Wisdom in Reflection: "The Me Nobody Knows"
In the first weeks of the year we developed SMART goals, one for the first quarter, one for the year, and one for after graduation (these were returned to you and should be in your notebook as required). Now it is time to evaluate your personal performance. Have you lived up to the goals you set for yourself? Without proof it is easy to say “yes,” how do you know?--- Of course, it is responsible and mature to actually identify those goals and say how you know you have either lived up to your own ideals or how you have failed yourself – then to come up with a plan that will actually work:
Juniors are responsible to make two copies of the following typed essay, submit one to your English teacher and one directly to Guidance as part of your college application/ autobiography in your portfolio for guidance along with any other required paperwork according to the guidelines and deadlines specified by the guidance department (see guidance counselors for details).
Seniors are responsible to make two copies of the following typed essay, submit one to your English teacher and one directly to Guidance as part of your local scholarship application along with any other required paperwork according to the guidelines and deadlines specified by the guidance department. It is your responsibility to forward a copy to Guidance. You are encouraged to use your 11th grade autobiography to help you write this assignment.
1) First read with your parent or guardian the two popular beliefs represented below and discuss them briefly—do you know of any students like these?
Passage One—“Fear of Success” --As a long time teacher of juniors and seniors, I have come to recognize that not all of the lessons that are valuable are in a textbook. Students need the opportunity to actually fail—some students don’t even acknowledge that they are not actually lazy but, in fact, they are afraid to graduate, to face hard choices, to say goodbye to high school and “grow up,” and so they choose to not take action that will ensure success and they look for ways to blame other people for their failure. Often, they don’t ask for help because to succeed would be a step toward what they fear the most. Just as Dorothy says, “Toto – I don't think we're in Kansas anymore” the world after graduation is a difficult place to learn lessons about the heart, the brain, and courage. In fact, they will choose not to complete this very assignment or may not take it seriously simply because it was assigned “at school.” So, students who don’t face this fear or talk with their parents are likely to feel under tremendous pressure (along with their parents) right up to graduation day—perhaps earning a “D” on every assignment, they disrupt class time, don’t study, turn in work late often, complete things in class at the last minute, or borrow (even copy) from a friend or off the Internet.
Passage Two—“Entitlement and the ‘Good kid’” --On the other side of the coin is a belief that the American Dream of achieving wealth and success, without regard for principle or merit, is owed to every American. The teacher, the school, the parent, the community, the test, the heavy textbook or unorganized notebook was just “too much” and therefore the student has been treated unfairly. These students believe they should be able to graduate because of their age and not because of their demonstrated mastery of skills. After all, they say, “my family is counting on me”—supporting a belief that their family doesn’t actually care about real personal growth or development of academic skills. While we all dream of a little bit of luck, this student has made it a plan. This student has grown into a childhood fantasy where they think, “I’ll be discovered on American Idol next season... then I’ll be a celebrity, and can tell my teachers ‘so there!’” If teachers or parents needed to hassle me or encourage me to work harder it was because they were just frustrated and mean—after all, I’m a good kid- they just didn’t try to understand me.
2) Juniors, your assignment is to read your personal mission statement to your parent or guardian and discuss how you are living up to your own ideals and ask for any input they may have for you—(it’s in your notebook—if not, considering the two passages above explain why it’s missing to them and write a new one) You should recall that your personal mission statement addressed three questions:
A) What is my life about? B) What do I stand for? C) What action am I taking to live what my life is about and what I stand for?
Seniors, should review how to set S.M.A.R.T. goals (see week one of the first quarter) and their successes.
3) Write an autobiographical essay about the lessons you have learned in High School that have not come out of a textbook, but have come from reflecting about teachers and situations that have allowed you to “find your own answers.” Include people and events that have influenced you as necessary in order to share "The Me Nobody Knows."
4) One copy goes to your English Teacher a second copy goes to your Guidance Counselor.