Pay It Forward Research Paper

I was tremendously anxious! “How would I be able to execute this everyday?” My entire body was trembling and I began spluttering. I commenced to wonder how numerous people did this everyday! Nonetheless, I seized one final, soothing, breath, and commenced to communicate the slogan “Pay it forward” to a class of fourth graders.

Throughout my senior year in high school, I was able to become a student assistant. This helped students that aimed to become educators view the perspective of a teacher. Furthermore, toward the end of the year, my high school teacher, decided that the seniors were required to teach a lesson plan for numerous reasons. These reasons are, to understand the lesson cycle, perceive exactly what teaching is and not simply

This in itself was nerve wrecking. When scanning the desk filled with zealous students, I kept pondering “how am I going to teach every day, if I am this uneasy.” This was the only notion passing through my brain. Eventually, it was time to commence the lesson. Therefore, with a deep, soothing breath, I initiated full speed ahead, first by inquiring, “What is pay it forward”? Instantly, student’s begun vaulting out of their seats, begging me to select them to answer. Obviously, being that I was seizing their math session, I received answers pertaining to math. These were “the bank pays you,” “you pay someone,” “someone pays you,” and continuously. Since, I was still jumpy, I wasn’t prepared for those answers, which taught me a great lesson to expect the unexpected. Nonetheless, since I was switching gears on them, I insinuated what it might be referring. The bulk of the class was at a loss and was giving me adorable, diminutive expressions, which suggested I might be a little zany. Thus, I ultimately conveyed what pay it forward was and how it functioned, first by explaining it, and then by portraying a snip clip of the actual video “Pay it forward.” My explanation was extremely limited; since I was stuttering and talking extremely fast, as I do when I’m fretful. Because of that, various students were still a little perplexed on

In their groups they were to brainstorm ways they could pay it forward to other people, outside the classroom. With this activity, I allowed them to brainstorm for about ten minutes, while walking around and assisting the students, who were struggling. Many of these groups surprised me with the ideas they thought of. One student thought of visiting the children that suffer from cancer in hospitals, and another student thought of going to a nursing home to visit and aid the elderly. These students were astounding, when thinking of ways to help other people. By the end of ten minutes, each group thought of twelve ideas minimum. Conversely, in my original lesson plan, at the end of the ten minutes, they were suppose to pick one way to pay it forward, and write it down on a circle cutout. However, they came up with such amazing ideas and being distinctive, I let them determine if they desired to share their ideas with the class. Considering they were the tremendous students they were, they eagerly jumped at the opportunity to share. Sadly, as we didn’t have enough time, only a couple of students were able to share. After this, I provided the students the circle cutouts to inscribe one idea to pay it forward on; whither it was their proposal or an inspiration from a different group. In addition, I created a poster that concealed the bulletin board outside of their