Fieldwork Notebook 2 Of 4 4w1o6n

Fieldwork Notebook 2 of 4 (Reflecting on Pre-Unit Survey Above) During the coming data analysis for my inquiry project, I will be doing a lot of examinations regarding trends of collected survey answers across the entire class. For this fieldwork notebook, I think it will be just as useful to dive deeply into one of the, I believe, most interesting individual student responses to my initial survey. The student in the attached survey has gotten the highest grade in our class each marking period, and currently has the highest average for the year. She (C.C.) has, in my estimation, a superb level of natural ability combined with above average work ethic and parental involvement. Her answers to my survey are extremely intriguing. Firstly, while C.C. agreed that she is both satisfied with her current school performance, motivation, goal-setting and ion-finding, she circled neutral for the questions concerning the relevance of current schoolwork to both achieving her goals and everyday life. Even more alarming is the fact that she strongly disagreed with the statement regarding the degree to which she currently feels prepared for adulthood. This, in my opinion, clearly highlights the current problem that a vast number of students face: if they do not have goals for after graduation, school is not helping them develop ideas or plans to discover and form goals; if they do have goals, school is not giving them the skills necessary to determine what they need to do to reach them or provide the skills and motivation to do so. In C.C.’s case, she is very self-motivated, and her parents are both very ive and accepting of her goals, performance and choices. Her mother has accompanied her as a chaperone on many school and self-organized trips, and her parents her unconventional and risky current career plan of becoming a professional photographer. So, the realms of self and family are in positive alignment in helping C.C. towards achieving happiness and success in life. However, the realm of school is the obvious weak link, with the only two life skills C.C. highlighted as having been learned from school being comfort with peers and public transportation (both important, but too few in quantity). Schooling needs to provide direct instruction in the form of dedicated lessons at this most critical stage (10th grade) of student goal-setting, career searching and plan forming. C.C., and her peers, need the knowledge and information that (relatively) simple lessons on career readiness can give them, if teachers are willing to take the time to conduct such lessons and conduct them well. An English classroom provides the perfect conduit (although by no means the only one) for doing so, as so much of the world of careers and adult life in general requires a strong amount of literacy (spoken, written, and read) to navigate. It is my belief and hope that over the next 3 weeks/4 lessons C.C. and other students will gain more skills in this area and therefore express more comfort in the relevant and ive nature of their high school education in of preparing for life after graduation.