My secondary curriculum experience was one memorable one. The memories are attributed to a number of factors. Among the factors include the subjects I did, the co-curricular activities in which I actively engaged, the social aspect I shared with my fellow students as well as the kinds of teachers that I had. What is most memorable to me, however, is one of my teachers in particular. The teacher, whose name is Mr. Aggrey, was my teacher of physics throughout my eleventh and twelfth levels.
I clearly recall the first day he was officially introduced as our teacher of Physics by the dean of studies. I did not like the idea at all. I had heard of how harsh this teacher was from the senior students and I did not think I was ready to go through his hands. All I could do then, however, is complain silently among my fellow students as we awaited our first lesson with Mr. Aggrey. During his first lesson, he arrived with an impromptu quiz which he wanted concluded within an hour. We did the quiz; he took away our scripts, marked them and returned them to us the same day in the evening. Fortunately or, unfortunately, I was the best in the quiz. He, therefore, called me forward and told me that from then onwards I would be the class Physics minister.
I wondered about how exactly I was going to work with this harsh teacher. As the minister of his subject, I was the one in charge of collecting quiz papers from him, giving them to my classmates and recollecting them for marking. I do not know if it is the fear or respect that I had for this teacher, but my grades gradually improved. Mr. Aggrey thought I was good enough to teach my classmates even. At times, thus, he would come to class, sit at the back of the class and tell me to teach on his behalf. I may not have liked this at first, but I realized it actually made me read thoroughly on various topics, prior to such lessons.
Within the next term, I was at position one. Mr. Aggrey was the first to celebrate me and tell me that I could well maintain that position if I purposed to do it. I must admit, anytime I read, revised for my exams, or even sat my examinations; his words of encouragement, as well as his high expectations of my performance, were the propelling force. I remember when we once had done a Physics examination which to me seemed extremely simple. When the papers were brought back, however, I had not performed as highly as I had expected. When I perused through my paper, I realized that I was accorded fewer marks than I felt I should have been rewarded. On raising my complaint, Mr. Aggrey told me that if he rewarded me as I deserved, I would have scored everything which may not have served me so well. As such, my papers were always marked more strictly than those of other students.
I appreciated his kind of marking, though because he told me that if I kept up my good performance despite his marking strictness, then I sure would score everything come the final examination. Being at the top and at keen observation by this teacher, however, was not all that advantageous. Anytime I dropped academically, he was on my case. He forever told me that if ever I wanted to fulfill my ambition of being a teacher, then I had no option but working hard.
This teacher treated me as if I were his own child. He motivated me whenever I felt things were getting too difficult, he congratulated me anytime I achieved my targets and equally scolded me anytime he felt I was drifting away from the set academic and moral standards. When I finally sat my final examination and the results were released, I was rated the best student within my region. The one thing that almost drove Mr. Aggrey to tears is the fact that Physics was my best performed subject. Besides, I was also ranked the best in Physics within my region. The dedication of Mr. Aggrey towards my academic excellence forever remains the most memorable portion of my secondary curriculum.
The Value of Knowledge Learnt at School
Knowledge learnt at school is an aspect available to any individual fortunate enough to be in a school. It is widely sought by people across the world because people know its value. Parents and even relatives work very hard to ensure their children and relatives are educated to the highest levels possible. This is because, every individual knows the value attached to education. The benefits of education not only accrue to the person receiving the education, but also to the society of that individual at large.
The society, on the other hand, has a lot to benefit from those who are educated in various fields, through the different services they offer. This is why a student at any level of learning can easily be scolded by any member of the society, because it is evident that education of a single individual in society benefits the entire society at large. Education is viewed as a key tool in reducing poverty and inequality within a given society (Walker, 2007). The society also views an educated individual, as one who has potential to motivate more people to seek after the education, especially when he leads a very good life.
At much higher levels of learning, people get to specialize in different fields depending on their interests. Some may decide to be teachers, doctors, lawyers or even engineers. Much as these professions are totally different, they all supplement each other into forming a self sufficient society (Haydon, 2007). Even the unlearned people in society would appreciate a learned teacher because then, they will have a person that will teach their students. In the same way, a teacher who cannot treat himself would appreciate the existence of a doctor because while he teaches, the doctor’s children, the doctor can treat him and his family. As such, the kind of knowledge acquired in school is even more important to the society involved, rather than the individual.
Society includes the people involved in imparting knowledge to students at different levels of learning. These people, other than earning a living through the imparting of knowledge, have a greater benefit (Cheng, 2006). There is so much satisfaction derived when these instructors teach students, and these students end up being extremely good at what they do. It makes them feel that all they are doing in empowering people academically is not in vain. It makes them feel that they are not earning a living for something they have not achieved, but that which they have achieved. That is why a teacher would shed tears, after his favorite student or his class excels so well in his subject.
When an individual say is looking for a job, when he walks into the office, the prospective employer may not be interested in the person’s acclaimed ability to do the job (Bray et al., 2007). The employers are usually much more interested in the academic qualifications of the job seeker. That is why in making advertisements for job opportunities; employers are keen to state the kinds of academic qualifications required. These usually include specific courses as well as specific levels of those courses. As such, academic knowledge would more readily grant an individual a job opportunity, over another individual who despite not having attained the required academic qualifications, can do the available job much better.
In most societies, change is brought about by people with education. The educated people are best placed to do this because they can intellectually engage in politics and come up with better policies for their various regions (Lovat & Toomey, 2009). Besides, societies view education as a way of minimizing on crime, since people at least have what to do. It is for this reason that a good number of prisons have introduced education for the inmates, so that once they are granted their freedom, they can get what to do for a living, lest they fall back to crime (Venkataiah, 2010). The education offered in these prisons may not be the formal kind, but it at least is the one with which an individual can earn a living.
As discussed above, there is immeasurable value attached to education. This value is not only attached to an individual, his family, his clan or even country, but the world at large. It is important, therefore, that all societies make this valuable asset available to all its members, and at all the levels. Generally, however, every individual in the world who knows about education, values it for one reason or another.
Implications for my Values and Work
In line with my reflections, value of education and work I wish to undertake as a teacher, I realize that education is not as useless as some people may make it appear. I realize that once I am bestowed with the task of imparting knowledge unto my students, I should to it to the best of my ability. This is because the education I will be imparting will not only benefit the students, but also the society, in which I am inclusive. I am compelled to sacrifice my time for the sake of my students so that I can make a lasting positive impact in their lives, just like my teacher did for me.
My reflections also call upon me to be not only a teacher, but a friend to my students. I realize that it is not just a matter of passing on knowledge to the students, but also getting to understand them and motivate them. I am encouraged to treat my students as if they were my children and have a zeal for their excellence as I would for my own. My reflections have renewed in me a new strength for this profession, for this is the one that will give rise to all the professionals that my society needs.
References
Aspin, D. N., & Chapman, J. D. (2007). Values education and lifelong learning: Principles, policies, programmes. Dordrecht: Springer.
Walker, R. (2007). Music Education: Cultural Values, Social Change and Innovation. Springfield: Charles C Thomas Publisher, LTD.
Haydon, G. (2007). Values for educational leadership. Los Angeles: SAGE Publications.
Cheng, R. H. M. (2006). Values education for citizens in the new century. Hong Kong: Chinese University Press.
Bray, M., Adamson, B., & Mason, M. (2007). Comparative education research: Approaches and methods. Hong Kong, China: Comparative Education Research Centre, the University of Hong Kong.
Lovat, T., & Toomey, R. (2009). Values education and quality teaching: The double helix effect. Dordrecht: Springer.
Venkataiah, N. (2010). Value education. New Delhi: APH Publ.
