Overcame by Haylee

Overcame by Haylee - December 2024 Scholarship Essay

As a college student majoring in Elementary Education at the University of Missouri, I have faced my fair share of academic challenges. One of the most significant challenges I encountered was during my sophomore year, when I took a course on Classroom Management and Instructional Strategies. This course was crucial for my development as a future educator, but it proved to be more demanding than I had anticipated.

The challenge began with the course's workload. The syllabus was packed with readings, assignments, and projects that required a deep understanding of various teaching methods and classroom management techniques. I quickly realized that my usual study habits were not sufficient to keep up with the pace and depth of the material. I felt overwhelmed and worried that I might not be able to grasp the concepts well enough to apply them in real classroom settings.

To overcome this challenge, I knew I had to change my approach. The first step I took was to organize my time more effectively. I created a detailed study schedule that allocated specific time slots for reading, reviewing notes, and working on assignments. This helped me break down the overwhelming workload into manageable tasks and ensured that I was consistently making progress.

Next, I sought help from my peers and professors. I formed a study group with a few classmates who were also struggling with the course. We met regularly to discuss the material, share insights, and support each other. This collaborative learning environment not only helped me understand the content better but also provided a sense of camaraderie and encouragement.

Additionally, I took advantage of the resources offered by the university. I attended office hours with my professor to clarify doubts and seek guidance on assignments. I also visited the campus tutoring center, where I received additional support and strategies for effective studying and comprehension.

One of the most important lessons I learned from this experience was the value of active learning. Instead of passively reading the textbook, I engaged with the material by taking detailed notes, summarizing key points, and creating mind maps to visualize connections between concepts. I also practiced teaching the material to others, which reinforced my understanding and highlighted areas where I needed further clarification.

As the semester progressed, I noticed a significant improvement in my grasp of the course content. The strategies I implemented not only helped me manage the workload but also deepened my understanding of effective teaching practices. I became more confident in my ability to apply these strategies in real classroom scenarios, which was incredibly rewarding.

By the end of the course, I had not only improved my grades but also gained valuable skills in time management, collaboration, and active learning. These skills have continued to benefit me in other courses and will undoubtedly be essential in my future career as an educator.

Reflecting on this experience, I am grateful for the challenge it presented. It pushed me to step out of my comfort zone and develop strategies that have made me a more effective learner and aspiring teacher. I now approach academic challenges with a proactive mindset, knowing that with the right strategies and support, I can overcome any obstacle.

This experience has reinforced my passion for education and my commitment to becoming a teacher who can inspire and support students in their own learning journeys. I am eager to apply the skills and insights I have gained to create positive and engaging learning environments for my future students.

In conclusion, the challenging academic experience I faced in my Classroom Management and Instructional Strategies course taught me invaluable lessons about perseverance, collaboration, and the power of active learning. It was a pivotal moment in my college journey that has shaped my approach to education and strengthened my resolve to succeed as a future educator.