JOURNAL ENTRY No. 1
UNIVERSITY OF THE WEST INDIES
FACULTY OF HUMANITIES AND EDUCATION
SCHOOL OF EDUCATION
EDPH 5001
OVERVIEW OF THE FOUNDATIONS OF EDUCATION
DONE BY: PETRICE MASON
ID NO.: 620047937
FACILITATOR: DR. CLEMENT LAMBERT
Name:
ID#:
620047937
Date:
June 20, 2016
Petrice Mason
Course Title: EDPH 5001
Course Name: Overview of the Foundations of Education
Assignment: Journal Entry #1
I truly came into this course with the hope and idea that it was going to be a SWAT
operation. Get in, take what you came for and get out. However, on hearing Dr. Lambert
expound on his professional life, interjected a few anecdotes about his personal life and outlined
the course I realized I had to change my mindset. As a reluctant student, who had deferred from
the program twice over the past year, I was hoping that I would be justified in my procrastination
and that I would hate every minute of it. However, as the class progressed I realized that I was
truly pleased and curious at the number of persons in the class, the educational and professional
diversity that the class has and the varying reasons that persons were stating for being there. It
got me asking myself the questions: 1) Why were these professionals leaving their jobs to come
into the classroom, when most teachers are wanting to or mass migrating out of the classroom?
2) What really is the draw to the classroom? Are they sado-masochistic or is there some other
external/internal driving force that is leading them there? 3) Being a most reluctant student, what
have I gotten myself into?
The diversity in the class was truly eye opening as I thought it would be educators
seeking to expand their qualifications or upgrade, as is my case. In my previous jaunt in the
classroom at the tertiary level diversity was more of a cultural phenomenon as opposed to
academic and I find that truly fascinating. We have a PhD, an actuarial scientist, chemists,
agriculturalists, financiers and linguists. Many may say but at your job don’t you see persons
with different academic backgrounds teaching various subjects? Yes! However, in a classroom it
becomes more of intellectual stimulant as in a classroom people bring all their baggage – good
and bad. I expect the discussions to be both off the cuff, highly abstract but most of all
enlightening.
The mass migration out of the classroom to “greener pastures” is a recurring problem in
schools. Many, anecdotally, attribute this to low pay, student apathy and poor management by
administration and in some cases the Ministry of Education. Many teachers find refuge in the
private sector and only miss summer holidays. As a new teacher, I hear the complaints,
experience the frustration and empathize with the teachers that have been hurt by the system. So
sitting in the classroom and seeing the migration from the private sector to the “public “sphere I
was truly taken aback. I concluded that there must be a real void that teaching fulfills and they
are chasing their passion and that is commendable. As one in the system while it is rewarding
there is always the lure of the private sector but then something remarkable happens to one of
your students and you realize that as hard and frustrating as it is, you are attracted to the flame
and you stay.
As a reluctant student I expect to make the most of my time in the class and share what I have
learnt about the classroom not only with the class but with my daily interactions at work. I expect
to learn about teaching methods, philosophies and strategies and become better at what I do. I
want to be able to confidently speak about my area of specialization and effectively apply the
content in a relatable way to the students. I also expect lenience from the good doctor (wink
wink) and be helpful with to my classmates, make new friends and contacts and be thoroughly
captivated by my studies.
Very clear and interesting reflection! A bit more balance with the expectations might be useful
6/7