. You can have a couple of extra body sentences if necessary. Other than that, just be sure to mix up your sentence structure, (look up subject, prepositional, ly-adverb, -ing opener, clausal, and very short sentance) and you'll do well.
Also, some good advice Kevin gave to another user was to make sure you establish a "purpose" before you write. How are you going to make a significant difference as a diplomat? Why is it important for humanity to have you as a diplomat educated at this particular school? You have to envision the future in a clear way, and, through this little essay, give the impression that you have such a clear, well-developed, specific plan for your process via this school -- that it would be a shame not to accept you. A clear plan involving this school's specific programs and resources is what makes these successful. You are trying to convince a person that you are in the middle of a meaningful, well-conceived process.
I imagine myself attending the commencement at WA, being proud of having acquired the important skills for my future dream of be[coming] ing a diplomat.
WA enjoys a unique diversity, which is not to be found anywhere else. Each student from his own homeland brings in a new taste of culture and mutual understanding. This advantage gives me the [a] chance to learn [at] first-hand how people from every walk of life think and live. Having a brief but exact knowledge about cultures and traditions [will] enable me, [as] a future global citizen and a diplomat, to make a quick adjustments while working overseas.
WA also offers me an opportunity to try many things that I wo'nt [would not] be able to do in Vietnam. I can learn a totally new foreign language to explore a new culture. I can also join a debat[ing] club to strengthen my speaking and critical thinking [skills] abilities .
At the moment, I am [in] holding the position of the School Student Discipline Committee, which gives me a sense of confidence and leadership. t[T]he experienced and responsible teaching staff at Wasatch Academy can provide me with the knowledge I need in both life and future career[and] i[I] would love to learn from the best teachers in the best classes that WA has to offer.
t[T]here's a strong belief in me that all of my hidden talents or abilities can be explored and developed during the years at WA. Deep in my heart, I understand that after three years there, I would leave this place with more than what I walked in with. I believe WA is the perfect environment where my dreams will take flight, and many other treasures will be found.
EF_Kevin Threads: 8
Author: You can help a lot of people by visiting the "Unanswered" threads! [Contributor] 125
being proud of having acquired the important skills that will be important in my future dream of being as a (what kind of) diplomat.
Each student brings from his own homeland brings in a new taste of culture and mutual understanding .
things that I won't be able.
Deep in my heart, I understand that after three years there. I would leave this place with more than what I had when I walked in.
This will be much better with 3 paragraphs.
What kind of diplomat? Do you want to study political science? Be specific about your future career. Research it online and add some details.
You have lots of good advice here in this thread. Let's see an even better draft! Separate it into paragraphs..
actually it is a short essay. I am only allowed to write a paragraph so can't separate it into small ones.
I have changed my idea. I decided not to mention my dream of becoming a diplomat so the essay will be better as I don't have many supportive ideas for my dream.
Thank you all for your advice. I will correct the essay soon.
EF_Kevin Threads: 8
Author: You can help a lot of people by visiting the "Unanswered" threads! [Contributor] 125
Good luck! I really liked the idea of writing about being a diplomat. You can learn about a political science major in order to come up with good, supporting ideas.
Dream School Essay, Research Paper
I am going to write my paper on my vision of the perfect school. In describing my dream school I will explain how it will operate, involve special education students and prepare students for life after high school. A strong site based administration is not only my preference, but is also the system that is most effective. I will first identify the individual positions of my dream school and then define their roles.
I will call my school Dream High School. Dream High will have a traditional administrative chain, consisting of a principal and a vice-principal. There would be a dean of discipline for each grade, and a FAC (Faculty Advisory Committee) made up of two teacher representatives from each grade; one person from the classified staff and two from the parent teacher association. There will also be one student from each grade on the FAC.
With the assistance of the two deans of discipline, the student body would establish a Peer Court. This would consist of seven members elected from the student body at large. Dream Supreme Court would be made up of the principal, vice principle, both deans and two teacher representatives.
The principal would be responsible, primarily, for the business management of the school. Budgets, building, schedules, transportation and personnel issues fall into the area covered by the principal.
The vice-principal would assist the principal in all areas. In addition, the VP must deal with staff development concerns. He or she will facilitate the mentoring program, manage the training schedules and ensure that all staff is allowed to attend seminars each year to further their expertise.
All discipline issues not covered by the PEER COURT system-suspension, expulsion, safety- will be dealt with by the deans of discipline. The PEER COURT would be responsible for holding weekly sessions to address routine concerns. Students? accused of violating a rule will come before the PEER COURT for a hearing. In my school the accused will have an opportunity to present their side, witnesses may be called and may testify. The PEER COURT will then determine guilt and impose consequences. The accused may appeal to the deans of discipline. The VP and deans must approve of the imposed consequences. The Dream Supreme Court must automatically intervene when issues of safety, security, and or state law are involved. Otherwise, the decisions of the peer court are final.
The Parent Teacher Association is an integral part of the running of my school. Formally, they are represented on the FAC. It is the representatives? responsibility to bring to light concerns, issues and desires of the community. It is an absolute mandate that the staff be responsive to community concerns. The school, primarily through the PTA, must actively seek not only their in-put regarding concerns, but also their needs and wants. The expertise of everyone in the site community must be sought to enhance the overall effectiveness. Each professional at Dream High will be assigned to his or her best area of expertise. The staff would have the FAC to deal with their issues while the students would have representatives on the FAC as well as their own PEER COURT. I believe that when those involved have direct control over their lives, the results will benefit all involved. Giving control to the local community, students and staff members will increase the feeling of belonging and investment of all who come in contact with the school.
DREAM SCHOOL ISSUE: SPECIAL ED DISCIPLINE
Dream High will include its Special Ed students with the mainstream population with regards to discipline. Since federal law interjects formal discipline guidelines, someone must be placed in charge to over see this process. The case manager (Special Ed teacher) for each student will act as the ?legal advocate? for the Special ED student on his or her caseload. This utilization of the teacher will accomplish several things:
First, federal and state laws will be followed. It is simply not reasonable to expect all staff, FAC members and student PEER COURT officers to be familiar with all legal statues. Therefore, the case manager will guide all involved through the discipline process.
Next is the possible communication concern. Many Special Ed students are dramatically delayed in the communication and social skill areas. Having the case manager present will alleviate some of this concern. The student(s) will certainly feel much more comfortable with a known spokesperson. The student will be able to ?voice? his or her case through the advocate.
IDEA mandates that schools discipline Special ED students as mainstream students are treated. Therefore, it will be required that ALL students be disciplined in accordance with the Dream High School governance system.
Dream High?s curriculum will be based upon the fact that it is a two year (11-12) school. The Base curriculum will be made up of the following core classes:
For all of the above mentioned classes industry leaders will be called upon to help develop the curriculum and course content. It only makes sense that the people that are working on a day to day basis in the fields that apply to these courses would be better suited to establish the levels of importance of course content. An engineer working at IBM for example would be working not only on the Computer Technology class but on the math curriculum as well. Construction firms and local architects would be able to build a class that would target what skills are most important for a student that is interested in working in their field. Skilled Chef?s would be working with our curriculum design team to identify the basics that an apprentice Chef would need to know when entering the workplace. In short, it is important that the people with the most expertise in the selected areas should have input on what course content should be. Because technology and techniques change on a rapid basis the curriculum would be reviewed on a bi-annual basis and innovations would be implemented at that time.
The music program in most high schools is probably one of the most under appreciated programs in general. Administrators tend to believe that these programs do not need the funding or support that athletics or core classes need but often this is not the case. It has been proven through numerous studies that students with a musical background perform better in school, have better study habits and grasp abstract
thinking better that those students that are not involved in a music program. It is for this reason that Dream High will place great value and pride in both the music program and the athletic program. The following classes in music will be offered:
Students entering their first year at the school will be required to take music theory and music appreciation regardless if they play an instrument. This is to provide the student with a basic knowledge of music and it?s history so that the student may have a well rounded education. Band and Choir students will be offered lessons free of charge from an agreement made with the local music store. Experienced staff and instructors are compensated for their time by having students promote music throughout the community by visiting local elementary schools, civic events, and entertaining the residents of local nursing homes. Students will also experience seminars given throughout the year by experienced professional musicians so that they better understand the demands and rewards of a career in music
Individual Educational Programs
Students at Dream High will be participating in academic classes until the 10th grade when they would be tested in academics, take an interest inventory test, and complete a comprehensive Individualized Education Program (IEP). Students with academic abilities who wished to continue on a ?college prep? schedule, would do so. Those who are not as strong academically would address possible vocations that would appear in the Interest Inventory Test. At that point, each student would develop a comprehensive IEP.
Most students have a good idea if they want to go to college or not and what they are good at. Most have thought about, and may know, what they want to do when they are grown-up. Most of them, however, do not know what?s involved in achieving their goals. An IEP is very helpful in developing a ?plan of attack. It gives the student manageable steps to take to be successful. Having goals helps keep students motivated. There are fewer discipline issues and their transition into adulthood is much easier. The IEP?s would focus on the present levels of achievement, social-emotional adaptation, future goals and objectives as well as address the seven intelligence?s.
The ?seven intelligence?s? are; interpersonal relationships, introspective abilities, spatial (visualization), athletic, musical, and verbal or mathematical intelligence?s. The principle would be ?How are you smart, not how smart are you. At my school I would endorse these intelligence?s to where students are in ?a state of flow. that learning lane that is challenging, but not so much as to cause anxiety. Students would be learning within their strong suit and therefore, would be motivated and successful, requiring very little direct instruction. Students in their junior year, who did not plan to go to college, would be placed in a vocational training program and in their senior year, they would work as apprentices within the work force of their chosen area.
Business people would be acting as ?teachers? in the work force, with teacher support when needed. Business people are not trained educators, and therefore, tend to fall into ?incomplete teaching? naturally. They present the task with brief directions and then, usually, walk away, leaving the student to rely and hone his problem solving skills based on his or her short term memory and seven intelligence?s. This type of learning is what is lacking in the schools today, because students do not have a personal interest in the topic and very little to figure out, they are simply required to use rote memorization.
Preparation for Life: A transition program from school to community
Abstract of Program:
Preparation for Life would be a program that is designed to prepare individuals with special needs for the transition from school life to adult life. Through classes and experiences, individuals with special needs will gain insight into the areas of work, leisure activities, adult living realities, and skills needed to be independent in the community. The program has 3 levels, based on the grade and need of the student. In the following composition, the 3 levels of the program will be described.
The first level would be for 9th and 10th graders. During this level, students receive much of their instruction in high school classes that are geared towards the individual student needs and goals. Instruction during the 9th and 10th year is intended to prepare students for the next level. Students at this level will be taken into the community to learn aspects of transition, including; grocery shopping, going to the doctor, going to the post office, public/private transportation, etc. Students will have the opportunity to be paid for school-based work experiences, to build and strengthen positive working skills. Academic training during this level would be based on practical needs of individual students. If a student is not ready to move on to the next level, then that student will stay in level one until he/she is ready to move on.
Level two would be made up of 11th and 12th graders. At this level, students spend more time in the community. Most students spend. of their school day in classes and the other. in the community, usually being paid to work at a business, in a group or individually. Classes at the school would be based on job seeking skills (where to look for a job, how to contact job sites, how to keep a job, etc.), how to fill out various applications, interview skills, how to be a good employee, etc. Students would also become more independent in the community. When students have successfully completed this level of the program they will go through the graduation process to signify the completion of high school. Based on what the need is, some students will not go onto level three, they will stay in level two until their 22nd birthday. Those students will not go through the graduation ceremony until that point. If a student moves on, he/she goes to level three.
The main focus of this level is independence. Once students have reached this level, they no longer attend high school classes. Students are hooked up with adult support programs, such as Vocational Rehabilitation, JOIN, OARC, etc. The school would still support individuals, but the support would come from as job/life coaching in the community. At this time the students would be given the option to work full time for pay. Living arrangements may include; at home with family or in assisted living situations. It would be expected that the student display a certain amount of responsibility by showing up to work on time. Once a student turns 22 he/she will have completed level three. At this point the individual should be ready to be an active part of the community. A program such as Preparation for Life would be designed to prepare individuals with various special needs for a life after school. The program would help to ease the transition from school life to adult life, a successful transition based on individual needs and goals.
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