essay my classmate

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Essay on My Classroom – Samples, 10 Lines to 1500 Words

Essay on My Classroom: The classroom is a space where learning, growth, and creativity come together to shape the minds of students. In this essay, we will explore the dynamics of my classroom – a place where knowledge is shared, ideas are exchanged, and friendships are formed. From the desks and whiteboards to the laughter and discussions that fill the room, my classroom is a vibrant and dynamic environment that fosters a love for learning and collaboration. Join me as we delve into the heart of my classroom and uncover the magic that happens within its walls.

Table of Contents

My Classroom Essay Writing Tips

1. Start by describing the physical layout of your classroom. Mention the size, shape, and location of the room within the school building.

2. Discuss the seating arrangement in your classroom. Are the desks arranged in rows, groups, or a circle? How does the seating arrangement affect the dynamics of the class?

3. Talk about the decorations and resources in your classroom. Are there posters, charts, or educational materials displayed on the walls? How do these visuals enhance the learning environment?

4. Describe the technology available in your classroom. Do you have access to computers, projectors, or interactive whiteboards? How do these tools support teaching and learning?

5. Discuss the atmosphere in your classroom. Is it a welcoming and inclusive space where students feel comfortable and engaged? How do you foster a sense of community and collaboration among your classmates?

6. Share details about the routines and procedures in your classroom. How do you start and end each class? How do you manage transitions between activities and maintain a sense of order?

7. Talk about the role of the teacher in your classroom. How does the teacher facilitate learning, provide guidance, and support students’ academic and social-emotional development?

8. Reflect on the interactions among students in your classroom. How do students communicate, collaborate, and build relationships with each other? How do these interactions contribute to a positive classroom culture?

9. Discuss any challenges or opportunities for improvement in your classroom. Are there areas where you would like to see changes or enhancements to better support student learning and well-being?

10. Conclude your essay by summarizing the key aspects of your classroom that make it a unique and special place for teaching and learning. Emphasize the importance of a positive and supportive classroom environment in fostering academic success and personal growth.

Essay on My Classroom in 10 Lines – Examples

1. My classroom is a vibrant and welcoming space where students feel comfortable and motivated to learn. 2. The walls are adorned with colorful posters and student work, creating a visually stimulating environment. 3. There are desks arranged in small groups to encourage collaboration and discussion among students. 4. A large whiteboard at the front of the room is used for interactive lessons and group activities. 5. The classroom is equipped with technology such as a projector and computers for multimedia presentations. 6. There is a cozy reading nook with bean bags and shelves filled with a variety of books for students to enjoy. 7. A classroom library is stocked with a diverse selection of books to cater to different interests and reading levels. 8. The room is kept organized and clutter-free to promote a sense of calm and focus during lessons. 9. There are plants and other greenery scattered throughout the room to bring a touch of nature indoors. 10. Overall, my classroom is a dynamic and engaging space that fosters a love of learning and creativity among students.

Sample Essay on My Classroom in 100-180 Words

My classroom is a vibrant and welcoming space where learning comes alive. The walls are adorned with colorful posters and student work, creating a stimulating environment for my students. The desks are arranged in a way that promotes collaboration and discussion, with a cozy reading nook in the corner for quiet reflection.

In the front of the room, there is a whiteboard where I write important information and draw diagrams to aid in understanding. A projector hangs from the ceiling, allowing me to show videos and presentations to enhance the lesson.

My classroom is filled with books, supplies, and technology to support a variety of learning styles. I strive to create a positive and inclusive atmosphere where every student feels valued and supported in their educational journey.

Overall, my classroom is a place where curiosity is nurtured, creativity is encouraged, and knowledge is shared. It is a space where students can feel inspired and empowered to reach their full potential.

Short Essay on My Classroom in 200-500 Words

My classroom is a place where I spend a significant amount of time each day. It is a space where I learn, interact with my peers, and engage in various activities that help me grow academically and personally. The classroom is a reflection of my school environment, and it plays a crucial role in shaping my educational experience.

The physical layout of my classroom is simple yet functional. The room is spacious, with large windows that let in plenty of natural light. The walls are adorned with educational posters and student artwork, creating a vibrant and stimulating environment. The desks are arranged in rows facing the front of the room, where the teacher’s desk and whiteboard are located. There is also a cozy reading corner with bean bags and shelves filled with books.

One of the things I love most about my classroom is the sense of community that exists among my classmates and teachers. We all come from different backgrounds and have unique perspectives, but we come together in the classroom to learn and grow as a group. Our teacher fosters a supportive and inclusive atmosphere, encouraging us to collaborate and help each other succeed. This sense of camaraderie makes the classroom feel like a second home, where I feel safe and supported.

In my classroom, learning is not limited to textbooks and lectures. We engage in hands-on activities, group projects, and discussions that encourage critical thinking and creativity. Our teacher incorporates technology into our lessons, using interactive whiteboards and educational apps to make learning more engaging and interactive. We also have access to a variety of resources, such as books, computers, and art supplies, that allow us to explore our interests and express ourselves in different ways.

The classroom is also a place where I develop important social and emotional skills. Through group work and class discussions, I learn how to communicate effectively, collaborate with others, and resolve conflicts. I also learn to manage my time, set goals, and take responsibility for my own learning. These skills are essential for success in school and beyond, and my classroom provides a supportive environment where I can practice and refine them.

Overall, my classroom is a dynamic and enriching space where I feel inspired to learn and grow. It is a place where I can be myself, explore my interests, and connect with my peers in a meaningful way. The classroom is not just a physical space; it is a community of learners who come together to support each other and strive for excellence. I am grateful for the opportunities and experiences that my classroom provides, and I look forward to continuing my educational journey in this special place.

Essay on My Classroom in 1000-1500 Words

My Classroom

As I walk into my classroom every morning, I am greeted by a warm and inviting atmosphere that sets the tone for the day ahead. The walls are adorned with colorful posters and student artwork, creating a vibrant and engaging environment for learning. The desks are neatly arranged in rows, each one equipped with a chair and a pencil holder. The whiteboard at the front of the room is clean and ready for the day’s lessons to be written upon it. This is my classroom, a place where students come to learn, grow, and thrive.

One of the first things that I notice when I enter my classroom is the sense of community that exists among my students. They greet each other with smiles and laughter, eager to start the day together. This sense of camaraderie is fostered through various team-building activities and group projects that we engage in throughout the year. By working together and supporting one another, my students develop a strong sense of unity and belonging that enhances their overall learning experience.

Another key aspect of my classroom is the focus on student-centered learning. I believe that every student has unique strengths and abilities that should be nurtured and celebrated. To this end, I strive to create a learning environment that is inclusive and supportive of all students, regardless of their background or abilities. I encourage my students to take ownership of their learning and to actively participate in class discussions and activities. By empowering them to take control of their education, I am able to foster a sense of independence and self-confidence that will serve them well in the future.

In addition to student-centered learning, I also place a strong emphasis on the use of technology in my classroom. I believe that technology can be a powerful tool for enhancing the learning experience and engaging students in new and exciting ways. From interactive whiteboards to educational apps and online resources, I incorporate a variety of technology tools into my lessons to make learning more interactive and engaging. By embracing technology, I am able to cater to the diverse learning styles and preferences of my students, ensuring that each one has the opportunity to succeed.

One of the things that I love most about my classroom is the sense of creativity and innovation that it inspires. I encourage my students to think outside the box and to explore new ideas and concepts in their learning. Whether it’s through hands-on experiments, creative writing assignments, or group projects, I provide my students with the opportunity to express themselves and showcase their unique talents. By fostering a culture of creativity and innovation, I am able to ignite a passion for learning that will stay with my students long after they leave my classroom.

As a teacher, I am constantly striving to create a safe and supportive learning environment for my students. I believe that every student deserves to feel valued and respected, and I work hard to create a classroom culture that promotes kindness, empathy, and understanding. By modeling positive behavior and encouraging open communication, I am able to build strong relationships with my students and create a sense of trust and mutual respect. This, in turn, allows my students to feel comfortable taking risks and making mistakes, knowing that they will be supported and encouraged every step of the way.

In my classroom, I also place a strong emphasis on the importance of critical thinking and problem-solving skills. I believe that these are essential skills that will serve my students well in their academic and professional lives. To this end, I design my lessons and assignments to challenge my students to think critically, analyze information, and develop creative solutions to complex problems. By providing them with the opportunity to engage in meaningful and thought-provoking discussions, I am able to cultivate their analytical skills and encourage them to become lifelong learners.

One of the things that sets my classroom apart is the sense of collaboration and teamwork that exists among my students. I believe that learning is a collaborative process that requires active participation and engagement from all parties involved. To this end, I encourage my students to work together on group projects, share ideas and insights, and support one another in their learning. By fostering a culture of collaboration and teamwork, I am able to create a sense of community and belonging that enhances the overall learning experience for my students.

In conclusion, my classroom is a place where students come to learn, grow, and thrive. Through a focus on student-centered learning, the use of technology, creativity and innovation, a safe and supportive learning environment, critical thinking and problem-solving skills, and collaboration and teamwork, I am able to create a dynamic and engaging classroom that inspires my students to reach their full potential. I am proud to be a teacher, and I am grateful for the opportunity to make a positive impact on the lives of my students each and every day.

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My Classmate Essay: Getting To Know My Classmate

My Classmate Essay: Getting to know our classmates is an important part of our school experience. We spend a significant amount of time with them in class, during group projects, and at school events. However, we often only scratch the surface of our interactions, and we may not truly know our classmates beyond their name or appearance. In this essay, I will explore my experience of getting to know one of my classmates and what I learned from them. I will also discuss the importance of having diverse classmates and how we can encourage inclusivity in the classroom.

Table of Contents

My Classmate Essay

In this blog My Classmate Essay, we include About My Classmate Essay, in 100, 200, 250, and 300 words. Also cover My Classmate Essay for classes 1, 2, 3, 4, 5, 6, 7, 8, 9, and up to the 12th class and also for kids, children, and students. You can read more Essay Writing in 10 lines about sports, events, occasions, festivals, etc… My Classmate Essay is also available in different languages. In this, My Classmate Essay, the following features are explained in the given manner.

Who Is My Classmate

The classmate I got to know is named Sarah. She is a sophomore like me, and we had a class together last semester. At first, I only knew her by name and that she was a transfer student from another state. One day, we were assigned to work on a project together, and that’s when I got to know her better. She was shy at first, but as we worked together, we found common ground and shared interests. I learned that she was a talented artist and had a passion for photography. She also enjoyed reading and writing and was interested in studying journalism in college.

What Did I Learn From My Classmate

Working with Sarah taught me several things. Firstly, I learned that people are more than just what meets the eye. Sarah seemed reserved at first, but once we started talking, I found out she was a complex and interesting person. She had a unique perspective on the world, and I enjoyed hearing her ideas and thoughts. Secondly, I learned that everyone has their own strengths and weaknesses. While I was good at organizing our project, Sarah was great at creating eye-catching visuals. Our project turned out better than I could have ever imagined, thanks to our collaboration.

Why Is It Important To Have Diverse Classmates

Having diverse classmates is important because it exposes us to different perspectives, backgrounds, and cultures. In a classroom setting, diversity can enhance learning by providing a variety of viewpoints and experiences.

For example, in a history class, having classmates from different countries or regions can provide insight into how events were perceived in different parts of the world. In a literature class, having classmates with different ethnic or cultural backgrounds can offer new interpretations of texts. Additionally, having diverse classmates can help us develop empathy and understanding towards people who may be different from us.

Why Is It Important To Have Diverse Classmates

How Can We Encourage Inclusivity In The Classroom

One way to encourage inclusivity in the classroom is by creating a safe and welcoming environment. Teachers can set the tone for inclusivity by making sure everyone feels valued and respected. This can be done by using inclusive language, acknowledging and addressing any incidents of discrimination or prejudice, and promoting positive social interactions.

Additionally, teachers can incorporate diverse perspectives into the curriculum by including texts, media, and activities that represent different cultures and identities. Students can also contribute to inclusivity by being open-minded and respectful towards their classmates, and by actively participating in discussions and activities.

Getting to know our classmates is a crucial part of our school experience, and it can have a profound impact on our personal and academic growth. By getting to know my classmate Sarah, I learned the value of collaboration, empathy, and diversity. Having diverse classmates enriches our learning experiences and prepares us for a diverse and interconnected world. By promoting inclusivity in the classroom, we can create a more welcoming and supportive environment for all students.

Read More: My Childhood Memories Paragraph

FAQs On My Classmate Essay

Question 1. How can I write about my classmate?

Answer: To write about your classmate, start by introducing who they are and how you got to know them. Share some basic background information, such as their name and grade level. Describe their personality and interests, and what you learned from them. Finally, reflect on the importance of getting to know your classmates and the benefits of having diverse classmates.

Question 2. What is the description of a classmate?

Answer: A classmate is a fellow student in the same grade level or course as you. They are someone you interact with regularly during school hours and may work with on group projects or assignments. Classmates may come from different backgrounds and have diverse interests and personalities. Getting to know your classmates can enhance your academic and personal growth.

Question 3. What is a simple sentence about classmates?

Answer: Classmates are fellow students you share a class with, who may have different backgrounds, interests, and personalities. They offer an opportunity to collaborate, learn from each other, and develop social skills. Getting to know your classmates can lead to long-lasting friendships and positive school experiences. Interacting with classmates can also broaden your perspective and help you appreciate diversity.

Question 4. Why are classmates important?

Answer: Classmates are important because they provide a social and academic support system during school. They offer the opportunity to collaborate on projects, share knowledge and skills, and learn from diverse perspectives. Interacting with classmates can also improve communication and social skills and lead to long-lasting friendships.

Question 5. What makes a good classmate?

A good classmate is someone who is respectful, responsible, and collaborative. They show up on time, participate in group projects, and support their peers. A good classmate also communicates effectively and listens to other’s perspectives, which can contribute to a positive learning environment.

Paragraph on Classmate

Students are often asked to write a paragraph on Classmate in their schools. And if you’re also looking for the same, we have created 100-word, 200-word, and 250-word paragraphs on the topic.

Let’s take a look…

Paragraph on Classmate in 100 Words

A classmate is a friend who goes to the same school and is in the same class as you. You see your classmates every day when you go to school. You can learn together, play together, and even eat lunch together. Sometimes, you may work on projects with your classmates or help each other with homework. Classmates can make school more fun and exciting. They can also help you when you find something hard to understand. It is nice to have classmates because they can become your good friends.

Paragraph on Classmate in 200 Words

A classmate is a friend who shares our school journey. They sit with us in the same class, study the same subjects, and learn with us every day. They’re our partners in fun school activities, like drawing, playing games, and reading stories. We share our lunch with them during break time, and they share their snacks with us too. We learn together, laugh together, and sometimes even get in trouble together. Classmates help us when we find our homework tough, and we help them when they can’t understand something. They are like our school family, making each school day exciting and fun. We celebrate birthdays, festivals, and victories together in school. They are there in our happy and sad times, making school life more interesting and enjoyable. Having good classmates can make school a happy place where we can study and play without worry. Even after school, we remember all the fun times we had with our classmates. The memories we make with them are very special and stay with us forever. So, classmates play a very important role in our life, helping us to learn, grow, and have fun.

Paragraph on Classmate in 250 Words

A classmate is a fellow student who shares the same classroom and learning environment as you. We spend a lot of time with our classmates, and they are often the ones we create beautiful memories with during our school years. Some classmates become our best friends, while others teach us valuable lessons about different personalities and perspectives. We learn together, play together, and sometimes even argue, but that’s what makes our bond with them so unique and essential. They are the ones who help us when we find a difficult question in math, or when we need notes from a missed class. Classmates make group projects fun and exciting, turning boring lessons into interesting ones. They cheer us up when we are sad and celebrate with us when we are happy. Sometimes, they become our competition, pushing us to study harder and do better. But at the end of the day, our classmates are our team, our second family at school. They make our school life vibrant and meaningful, and the memories we create with them last a lifetime. So, we should always respect and value our classmates because they are a significant part of our learning journey. They teach us the importance of teamwork, friendship, and understanding, shaping us into better individuals. Together, we grow, learn, and take steps towards our dreams.

That’s it! I hope the paragraphs have helped you.

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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Learning from each other: Our classmates, our friends

By tuhina chakrabarti, executive mba metro ny ’18.

Group 7: A photo to celebrate the success of a great Business Strategy presentation

Even after reading all of the information packets and fact sheets about the Executive MBA Metro NY program, it’s impossible to understand the education you will receive from your classmates and friends. The journey from being strangers to becoming allies has been an incredible one. If I wrote about what I’ve learned from each and every one of my classmates, you’d be reading for an incredibly long time, so I’ll break it down into a few lessons learned from these brilliant people.

Cue the song: “We are a Family!”

For some, walking into a room filled with strangers is a fun challenge, and for others, it is absolutely terrifying. If you are afraid of getting to know strangers, the Executive MBA Metro NY program makes it easier. Whether you’re being introduced to one another in groups for class, or having a meal with the kind and compassionate personalities that will never let another eat alone, this community of students tries their best to make sure no one feels isolated. I remember being on Cornell’s ropes challenge course for team building on day one while I was still trying to keep names straight, but my classmate Tukunbo treated me like I was his pal for years. I soon learned that this was the attitude of many. Once you start warming up, getting close to classmates, and getting to know people outside of your comfort zone, you will find some phenomenal new friendships and even future colleagues at work.

What has brought us together the most? Positive attitudes! Positivity just attracts the same kind of energy. It’s what allows us to keep going and continue supporting one another when life is stressful. It is easy to get caught up in a negative moment at school or at work, or in your personal life, so having positive attitudes around you not only lifts you up but can give perspective. When we have a moment together to unwind we are able to fit in laughs, hugs, stories, and encouragement. When we look back on this program a decade later, we might be able to remember who was brilliant in one of our courses, but we will definitely remember those positive personalities that helped us through and shared some laughs.

It’s hard to believe that after one year, we have bonded and built trust in many of our relationships within this program. While some classmates may offer trust right at the beginning, and others prefer it to be earned, if you take the time to get to know the people around you and build relationships, trust comes pretty easily afterwards. Whether it’s trusting a partner on a project or trusting someone as they hold your beautiful baby, it’s a great feeling to have trust established and it makes the executive MBA journey a lot smoother. To be able to confide in and have others confide in me is one of the greatest gifts this program has given me. I don’t take it for granted, and I know others don’t either.

Family Values

To get to know the people in your class well, it’s important to know who else is a priority in their lives. So many of the students in our class have spouses, partners, children, and parents that mean the world to them. On my first day at Cornell University , I met a classmate named Eleonore who was a mother of a newborn. I was in awe of how she was able to balance her busy life as a new mom with her career and a challenging MBA program. But she’s handling it all with no complaints, and as I’ve gotten to know many of the other parents in my program, they are getting things done while keeping their families a priority. Seeing photos, hearing stories, and watching these classmates flourish at home and in the classroom is an inspiring thing. In addition, knowing the families of my classmates are supporting them through this journey and sacrificing time with that family member gives me admiration to the loving people that surround them on their journeys. I have enjoyed meeting the loved ones of my classmates, as they are an important part of our executive MBA family, too. We have tried to have gatherings that include the families of our classmates and that just makes us all so much closer.

These are just a few of many lessons learned in getting to know the wonderful and brilliant people that surround me in the Executive MBA Metro NY program. The time we spend together every other weekend is intense but makes us grow closer as colleagues and friends. My classmates have shared not only their industry knowledge and career advice, but also their dreams and life stories. Being able to pick up the phone at this very moment and ring someone from class just to vent or share some good news is a reality. I could have never imagined this being the case on our first day when we were just a room of strangers sharing formal introductions…but it is.

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College essay
College Essay Examples | What Works and What Doesn’t

College Essay Examples | What Works and What Doesn't

Published on November 8, 2021 by Kirsten Courault . Revised on August 14, 2023.

One effective method for improving your college essay is to read example essays . Here are three sample essays, each with a bad and good version to help you improve your own essay.

Essay 1: sharing an identity or background through a montage, essay 2: overcoming a challenge, a sports injury narrative, essay 3: showing the influence of an important person or thing, other interesting articles, frequently asked questions about college application essays.

This essay uses a montage structure to show snapshots of a student’s identity and background. The writer builds her essay around the theme of the five senses, sharing memories she associates with sight, sound, smell, touch, and taste.

In the weak rough draft, there is little connection between the individual anecdotes, and they do not robustly demonstrate the student’s qualities.

In the final version, the student uses an extended metaphor of a museum to create a strong connection among her stories, each showcasing a different part of her identity. She draws a specific personal insight from each memory and uses the stories to demonstrate her qualities and values.

How My Five Senses Record My Life

Throughout my life, I have kept a record of my life’s journey with my five senses. This collection of memories matters a great deal because I experience life every day through the lens of my identity.

“Chinese! Japanese!”

My classmate pulls one eye up and the other down.

“Look what my parents did to me!”

No matter how many times he repeats it, the other kids keep laughing. I focus my almond-shaped eyes on the ground, careful not to attract attention to my discomfort, anger, and shame. How could he say such a mean thing about me? What did I do to him? Joseph’s words would engrave themselves into my memory, making me question my appearance every time I saw my eyes in the mirror.

Soaking in overflowing bubble baths with Andrew Lloyd Webber belting from the boombox.

Listening to “Cell Block Tango” with my grandparents while eating filet mignon at a dine-in show in Ashland.

Singing “The Worst Pies in London” at a Korean karaoke club while laughing hysterically with my brother, who can do an eerily spot-on rendition of Sweeney Todd.

Taking car rides with Mom in the Toyota Sequoia as we compete to hit the high note in “Think of Me” from The Phantom of the Opera . Neither of us stands a chance!

The sweet scent of vegetables, Chinese noodles, and sushi wafts through the room as we sit around the table. My grandma presents a good-smelling mixture of international cuisine for our Thanksgiving feast. My favorite is the Chinese food that she cooks. Only the family prayer stands between me and the chance to indulge in these delicious morsels, comforting me with their familiar savory scents.

I rinse a faded plastic plate decorated by my younger sister at the Waterworks Art Center. I wear yellow rubber gloves to protect my hands at Mom’s insistence, but I can still feel the warm water that offers a bit of comfort as I finish the task at hand. The crusted casserole dish with stubborn remnants from my dad’s five-layer lasagna requires extra effort, so I fill it with Dawn and scalding water, setting it aside to soak. I actually don’t mind this daily chore.

I taste sweat on my upper lip as I fight to continue pedaling on a stationary bike. Ava’s next to me and tells me to go up a level. We’re biking buddies, dieting buddies, and Saturday morning carbo-load buddies. After the bike display hits 30 minutes, we do a five-minute cool down, drink Gatorade, and put our legs up to rest.

My five senses are always gathering new memories of my identity. I’m excited to expand my collection.

Word count: 455

College essay checklist

Topic and structure

I’ve selected a topic that’s meaningful to me.
My essay reveals something different from the rest of my application.
I have a clear and well-structured narrative.
I’ve concluded with an insight or a creative ending.

Writing style and tone

I’ve crafted an introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.
I’ve written my essay in a way that shows instead of tells.
I’ve used appropriate style and tone for a college essay.
I’ve used specific, vivid personal stories that would be hard to replicate.
I’ve demonstrated my positive traits and values in my essay.
My essay is focused on me, not another person or thing.
I’ve included self-reflection and insight in my essay.
I’ve respected the word count , remaining within 10% of the upper word limit.

Making Sense of My Identity

Welcome to The Rose Arimoto Museum. You are about to enter the “Making Sense of My Identity” collection. Allow me to guide you through select exhibits, carefully curated memories from Rose’s sensory experiences.

First, the Sight Exhibit.

“Chinese! Japanese!”

“Look what my parents did to me!”

No matter how many times he repeats it, the other kids keep laughing. I focus my almond-shaped eyes on the ground, careful not to attract attention as my lip trembles and palms sweat. Joseph couldn’t have known how his words would engrave themselves into my memory, making me question my appearance every time I saw my eyes in the mirror.

Ten years later, these same eyes now fixate on an InDesign layout sheet, searching for grammar errors while my friend Selena proofreads our feature piece on racial discrimination in our hometown. As we’re the school newspaper editors, our journalism teacher Ms. Riley allows us to stay until midnight to meet tomorrow’s deadline. She commends our work ethic, which for me is fueled by writing一my new weapon of choice.

Next, you’ll encounter the Sound Exhibit.

Still, the world is my Broadway as I find my voice on stage.

Just below, enter the Smell Exhibit.

While I help my Pau Pau prepare dinner, she divulges her recipe for cha siu bau, with its soft, pillowy white exterior hiding the fragrant filling of braised barbecue pork inside. The sweet scent of candied yams, fun see , and Spam musubi wafts through the room as we gather around our Thankgsiving feast. After our family prayer, we indulge in these delicious morsels until our bellies say stop. These savory scents of my family’s cultural heritage linger long after I’ve finished the last bite.

Next up, the Touch Exhibit.

I rinse a handmade mug that I had painstakingly molded and painted in ceramics class. I wear yellow rubber gloves to protect my hands at Mom’s insistence, but I can still feel the warm water that offers a bit of comfort as I finish the task at hand. The crusted casserole dish with stubborn remnants from my dad’s five-layer lasagna requires extra effort, so I fill it with Dawn and scalding water, setting it aside to soak. For a few fleeting moments, as I continue my nightly chore, the pressure of my weekend job, tomorrow’s calculus exam, and next week’s track meet are washed away.

Finally, we end with the Taste Exhibit.

My legs fight to keep pace with the stationary bike as the salty taste of sweat seeps into corners of my mouth. Ava challenges me to take it up a level. We always train together一even keeping each other accountable on our strict protein diet of chicken breasts, broccoli, and Muscle Milk. We occasionally splurge on Saturday mornings after interval training, relishing the decadence of everything bagels smeared with raspberry walnut cream cheese. But this is Wednesday, so I push myself. I know that once the digital display hits 30:00, we’ll allow our legs to relax into a five-minute cool down, followed by the fiery tang of Fruit Punch Gatorade to rehydrate.

Thank you for your attention. This completes our tour. I invite you to rejoin us for next fall’s College Experience collection, which will exhibit Rose’s continual search for identity and learning.

Word count: 649

I’ve crafted an essay introduction containing vivid imagery or an intriguing hook that grabs the reader’s attention.

Prevent plagiarism. Run a free check.

This essay uses a narrative structure to recount how a student overcame a challenge, specifically a sports injury. Since this topic is often overused, the essay requires vivid description, a memorable introduction and conclusion , and interesting insight.

The weak rough draft contains an interesting narrative, insight, and vivid imagery, but it has an overly formal tone that distracts the reader from the story. The student’s use of elaborate vocabulary in every sentence makes the essay sound inauthentic and stilted.

The final essay uses a more natural, conversational tone and chooses words that are vivid and specific without being pretentious. This allows the reader to focus on the narrative and appreciate the student’s unique insight.

One fateful evening some months ago, a defensive linebacker mauled me, his 212 pounds indisputably alighting upon my ankle. Ergo, an abhorrent cracking of calcified tissue. At first light the next day, I awoke cognizant of a new paradigm—one sans football—promulgated by a stabbing sensation that would continue to haunt me every morning of this semester.

It’s been an exceedingly taxing semester not being able to engage in football, but I am nonetheless excelling in school. That twist of fate never would have come to pass if I hadn’t broken my ankle. I still limp down the halls at school, but I’m feeling less maudlin these days. My friends don’t steer clear anymore, and I have a lot more of them. My teachers, emboldened by my newfound interest in learning, continually invite me to learn more and do my best. Football is still on hold, but I feel like I’m finally playing a game that matters.

Five months ago, right after my ill-fated injury, my friends’ demeanor became icy and remote, although I couldn’t fathom why. My teachers, in contrast, beckoned me close and invited me on a new learning journey. But despite their indubitably kind advances, even they recoiled when I drew near.

A few weeks later, I started to change my attitude vis-à-vis my newfound situation and determined to put my energy toward productive ends (i.e., homework). I wasn’t enamored with school. I never had been. Nevertheless, I didn’t abhor it either. I just preferred football.

My true turn of fate came when I started studying more and participating in class. I started to enjoy history class, and I grew interested in reading more. I discovered a volume of poems written by a fellow adventurer on the road of life, and I loved it. I ravenously devoured everything in the writer’s oeuvre .

As the weeks flitted past, I found myself spending my time with a group of people who were quite different from me. They participated in theater and played instruments in marching band. They raised their hands in class when the teacher posed a question. Because of their auspicious influence, I started raising my hand too. I am no longer vapid, and I now have something to say.

I am certain that your school would benefit from my miraculous academic transformation, and I entreat you to consider my application to your fine institution. Accepting me to your university would be an unequivocally righteous decision.

Word count: 408

I’ve chosen a college essay topic that’s meaningful to me.
I’ve respected the essay word count , remaining within 10% of the upper word limit.

As I step out of bed, the pain shoots through my foot and up my leg like it has every morning since “the game.” That night, a defensive linebacker tackled me, his 212 pounds landing decidedly on my ankle. I heard the sound before I felt it. The next morning, I awoke to a new reality—one without football—announced by a stabbing sensation that would continue to haunt me every morning of this semester.

My broken ankle broke my spirit.

My friends steered clear of me as I hobbled down the halls at school. My teachers tried to find the delicate balance between giving me space and offering me help. I was as unsure how to deal with myself as they were.

In time, I figured out how to redirect some of my frustration, anger, and pent-up energy toward my studies. I had never not liked school, but I had never really liked it either. In my mind, football practice was my real-life classroom, where I could learn all I ever needed to know.

Then there was that day in Mrs. Brady’s history class. We sang a ridiculous-sounding mnemonic song to memorize all the Chinese dynasties from Shang to Qing. I mumbled the words at first, but I got caught up in the middle of the laughter and began singing along. Starting that day, I began browsing YouTube videos about history, curious to learn more. I had started learning something new, and, to my surprise, I liked it.

With my afternoons free from burpees and scrimmages, I dared to crack open a few more of my books to see what was in them. That’s when my English poetry book, Paint Me Like I Am , caught my attention. It was full of poems written by students my age from WritersCorps. I couldn’t get enough.

I wasn’t the only one who was taken with the poems. Previously, I’d only been vaguely aware of Christina as one of the weird kids I avoided. Crammed in the margins of her high-top Chuck Taylors were scribbled lines of her own poetry and infinite doodles. Beyond her punk rock persona was a sensitive artist, puppy-lover, and environmental activist that a wide receiver like me would have never noticed before.

With Christina, I started making friends with people who once would have been invisible to me: drama geeks, teachers’ pets, band nerds. Most were college bound but not to play a sport. They were smart and talented, and they cared about people and politics and all sorts of issues that I hadn’t considered before. Strangely, they also seemed to care about me.

I still limp down the halls at school, but I don’t seem to mind as much these days. My friends don’t steer clear anymore, and I have a lot more of them. My teachers, excited by my newfound interest in learning, continually invite me to learn more and do my best. Football is still on hold, but I feel like I’m finally playing a game that matters.

My broken ankle broke my spirit. Then, it broke my ignorance.

Word count: 512

This essay uses a narrative structure to show how a pet positively influenced the student’s values and character.

In the weak draft, the student doesn’t focus on himself, instead delving into too much detail about his dog’s positive traits and his grandma’s illness. The essay’s structure is meandering, with tangents and details that don’t communicate any specific insight.

In the improved version, the student keeps the focus on himself, not his pet. He chooses the most relevant stories to demonstrate specific qualities, and the structure more clearly builds up to an insightful conclusion.

Man’s Best Friend

I desperately wanted a cat. I begged my parents for one, but once again, my sisters overruled me, so we drove up the Thompson Valley Canyon from Loveland to Estes Park to meet our newest family member. My sisters had already hatched their master plan, complete with a Finding Nemo blanket to entice the pups. The blanket was a hit with all of them, except for one—the one who walked over and sat in my lap. That was the day that Francisco became a Villanova.

Maybe I should say he was mine because I got stuck with all the chores. As expected, my dog-loving sisters were nowhere to be found! My mom was “extra” with all the doggy gear. Cisco even had to wear these silly little puppy shoes outside so that when he came back in, he wouldn’t get the carpets dirty. If it was raining, my mother insisted I dress Cisco in a ridiculous yellow raincoat, but, in my opinion, it was an unnecessary source of humiliation for poor Cisco. It didn’t take long for Cisco to decide that his outerwear could be used as toys in a game of Keep Away. As soon as I took off one of his shoes, he would run away with it, hiding under the bed where I couldn’t reach him. But, he seemed to appreciate his ensemble more when we had to walk through snowdrifts to get his job done.

When my abuela was dying from cancer, we went in the middle of the night to see her before she passed. I was sad and scared. But, my dad let me take Cisco in the car, so Cisco cuddled with me and made me feel much better. It’s like he could read my mind. Once we arrived at the hospital, the fluorescent lighting made the entire scene seem unreal, as if I was watching the scene unfold through someone else’s eyes. My grandma lay calmly on her bed, smiling at us even through her last moments of pain. I disliked seeing the tubes and machines hooked up to her. It was unnatural to see her like this一it was so unlike the way I usually saw her beautiful in her flowery dress, whistling a Billie Holiday tune and baking snickerdoodle cookies in the kitchen. The hospital didn’t usually allow dogs, but they made a special exception to respect my grandma’s last wishes that the whole family be together. Cisco remained at the foot of the bed, intently watching abuela with a silence that seemed more effective at communicating comfort and compassion than the rest of us who attempted to offer up words of comfort that just seemed hollow and insincere. It was then that I truly appreciated Cisco’s empathy for others.

As I accompanied my dad to pick up our dry cleaner’s from Ms. Chapman, a family friend asked, “How’s Cisco?” before even asking about my sisters or me. Cisco is the Villanova family mascot, a Goldendoodle better recognized by strangers throughout Loveland than the individual members of my family.

On our summer trip to Boyd Lake State Park, we stayed at the Cottonwood campground for a breathtaking view of the lake. Cisco was allowed to come, but we had to keep him on a leash at all times. After a satisfying meal of fish, our entire family walked along the beach. Cisco and I led the way while my mom and sisters shuffled behind. Cisco always stopped and refused to move, looking back to make sure the others were still following. Once satisfied that everyone was together, he would turn back around and continue prancing with his golden boy curly locks waving in the chilly wind.

On the beach, Cisco “accidentally” got let off his leash and went running maniacally around the sand, unfettered and free. His pure joy as he raced through the sand made me forget about my AP Chem exam or my student council responsibilities. He brings a smile not only to my family members but everyone around him.

Cisco won’t live forever, but without words, he has impressed upon me life lessons of responsibility, compassion, loyalty, and joy. I can’t imagine life without him.

Word count: 701

I quickly figured out that as “the chosen one,” I had been enlisted by Cisco to oversee all aspects of his “business.” I learned to put on Cisco’s doggie shoes to keep the carpet clean before taking him out一no matter the weather. Soon after, Cisco decided that his shoes could be used as toys in a game of Keep Away. As soon as I removed one of his shoes, he would run away with it, hiding under the bed where I couldn’t reach him. But, he seemed to appreciate his footwear more after I’d gear him up and we’d tread through the snow for his daily walks.

One morning, it was 7:15 a.m., and Alejandro was late again to pick me up. “Cisco, you don’t think he overslept again, do you?” Cisco barked, as if saying, “Of course he did!” A text message would never do, so I called his dad, even if it was going to get him in trouble. There was no use in both of us getting another tardy during our first-period class, especially since I was ready on time after taking Cisco for his morning outing. Alejandro was mad at me but not too much. He knew I had helped him out, even if he had to endure his dad’s lecture on punctuality.

Another early morning, I heard my sister yell, “Mom! Where are my good ballet flats? I can’t find them anywhere!” I hesitated and then confessed, “I moved them.” She shrieked at me in disbelief, but I continued, “I put them in your closet, so Cisco wouldn’t chew them up.” More disbelief. However, this time, there was silence instead of shrieking.

Last spring, Cisco and I were fast asleep when the phone rang at midnight. Abuela would not make it through the night after a long year of chemo, but she was in Pueblo, almost three hours away. Sitting next to me for that long car ride on I-25 in pitch-black darkness, Cisco knew exactly what I needed and snuggled right next to me as I petted his coat in a rhythm while tears streamed down my face. The hospital didn’t usually allow dogs, but they made a special exception to respect my grandma’s last wishes that the whole family be together. Cisco remained sitting at the foot of the hospital bed, intently watching abuela with a silence that communicated more comfort than our hollow words. Since then, whenever I sense someone is upset, I sit in silence with them or listen to their words, just like Cisco did.

The other day, one of my friends told me, “You’re a strange one, Josue. You’re not like everybody else but in a good way.” I didn’t know what he meant at first. “You know, you’re super responsible and grown-up. You look out for us instead of yourself. Nobody else does that.” I was a bit surprised because I wasn’t trying to do anything different. I was just being me. But then I realized who had taught me: a fluffy little puppy who I had wished was a cat! I didn’t choose Cisco, but he certainly chose me and, unexpectedly, became my teacher, mentor, and friend.

Word count: 617

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

Writing process
Transition words
Passive voice
Paraphrasing

Communication

How to end an email
Ms, mrs, miss
How to start an email
I hope this email finds you well
Hope you are doing well

Parts of speech

Personal pronouns
Conjunctions

A standout college essay has several key ingredients:

A unique, personally meaningful topic
A memorable introduction with vivid imagery or an intriguing hook
Specific stories and language that show instead of telling
Vulnerability that’s authentic but not aimed at soliciting sympathy
Clear writing in an appropriate style and tone
A conclusion that offers deep insight or a creative ending

There are no set rules for how to structure a college application essay , but these are two common structures that work:

A montage structure, a series of vignettes with a common theme.
A narrative structure, a single story that shows your personal growth or how you overcame a challenge.

Avoid the five-paragraph essay structure that you learned in high school.

Though admissions officers are interested in hearing your story, they’re also interested in how you tell it. An exceptionally written essay will differentiate you from other applicants, meaning that admissions officers will spend more time reading it.

You can use literary devices to catch your reader’s attention and enrich your storytelling; however, focus on using just a few devices well, rather than trying to use as many as possible.

Most importantly, your essay should be about you , not another person or thing. An insightful college admissions essay requires deep self-reflection, authenticity, and a balance between confidence and vulnerability.

Your essay shouldn’t be a résumé of your experiences but instead should tell a story that demonstrates your most important values and qualities.

When revising your college essay , first check for big-picture issues regarding message, flow, tone, style , and clarity. Then, focus on eliminating grammar and punctuation errors.

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Essay on My Classroom | Unexpected Surprises |All classes |100, 150, 200, 300 & 400 + Words

As students, we spend most of our days in classrooms. Whether it’s elementary school or university, these spaces become a second home to us. Classrooms are unique places. Below you will find short and long examples of essays on my classroom. For me, the classroom is more than just four walls and a chalkboard – it’s an interesting place that holds countless memories and experiences.

Essay on My Classroom- 100 words.

My classroom is a wonderful place where I learn and have fun with my friends . It’s a big room filled with desks and chairs. There is a big whiteboard at the front where the teacher writes important things for us to see. We have colourful posters on the walls that show us interesting things about different subjects. There are shelves full of books that we can read during our free time. The classroom has bright windows that let in the sunlight and make the room feel warm and cosy. I love my classroom because it’s a special place where I can grow and learn every day.

Essay on My Classroom- 150 words

I love my classroom. It’s always clean, organized, and brightly lit. When I walk into my classroom every day, I feel like I have entered a new world. It’s the environment of my classroom that makes me feel like that. The desks in my classroom are grouped together in small groups. This helps to form close bonds between the students and helps them to communicate better with each other. The walls are decorated with inspiring posters. There are several reasons why I love my classroom. It is a place where I can teach and learn. It is also a place where I can make new friends and collaborate with others. The students in my classroom are friendly and engaging, and they make learning enjoyable. The teachers are kind and patient, and they always have time for us. I feel like I learn a lot in this classroom, I’m so lucky to have a classroom like this!

Essay on my classroom-200 words

Among the many places I spend time in, my classroom is the most interesting and captivating area. It has something special that makes it different from the other places. It is a place where I can learn and discover new things. When I enter the classroom, I see a world full of possibilities waiting for me. My classroom is always filled with insightful things and educational materials. It sparks my curiosity and makes me imagine things. The posters and visual aids inspire me to want to learn more. Even the walls seem to tell stories about exploring and learning. Different teachers come to deliver lectures on various subjects. They impart valuable knowledge to us. My classroom is a space where people interact and get involved. It becomes a stage for lively discussions where different ideas come together. The atmosphere is collaborative and encourages me to ask questions, analyze things, and think critically. This helps me grow intellectually. In addition, my classroom is a place where friendships are made. The connections formed here go beyond just being classmates. We laugh, support one another, and share experiences, creating a sense of belonging and friendship. Every day in my classroom brings new adventures and chances to discover. I get to do hands-on experiments and have interesting debates that make me think. Each moment I spend in the classroom fuels my passion for learning. It’s where I’m encouraged to explore, be creative, and develop skills that go beyond just academics. To sum it up, my classroom is the most engaging place I know. It’s in this space that I enjoy the thrill of learning, building lifelong connections, and laying the groundwork for a bright future.

10 Lines on My Classroom

I love my classroom.
It is always clean and organized.
The children of my class are always polite and respectful.
I enjoy learning with them.
It’s home to me and my classmates.
We all have a great time together in the classroom.
We laugh, learn, and grow together in this special place.
I’m grateful for every minute I spend here.
I look forward to many more years of learning and growing with my classmates.
I feel like I learn a lot in this classroom, and the teachers are always willing to help us.

My Classroom Essay- 250 Words

I study in a very big school. Its building comprises four storeys. My classroom lies on the ground floor. It is situated only a little distance from the administrative block. It has spacious verandahs on two sides. It has two doors which ensure cross ventilation. There is also a large window in one of the walls. On both sides, beyond the verandahs, there are small passages and then grassy lawns which also have some flower plants growing in flowerpots. My classroom is quite spacious. It is airy and well-ventilated. It has three ceiling fans in it which are sufficient for all the students sitting on twenty chairs and desks which are installed in the room. There is also a noiseless desert cooler installed in one corner of the room. Pictures of eminent persons, students’ paintings, maps and Himalayan scenery bedeck the walls of my classroom. There is a low dais along one wall of the room. On the dais are placed one chair and a table for the teacher. Behind the dais, there is a blackboard for the teacher to write on with chalk. This blackboard confronts the students sitting on chairs. My classroom is a mixed fare for different kinds of students. The dullards and shirkers hate it. Those who are brilliant or are really fond of studies love it. Fortunately, I belong to the second category of students. It is, in fact, in the classroom that a student’s personality is really formed. It is for this reason that I sit in the classroom most attentively. It is only the foolish, noisy few who sometimes spoil the real taste of studies, as they can’t appreciate the value of studies and have to repent later in life.

Essay on Memories of My Classroom- 300 words

As I walk down the halls of my old school, memories flood back to me. Memories of laughter, friendship and learning fill my mind. But the most cherished memories come from within the walls of one special classroom. The classroom was more than just a place where I learned new subjects; it was a place where I created lifelong friendships and gained valuable life lessons. From group projects to class discussions, every moment spent in that room added up to create an unforgettable experience. I remember coming into class every day with excitement because I knew something new awaited me. The teacher always had a way of making even difficult subjects enjoyable. There were times when we laughed so hard that our stomachs hurt and other times when we shared thoughtful insights and perspectives on world issues. It was a place where I learned not only academic subjects but also important life lessons that have stayed with me to this day. The classroom was like a second home to me, filled with familiar faces and surrounded by the warmth of my teachers. I remember the excitement of starting a new school year, meeting new classmates, and getting introduced to our new teacher. We would spend hours together learning about different topics, participating in group activities and enjoying each other’s company. One particular memory that stands out is when we had an art project where we had to make paper masks. It was messy, chaotic and so much fun! We laughed at each other’s creations and proudly showed off our finished products to anyone who would listen. As I look back on those memories now, it fills me with nostalgia for those simpler times. Even though many years have passed since then, the fondness for those moments remains unchanged in my heart forevermore. That classroom will always hold a special place in my heart as it was not only a space for academic growth but also emotional growth. It’s been years since I’ve sat at one of those desks or raised my hand to answer a question, but the memories made there will stay with me forever.

Essay on My Classroom- 400+ words

Classroom as a place

A classroom is more than just a physical space with walls and furniture. It’s an environment that fosters learning, growth, and development. When you step into a classroom, you enter a world of possibilities where anything can happen. The layout of the classroom plays an important role in the learning experience. A well-organized room promotes productivity and creativity while also providing students with comfortable seating arrangements to support their posture and concentration levels. Moreover, classrooms are equipped with all sorts of tools for teaching – from whiteboards to projectors to textbooks. But what makes them special is how teachers use these tools creatively to engage their students’ minds. But it’s not just about the tangible items in the room – there’s something magical about being surrounded by people who share your interests and curiosity. In this sense, a classroom becomes almost like another home – one where we feel safe enough to express our thoughts freely without fear of judgement or ridicule. The magic of classrooms lies not only within their structure but also within their ability to bring together individuals from different backgrounds bound by common goals: personal growth through knowledge acquisition!

The Teacher’s Role in the Classroom

The teacher’s role in the classroom is crucial as they act as a guide, mentor, and facilitator for their students. The teacher sets the tone for the class by establishing rules and expectations to maintain a positive learning environment. They also serve as an expert in their field by sharing knowledge and providing feedback on student work. A good teacher can inspire students to learn beyond what is required of them and foster curiosity about the subject matter. Furthermore, teachers are responsible for identifying each student’s strengths and weaknesses to tailor their teaching approach accordingly. By doing so, they ensure that all students have equal opportunities to succeed in their academic pursuits. In addition, teachers must be patient with their students’ varying levels of understanding while maintaining high standards for achievement. They should encourage open communication between themselves and their students to promote healthy relationships based on mutual respect. The role of a teacher cannot be overstated since they play such a vital part in shaping young minds and preparing them for future success both inside and outside of the classroom setting.

The Students’ Role in the Classroom

The classroom is not just a physical space with furniture, it’s the community of students and teachers that makes it an interesting place. Students play a significant role in shaping the learning environment through their active participation and behaviour in class. One of the primary roles of students in the classroom is to be attentive learners. It’s important for them to listen carefully, ask questions, take notes and participate actively during class discussions. This enables them to understand concepts better and retain information for longer periods. In addition to being good listeners, students also have a responsibility to respect their peers’ opinions. Classroom discussions provide opportunities for students to share ideas freely; however, they should do so respectfully by listening attentively without interrupting or insulting others. Another critical aspect of student responsibility is punctuality and attendance. Being present on time every day shows respect towards their fellow classmates as well as teachers while absence disrupts learning progress with incomplete knowledge gaps. Neatness and organization are essential qualities that can enhance student performance in the classroom setting. Keeping desks organized helps create space for writing materials without wasting time searching through cluttered items allowing more focus on learning the material instead. All these responsibilities help shape a positive atmosphere where meaningful interaction occurs between teachers and pupils alike enhancing overall growth within education institutions and providing memorable experiences when reflecting upon schooling years later on.

The Importance of the Classroom

A classroom is an essential place for learning, and its importance cannot be overemphasized. It is a place where students come together to learn and gain knowledge that prepares them for the future. The classroom provides a conducive environment for teaching and learning, making it easier for teachers to impart knowledge effectively. In today’s world, technology has provided various tools that make teaching more accessible and fun in the classroom. Students can interact with educational software programs on their computers or tablets while teachers use whiteboards to illustrate concepts. Without classrooms, these technological advancements wouldn’t have any practical application. Classrooms also provide social benefits as they help students develop interpersonal skills by interacting with their peers. They learn how to work together in groups and share ideas, which are essential life skills applicable beyond school years. Moreover, classrooms create a sense of community among students who share common goals such as academic excellence; this encourages healthy competition while fostering teamwork among pupils. Classrooms play an integral role in shaping young minds into productive members of society since they provide opportunities for personal growth through education and social interactions.

Classroom Rules and Etiquette

Classroom rules and etiquette are essential for creating a conducive environment for learning. As students spend most of their time in classrooms, it is important to establish some guidelines to ensure that everyone stays safe, comfortable and focused. Firstly, maintaining silence during class hours is crucial. It helps the teacher deliver their lesson effectively while also allowing students to concentrate on their work without any distractions. Students should avoid talking loudly or making unnecessary noise during class hours. Secondly, punctuality is an important aspect of classroom etiquette. Arriving on time shows respect towards the teacher and fellow classmates who have already arrived on time. This also helps in avoiding disruptions when latecomers enter the classroom. Thirdly, cleanliness should be maintained at all times within the classroom premises. The students must maintain hygiene by keeping themselves clean and not littering around the place with food wrappers or other trash items. Moreover, it’s equally important to treat others with kindness and respect in the classroom setting. Students must refrain from using abusive language or teasing/bullying anyone based on gender, race or religion-related issues. Following these simple rules can help create a positive atmosphere inside classrooms where both teachers and students can freely express themselves without worrying about disturbances caused by rule breakers as this ultimately leads to better academic performance for everyone involved!

My classroom is not just a physical place where I attend lectures and take notes. It’s a community that fosters learning and growth. The teacher plays an essential role in creating a conducive environment for learning and imparting knowledge to the students. On the other hand, students also play a crucial role in contributing to the classroom’s success by being attentive, disciplined, respectful of other’s opinions, and actively participating in class activities. In summary, my classroom is indeed one of the most interesting places I have ever been because it has helped shape me into who I am today. Whether you’re pursuing your education or taking part in any form of the training program – never underestimate how much value can be derived from attending classes regularly!

1.How would you describe classrooms? Ans : 1)Classrooms are dedicated spaces for learning in educational institutions. 2)They feature seating arrangements, such as desks or tables, for students. 3)A blackboard or whiteboard is typically present for teachers to write or display important information. 4)Modern classrooms may have projectors or smartboards for multimedia presentations. 5)Teachers have a designated desk or workspace for administrative tasks. 6)Learning materials like textbooks and supplementary resources are available. 7)Display areas showcase student work and educational posters. 8)Storage areas or cabinets keep teaching aids and supplies organized. 9)Technology integration may include computers or tablets for educational use. 10)Classroom decor, including plants and artwork, creates an engaging atmosphere. 11)Collaborative spaces may be present to facilitate group work and discussion.

2. How can I introduce myself in English classroom? When introducing yourself in an English classroom, you can follow these simple steps: Greet the class: Start by greeting the teacher and your classmates with a polite “Good morning/afternoon/evening, everyone.” 1.State your name: Clearly state your full name, making sure to speak clearly and confidently. For example, “My name is [Your Name].” 2.Provide some background information: Share a few relevant details about yourself, such as your country of origin, your native language, or any hobbies or interests you have. Keep it concise and focused on the information that is most relevant for the classroom setting. 3.Talk about your English proficiency: Mention your current level of English proficiency and your goals for improving your language skills. You can say something like, “I have been studying English for [X] years, and I would like to further improve my speaking and writing skills.” 4.Express your enthusiasm: Convey your excitement and eagerness to be part of the English class. Use positive language and express your motivation to learn and actively participate in class discussions and activities. For example, you can say, “I’m really excited to be here and learn from all of you.” 5.End with a question or invitation: To encourage engagement and conversation, conclude your introduction by asking a question related to the class or inviting your classmates to share their own experiences or interests. For instance, you could say, “I’m curious to know what your favourite English book is. Please feel free to share your recommendations with me.” Remember to speak clearly, maintain eye contact, and project confidence while introducing yourself. This will help create a positive first impression and establish rapport with your classmates and teacher.

3. How do you describe what you experienced in the classroom? 1.Learning Environment: Classrooms offer a dedicated space for education, providing a structured and focused environment for teaching and learning. 2.Interaction: In a classroom, students have opportunities to interact with their teacher and classmates. They engage in discussions, ask questions, and participate in group activities or projects. 3.Instruction: Teachers deliver lessons and provide instructions on various subjects or topics. They may use different teaching methods, visual aids, or technology to facilitate learning. 4.Learning Materials: Classrooms are equipped with learning materials such as textbooks, workbooks, and supplementary resources that support the curriculum and help students gain knowledge and skills. 5.Collaboration: Classrooms often encourage collaboration among students. Group work, discussions, and projects promote teamwork, critical thinking, and problem-solving skills. 6.Assessments: Classroom experiences may include assessments such as quizzes, tests, or assignments to gauge students’ understanding and progress. Feedback from teachers helps students improve their learning. 7.Classroom Dynamics: The classroom experience involves social interactions and dynamics. Students develop relationships with their peers, form study groups, and engage in extracurricular activities. 8.Personal Growth: Classrooms provide opportunities for personal growth and development. Students acquire knowledge, develop academic skills, enhance their communication abilities, and build self-confidence. 9.Classroom Management: Teachers maintain discipline and order in the classroom, ensuring a conducive learning environment. Classroom rules, routines, and procedures are established to create a productive atmosphere. 10.Teacher Guidance: Teachers play a crucial role in the classroom experience. They provide guidance, support, and mentorship to students, helping them navigate their educational journey. Remember, the specific experiences in a classroom can vary based on the level of education, teaching methods, cultural context, and individual dynamics within the classroom.

4. How will you describe a perfect classroom? Perfect classroom can be described as an ideal learning environment that effectively supports and enhances students’ educational experiences. While preferences may vary, here are some characteristics that often contribute to a perfect classroom: 1.Engaging Atmosphere: A perfect classroom fosters a positive and welcoming atmosphere that motivates students to participate actively in learning activities. It is decorated with educational displays, inspiring quotes, and stimulating visuals. 2.Effective Classroom Management: The classroom is well-organized and efficiently managed, allowing for smooth transitions between activities. Clear expectations and routines are established, promoting a sense of structure and discipline while maintaining a supportive and inclusive environment. 3.Skilled and Dedicated Teachers: The perfect classroom is led by skilled and passionate teachers who possess deep subject knowledge and employ effective teaching strategies. They are attentive, approachable, and dedicated to nurturing students’ academic and personal growth. 4.Student-Centered Approach: The classroom focuses on student-centred learning, where students are active participants in their own education. Teachers facilitate collaborative discussions, hands-on activities, and inquiry-based learning, promoting critical thinking, problem-solving, and creativity. 5.Differentiated Instruction: The perfect classroom recognizes and accommodates diverse learning needs. Teachers employ various instructional methods, provide individualized support, and offer differentiated assignments to ensure all students can progress and succeed. 6.Interactive Technology: The integration of interactive technology, such as smartboards, tablets, or educational apps, enriches the learning experience. It allows for dynamic multimedia presentations, digital resources, and interactive learning activities. 7.Collaborative Learning Spaces: The classroom provides flexible seating arrangements and designated spaces that facilitate group work and collaboration. Students have opportunities to work together, share ideas, and learn from one another. 8.Rich Learning Resources: The perfect classroom is equipped with a wide range of learning resources, including textbooks, reference materials, digital libraries, and online databases. These resources support research, and independent study, and provide avenues for further exploration. 9.Continuous Assessment and Feedback: Regular formative and summative assessments are conducted to monitor students’ progress and provide timely feedback. Assessments are used to guide instruction and support individual student growth. 10.Respectful and Inclusive Environment: A perfect classroom promotes respect, empathy, and inclusivity. It celebrates diversity, encourages open-mindedness, and fosters a sense of belonging among students of different backgrounds, cultures, and abilities.

Write a description of your favourite classmate in 150-180 words

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As the number of cars increases, more money has to be spent on road systems. Some people think the government should pay for this. Others, however, think that drivers should cover the costs. Discuss both views and give your opinion.

The advantages of english language as a global language will continue to outweigh the disadvantages to what extent do you agree or disagree, some people today believe that the world’s increase in population is unsustainable and will eventually lead to a global crisis. other people believe that world population increase in necessary and beneficial as it creates the growth of the world’s economy and society. discuss both view and give your opinion., many people around the world use social media everyday to keep in touch with other people and get news events. do you think the advantages outweigh the disadvantages , nowadays many people chose to be self-employed, rather than to work for a company or organization. why might this be the case what could the disadvantages of being self-employed give reasons for your answer and include any relevant example from your knowledge or experience..

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Essay about My Classmate from Cambodia

conheomap 3 / 6 Feb 5, 2010 #2 My c lassmate's name is C hanny. His age is about 30 years old . H e is Cambodian and living in a small village of Pourk Deistic Siem Reap, Cambodia. He's work ing in a hotel but besides of the work, he studies at University as my classmate. Even though his house is far from the school around 20Km, he still a student that come school regular time, very rarely that he had absence. He has a family and is a kind person whom I know. When I see him in the class, he always says hello to every classmates and I expect to learn from him as well. Finally I am happy to have Channy to be my classmate and I hope I could study with him on the next semester. Well I'm no expert, but I hope I've helped. Good luck.

duke616 2 / 6 Feb 5, 2010 #3 May I additional revise? My classmate's name is Channy. His age is about 30 years old. He is a Cambodian and lives in a small village of Pourk Deistic Siem Reap, Cambodia. He's working in the hotel. But, besides work, he studies at University as my classmate. Even though, his house is so far from the school around 20Km. He is still a student who is an industrious student. He has a family. And, as I know him, he is a kind person. For example, When I see him in the class, he always says hello to every classmates. Moreover, I expect to learn from him. It's due to that he teach me, when I don't know questions. Finally, If Channy is my classmate at next semester, I'll be happy. Also I'm beginner in English, However, I face to English. If you don't give up, you can do it. include me... ;) fighting!!

zahoora 1 / 6 Feb 5, 2010 #4 he is 30 years old

EF_Kevin 8 / 13132 Feb 5, 2010 #5 Luong and Allen, great job here! Thanks for the excellent contributions you make to help others at EF.

/ /

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Proud to be recognised as a Dogra Kashmiri, since brought up by Dogra mother and Kashmiri father; Mr. Mushtaq Kak is only person from the state of Jammu and Kashmir to head a National Cultural Institution; enacted in both films and theatres; trained some of the artists for Bollywood movies and on top of that acted in a Hollywood movie. A multi-talented person, having sound cultural background, being artistic director of Shri Ram Centre for Performing Arts for 10 years, performed various roles in more than 15 Bollywood movies; Mr. Kak is still very humble and a person with open heart. Though he has mesmerised people sometimes by his acting, sometimes by directing and sometimes by training the artists, he enjoys directing theatre plays the most. He has directed has directed as many as 97 plays in Dogri, Urdu, English and even in Sanskrit.Who can forget the heart touching acting of the child artists in the movies Sikandar, Black and Kuch-Kuch Hota hai, who were trained by Mr. Kak. A Sangeet Natak Akademi Awardee in 2015; Mahindra & Mahindra Excellence Awardee, Mr. Mushtaq Kak also runs the Amateur Theatre group - one of the best theatre groups of the state. Recently his play Ishq Malangi staged on day 3 of Qadir Ali Baig Theatre Festival 2017; was applauded by audiences and media for bringing out story of an unconditional love within Kashmir which is in contrast to the image of Kashmir with violence, hatred and terrorism. No doubt, it was a great opportunity for the interviewer to speak to Mr. Kak and witness his simple yet majestic personality and get to capture a glimpse of his journey of numerous ups and downs. It’s a humble endeavour to bring forth a portion of his journey and share it with you.

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My childhood with Tourette syndrome — and the 1 friend who helped me through it

“Quelle étrange petite fille!” said an agitated woman in the grocery store.

When my 8-year-old self asked my mother what the woman had said, Mom didn’t reply, even though she knew some Cajun French, which was often spoken in the part of southern Louisiana where I grew up.

Now I know the answer: What a peculiar little girl.

Studies estimate that 1 in 162 children have Tourette syndrome, though many children go undiagnosed, the Centers for Disease Control and Prevention reports. In 19 out of 20 cases, the neurological disorder is genetic, according to Johns Hopkins Medicine .

Those numbers take on true meaning when you are one of the numbers. I am one of the numbers. My father is one of the numbers. My grandmother — one of those numbers — was humiliated by her incessant knee slapping and the dogged bullying of her classmates to the point that she dropped out of school in the eighth grade.

If my family and I weren’t personally affected by the Tourette’s statistics, I may have never given much thought to Tourette’s or acquired any real awareness about what those with Tourette’s endure. I doubt I’d even know what Tourette’s really is, because it’s scarcely spoken of, outside of outlandish, mean joking.

Tourette’s isn’t what a lot of people think it is. It isn’t necessarily making dramatic movements or shouting profanities or slapping oneself, though tics can certainly manifest in myriad ways. According to the CDC , “Tourette’s is a condition of the nervous system that causes people to make sudden and repeated twitches, movements or sounds, called ‘tics.’”

Far beyond its textbook definition, for me, Tourette’s was blinking uncontrollably. It was sitting on my hands in Mr. Faulk’s second grade class in an attempt to stop my unruly limbs from flying to my face, unwarranted. It was whispering or saying or shouting “Amen,” both in church on Sunday (to which the pastor would politely respond “Hallelujah!”) and in the middle of standardized testing. My tics erupted on my grandmother’s front porch swing, in the produce department, and at the popular girl’s birthday party her parents forced her to invite “the weird girl” to. My tics didn’t discriminate based on the time or place. My tics were unrelenting and life-altering. They were exacerbated by stress, so naturally, the more stressed about ticking I became in social settings, the more noticeable my tics were.

Like most of the children assailed by Tourette’s, I grew out of my tics. My grandmother grew out of hers. My father lives with his, now so innately part of him that our family endearingly views his tics — like jolting his shoulders or screaming “What!” in an otherwise placid restaurant — like loveable quirks instead of symptoms of a neurological disorder.

Although I haven’t exhibited obvious symptoms of Tourette’s in over 17 years, vivid memories of others’ responses to my having Tourette’s have stuck with me.

Let’s face it. The old adage “kids can be cruel” is true, and I experienced kids indeed being cruel in their teasing. My parents even opted to homeschool me because of the bullying.

Today, when I look back on my childhood from the safe distance of adulthood, rather than dwell on the pain Tourette’s caused — the cruelty — I instead gravitate toward reflecting on something completely converse: absolute kindness and a love so genuine and enveloping that it eclipsed the pain.

Despite every shaming comment or joke or another child’s laughter at my expense, I knew there was one person I could count on — one peer who didn’t see what the others saw: my best friend, Tayler.

I met Tayler before I began ticking. One winter day in kindergarten, as I stood in line to get a popsicle at the Snack Shack on the edge of the school’s playground, I made the disheartening discovery that I only had one quarter when I needed two.

Maybe Tayler, the new girl who had just transferred to our school midway through the year, saw the disappointment on my face. Maybe even at 7 years old, she had an unnatural level of empathy and an aptitude for reading others’ emotions, because she stopped playing four square, walked over and said, “Do you need more quarters?”

“Just one,” I said.

When she pulled out a shiny Georgia state quarter, I accepted it. We talked until I ordered my popsicle, which we broke and shared. We were friends thereafter.

Most weekends, her grandmother would drop her off at my house, where she’d spend the night. We’d stay up playing board games, eating Pop-Tarts and giggling. We’d wake up in the morning to swim in a kiddie pool, slip-n-slide down the hill in my backyard, ride scooters, play hopscotch.

Even after my tics materialized and I left the traditional school setting, and I first heard a neurologist peg me with Tourette's syndrome, my weekends didn’t change. My friendship with Tayler didn’t change. We’d still stay up way too late, simply being girls together, growing and learning and laughing.

In public, she treated me the same as she did in private: like her best friend — one she loved and naturally stood up for.

When I attended one of her school functions, another girl asked me, “What’s wrong with you? Are you some kind of freak?”

Innately shy and then beaten down by Tourette’s, I was speechless, with tears forming. Tayler declared, “Don’t talk to her that way,” grabbed my arm, and stormed out of the gym with me in tow. We spent the rest of the free hour in the library together.

Another time, once we were out of earshot of one of the neighborhood kids who taunted me as we passed by on scooters, she said, “We can’t listen to kids like that.”

What stands out to me now is the “we.”

Somehow, an 8- and then 9-, 10-, and 11-year-old had the empathy to walk this difficult path with me, the wherewithal to speak up when I needed defending, and the wisdom beyond her years to see what I couldn’t: that we really shouldn’t listen to kids like that. It would be many years before I could see the reality of what Tayler gave me.

I wish I could write a beautiful ending, telling you, reader, that Tayler and I remained best friends forever. But regrettably, as often happens to best childhood friends, our paths eventually diverged — unraveling our relationship slowly, first with differing interests, then different schools, and finally, physical distance from a move. Eventually, all that remained of our once sister-like friendship were few-and-far-between phone calls. Then, at just 23 years old, Tayler died. I never told her what she’d done for me.

If I could talk to her now, I’d show her this essay and say, “You made my childhood brighter with your understanding, defense, acceptance and love.”

Should you know someone with Tourette’s, love someone with Tourette’s, or see someone in passing who has Tourette’s, remember this: All we need is your understanding, defense, acceptance and love.

Olivia Savoie is a family heirloom biographer based in Lafayette, Louisiana. She is currently writing a memoir about her profound relationships with some of her life story subjects.

Friday essay: ‘I know my ache is not your pain’ – disabled writers imagine a healthier world

Creative Writing Lecturer, The University of Melbourne

Disclosure statement

Andy Jackson received funding from RMIT University under their Writing the Future of Health Fellowship.

University of Melbourne provides funding as a founding partner of The Conversation AU.

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There are many reasons why I shouldn’t be here. If you’d shown my ten-year-old self my life as it is now, he’d have been stunned, mostly because he half-expected an early death. My father, who had Marfan Syndrome , the genetic condition I have, died when he was in his mid-40s, when I was two, and the conventional medical wisdom of the time was that this was normal, almost expected.

Marfan is known as a “disorder of connective tissue”, meaning numerous systems of the body can be affected – the connective tissue of the heart, joints, eyes are liable to strain or tear. In my teens, I had multiple spinal surgeries, but there was always the spectre of sudden aortic dissection: a potentially life-threatening tear in the aorta, the body’s largest blood vessel. Like walking around under a storm cloud, never knowing if or when the lightning would strike.

If you’d shown my 20-year-old self my life now, he’d have said, well, I’m not disabled, not really, I mean, I’m not disadvantaged by my body, there’d be other people who really are. At that age, I felt profoundly stigmatised, faltering under the weight of other people’s intrusive attention, a different kind of lightning, that kept striking.

My sense back then was that disability was about impairment. They use wheelchairs. They’re blind or deaf. They’re intellectually disabled. Not me. I just had a differently shaped body, which was other people’s problem, not mine. As if I could keep those things discreet.

Back then, in the films, television dramas and books I consumed, there were disabled characters, invariably marginal or two-dimensionally pathetic or tragic. Their existence was functional, a resource to be mined. Their bodies were metaphorically monumental, looming over the narrative, yet somehow hollow, without the fullness of agency. I certainly didn’t know any disabled authors.

This is an edited extract of the Association for the Study of Australian Literature Patron’s Lecture, delivered at UniSA Creative’s Finding Australia’s Disabled Authors online symposium on Wednesday 25 September.

Becoming a writer within a community

My 35-year-old self would mostly be surprised at the distance I’ve travelled as a writer. From open mic poetry nights in Fitzroy and Brunswick, via publication in photocopied zines and established literary journals, onto my first book of poems (then more), grants, residencies, a PhD in disability poetics, the Prime Minister’s Literary Award for Poetry – and now teaching creative writing at the University of Melbourne.

These, of course, are only the outward markers. What’s most potent for me is the sense that, in spite of my ongoing sense of dislocation and marginality, I do belong within a net of support and meaning-making.

I’m part of a community of poets and writers. A community of disabled people and people with disabilities, people who know chronic illness, the flux of mental health, who know what it’s like to be othered. I also live as a non-Indigenous person on Dja Dja Wurrung country, whose elders have cared for their land, kept culture alive, and resisted colonisation and its brutal extractions.

An awareness of where we are situated, a felt sense of relationship with others like and unlike us, a consciousness of the histories and political forces that shape us, a hunch that our woundedness is not separate from the woundedness of the entire biosphere: none of this just happens automatically, though it emerges from a very subtle inner resonance.

It has to be attended to, nurtured with curiosity and empathy, within a community. Because disability – as a socially-constructed reality, and as an identity that is claimed – is not essentially a category, but a centre of gravity every body is drawn towards.

This may not be the conception of disability you’re used to.

Disability as human experience

The social model of disability is the idea that what makes someone disabled are the social, political, medical, institutional, architectural and cultural forces and structures. Stairs (for people using wheelchairs) and stares (for those who look, or move, or talk in a non-normative way, where normal is a kind of Platonic abstraction of what humans ought to be).

But disability is also a fundamental aspect of human experience, with its own magnetism or impersonal charisma. Disability is an unavoidable bedrock of being alive.

There is a tension here, of course. Between disability as a dimension of discrimination, which creates barriers we want to dismantle, and disability as an inherent aspect of an embodiment that is precarious, mortal and relational.

I am here because some of the barriers that impeded me have been, if not removed, then softened, weakened. Shame, stigma, an internalised sense of being less-than, abnormal, sub-normal: these things are being slowly eroded. Not, fundamentally, through any great effort on my part, but through the accumulated efforts and energies of communities that have gone before me, and that exist around me.

How can we best flourish?

In late 2021, the Health Transformation Lab at RMIT University announced their Writing the Future of Health Fellowship . The successful writer would be paid for six months to work on a project of their choice. The call for applications emphasised innovation, creativity and collaboration. It invited a Melbourne writer to address the question: what does the future of health look like?

I proposed a collaboration: an anthology of poems, essays and hybrid pieces by disabled writers. It will be published next week, as Raging Grace: Australian Writers Speak Out on Disability .

I applied for the fellowship less than a year after the devastations of Australia’s Black Summer bushfires of 2019. Loss of lives, homes and livelihoods. Billions of animals dead or displaced. Smoke blanketed the sky and the trauma of it blanketed our lives. Then came COVID-19, which would kill millions worldwide. Its overwhelming burden was on poor and disabled bodies.

In Australia, 2020 was the year of lockdowns, social distancing and mask mandates, then vaccination, hope, resentment, disinformation, fear, fatigue. Quite quickly, it seems in retrospect, the talk was of “opening up”, “learning to live with it”. “The new normal” switched to “back to normal”. Everything felt scorched, fraught, ready to ignite again.

Those of us with experience of disability, neurodivergent people, those who live with chronic illness, depression, anxiety, trauma (I could go on) – we have unique and profound expertise on what health actually is, in the deepest sense, and what kind of environments allow us to survive and flourish.

The future of health, for all of us, I felt, depended on the health systems and the wider society being diagnosed by disabled people. It depended on us being integrally involved in imagining genuinely therapeutic futures.

‘An almost utopian daydream’

My fellowship pitch was an almost utopian daydream: collective empowerment and imagination in an era of crisis, precarity and isolation. What the project required was a community: diverse and open to each other.

I wanted a range of personal and bodily experiences, places of residence, cultural backgrounds, genders, sexualities and ages. In the end, a collective of 23 writers coalesced – poets, essayists, memoirists, thinkers, activists and community workers, but, above all, writers.

All of us in this project have first-hand experience of disability, neurodivergence, chronic pain and/or mental illness. The labels mean something, but we’re much larger than them. Men, women, non-binary folk; people of varying ages and cultural backgrounds, some First Nations, most not; queer, straight, cis, not; shy, vociferous, uncertain, confident, tired, in flux. People from many different corners of this continent.

Throughout 2022, we met in person and online. I called these meetings “workshops”. We looked at poems and essays together, thinking through the music and the bodily energies of the language. But these were really conversations: minimally guided, intensely honest and free-flowing conversations about what we have experienced, and what we know about how society creates and exacerbates disability.

We diagnosed the systems (health, bureaucratic, economic), and daydreamed utopian and practical therapeutic futures. In the process, across our diverse experiences, resonances and affinities sparked. Two people (or sometimes three or more) would begin to wonder what it might be like to write together with another particular person, around a certain theme or idea.

We wrote about the wild liberation of wheelchairs, the claustrophobia of shopping centres, the dehumanising tendencies of hospitals. We riffed on shame, ambivalence, love and sensitivity. We speculated about a future where consultancies run by people with autism and disability would help non-disabled people amplify their otherness, rather than the other way round. We interrogated the history and future of medical research. We thought together about racism, misogyny and eugenics. We sat beneath trees.

Sensitive listening and speaking

Every collaboration, for us, was a painstaking exercise in listening and speaking. This unpredictable, uncontrollable, expansive process determined both the process and the outcome. It was shaped by the energies each writer brought to the encounter, which were in turn shaped by preoccupations, traumas, aspirations, sensitivities, aesthetic inclinations and curiosities.

The most subtle, unforced collaborations sometimes resulted in poems in one coherent voice. The most intense, difficult collaborations sometimes led to two-column poems, with stark white space between them. This is as it should be. In any conversation, a burgeoning intimacy often makes our differences both more apparent, more significant, and yet also a little less obstructive.

I know my ache is not your pain, which is not their suffering. Why do I think myself alone? I am trying to quieten this murmur in my bones, so I can listen. – Gemma Mahadeo & Andy Jackson, from the poem Awry

In one collaboration, thinking of a spine that is not straight and a sexuality that is not straight, thinking of how we navigate public spaces differently and yet similarly, we each wrote a few lines of poetry each, until we had what felt like an entire poem. We then embarked on a process of editing, each time removing those elements of the piece that made it seem like two distinct voices. Our voices almost merged.

I extend my hand-cane hybrid towards the ground in front of me like a diviner – this path, this body, not the only crooked things… We yearn for the possibilities of another city, another body as we fall, knee-first onto the blunt fact of queer promise. – Bron Bateman & Andy Jackson from the poem Betrayal

In another collaboration, I was aware the other writer had experienced traumatic abuse, so I soon felt that when writing together – in a way that would not just be respectful but useful, for us both and for the poem – our voices would have to be distinct.

To dominate or erase another’s words, even with good intentions or under some pretence of “improving the poem”, would have been precipitous ground. The poem we ended up writing together was composed of two parallel voices, two wings. The air around them, and between us, held us up.

Assure child they are not at fault. Refuse to be absolved of blame. Find the subliminal rhymes. Broken as open. Other as wisdom.

– Leah Robertson & Andy Jackson, from the poem Debris

Rigour and care

Each collaboration had its own particular questions and dilemmas. Each one required rigour and care, patience and courage. There were many awkward little stumbles and pauses. Yet the process was also profoundly liberating. It felt like someone had opened a window, so that a stifling room finally had air and outlook.

My sense, too, was that with the windows flung open, those outside our world could see in, might begin to more deeply appreciate the innumerable ways bodies are marginalised. That readers of all kinds would see their own predicaments connected to ours. Disability as one dimension of injustice, a dimension that reminds us of the ground we share, flesh and earth. Disability as gravitational force.

There is something in the collective political and social atmosphere that suggests collaboration, working together, especially with people outside our usual circle, is either anathema or too difficult.

Think of any of the crises that are front of mind at the moment – the dialogue around the Voice referendum and the fallout from its defeat , the fraught process of ensuring a just transition away from fossil fuels , the long histories and cycles of war and revenge across the globe. You could even include your own intimate cul-de-sacs of unresolved conflict.

Corporate tech algorithms amplify our tribal attachments, assume and encourage our binarism, our quick, unthinking reactions. The blinkers are on, and are being tightened.

This is not, to state the obvious, desirable or in any way sustainable. Perhaps this is why, in the last five to ten years, there has been an increasing number of collaborative writing projects. Against the tide of hesitation and mistrust, a felt need to work together, within and across identities.

I’m thinking of Woven , the anthology of collaborative poetry by First Nations writers from here and other lands, edited by Anne Marie Te Whiu. John Kinsella’s careful and ethical collaborative experiments with Charmaine Papertalk-Green, Kwame Dawes and Thurston Moore.

Then there’s Audrey Molloy and Anthony Lawrence’s intensely lyrical and sensitive conversation in Ordinary Time . And Ken Bolton and Peter Bakowski’s four recent collaborative books , which contain an array of darkly humorous fictional and fictionalised characters. This is only the poetic tip of the iceberg of recent collaborations.

Writers are one group of people who are tuning in to the need to go beyond the isolation or echo chambers. They know that the stories we are told – the need to be self-reliant and independent, the impetus to be suspicious of the other, or even that sense of inferiority that makes us feel disqualified from contributing – aren’t carved in stone. Or if they are, the persistent drip and flow of water can do its liberatory, erosive (and constructive) work.

We have, after all, only survived as a species and as communities through collaboration and mutual support.

Of course, we know there are countless collaborations currently being orchestrated by malicious agents: fascists, racists, misogynists, cynical corporate shills astroturfing against essential urgent climate action, even (to some degree) the reflexive social-media pile-ons. People are always working together in some way, deeply connected and inter-responsive. Collaboration in itself is not some utopian panacea.

Disabled collaboration

So I want to suggest that only a particular kind of collaboration can be properly transformative, humanising and grounding. It’s a collaboration of deep attentiveness and mutual exposure: a way of being together in which we set our certainties and fears aside, to be present to the other, to allow the other to be themselves, and to be open to the otherness in ourselves, an encounter which sensitises us to the complexities and bodiliness of injustice.

Let’s call it disabled collaboration.

Let me explain. As a disabled person, you are constrained, walled out of important social spaces: there are only steps into the workplace, the performance isn’t translated, or the shop is non-negotiable sensory overload. Even if you do manage to enter these spaces, it is made clear to you that you don’t really belong. They might stare at you, or signal their discomfort with silence or overcompensation. (And, yes, the shift to second-person is deliberate.)

Unless you give up – and which of us would not admit to giving up sometimes, or in some part of ourselves? – you spend a lot of energy proposing, asking, suggesting, pleading, demanding. You know what you need to be able to live a life of nourishment, connection, pleasure. You speak, in your own voice, out of your particular situation, from across the barriers.

Perhaps disability is really essentially about this giving voice. About constantly having to express what is unheard – or perhaps sometimes unhearable – by the broader society.

This isn’t about transmitting thoughts or ideas. This is essentially a cry for connection, for help. For solidarity, allyship, change. What you’re after is collaboration: two or more people bringing their resources to bear upon a human situation, which may have fallen heavily on one person, but hovers over us all. Disabled people know this territory intimately. We regularly share much-needed information, resources, concern and time with each other.

This kind of collaboration, by definition, cannot assume an equality of voice, mode of operation or capacity. It is predicated on learning about difference and then responding to it: whether through listening, care work, protest or support.

This collaboration acknowledges and resists disadvantage, isolation and enforced voicelessness. It’s the kind of orientation towards another person that, I want to suggest, is exactly what might help us respond properly to the multiple, intersecting crises we find ourselves in.

It’s a listening not only to the concerns and experiences of the other, but an ambition to adapt to their particular way of expressing themselves.

To be clear, I’m not saying disabled people have any special talent for collaboration. We can be as bitter, isolationist, selfish or stubborn as any non-disabled person. In fact, there are aspects to being disabled that can encourage suspicion towards others, a scepticism that at times affords you the space to assess risk.

Can I trust this person with my needs, my life? It’s a caution that is understandable, and useful, but it can also keep us isolated. The cycle of othering depends on those othered doing some of the work, thinking this is all I deserve , or the perpetual doubtful thought of “maybe next time”.

On top of that, there are intersections of injustice that are particularly resistant. They don’t dissolve in the presence of collaboration, but require immense effort to shift.

In facilitating this project, I found that the most stubborn dividing factors were class and race. There are individualist, neoliberal dynamics at the core of funding guidelines and in our lives generally. Writing and publishing remain fields still dominated by white, middle-class connections and aesthetics.

When we sit down to write or work together, these things do not disappear. When writers are paid for their work, it does not mean the same thing for each person.

Throughout this project, I have asked myself a number of questions. How do I, as a funding recipient, ensure that my collaborators are not exploited or taken for granted? What assumptions do I carry, invisibly, about the merits of particular voices? Should I step back to give more space to Indigenous writers, culturally and linguistically diverse writers, queer writers? How do we speak together within a poem or essay in a way that reaffirms common cause without diminishing the very real differences?

These difficult questions have not been resolved. Still, their intractability really only reinforces my wider point. We need to engage together in a way that is predicated on difference, exposure, vulnerability and mutual support. If disability is the imprint or shadow of bodily injustice, then collaborating in a disabled way, consciously, can radically expand our understanding of our shared predicament.

What happens within the process of disabled collaboration is akin to the words in Sarah Stivens and Jasper Peach’s poem, Crack & Burn:

Different bodies with the same fears, different aches with the same stories Our brains tell us that we’re alone, but we know not to believe them … When we gather in numbers it’s impossible to feel less than because all I see – everywhere I look – is raging grace and powerful repose.

The experience foreshadows, in a small but potent way, the future we wish to live in.

What might disabled collaboration achieve? The poem Coalescent, written by Beau Windon, myself, Michèle Saint-Yves, Robin M Eames and Ruby Hillsmith, suggests a hopeful answer:

overturning the old regime of normalcy for something strange / / something glorious / / something new

Collaboration
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Economics Editor

Deputy Vice-Chancellor (Indigenous Strategy and Services)

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Lecturer / senior lecturer in construction and project management.

My basement was full of stuff. After 24 years of accumulating, I finally started decluttering, and it was so satisfying.

I used my creativity as an excuse for having a cluttered home.
My 1,500-square-foot basement was filled to the max with things.
I decided to finally declutter and said goodbye to things I didn't think I could part with.

A sign on my home office door says, "Creative People Don't Have a Mess; They Have Ideas Lying Around Everywhere."

I've used my "creativity" as an excuse to accept the growing collection of unused miscellany in my house, which stretches from a forgotten attic to a huge basement with more than 1,500 square feet of nooks and crannies in which to hide things.

I can no longer blame the mess on the kids , as my baby is now 29 years old.

I am not, and will never be, a minimalist . But having lived through cleaning out my parents' home, I'm determined to leave a curated and coherent legacy of stuff behind. Unlike my peers who've been decluttering to stage their homes for sale, I'm cleaning out because I'm not selling; I plan to stay put for a while.

I've read the tidying-up books and downloaded the checklists. But my desire to save things had somehow been stronger than the impulse to unload. Perhaps I was riding the joy of owning my own home , with a husband and two kids, after moving my one carload of items from rental to rental 15 times in 12 years.

I've created a three-step process to trick myself into saying goodbye to my junk without squashing my personality or memories.

I choose a small area, such as a file drawer, closet, or shelf. Here's the trick: I plan a meaningful reward for completing the task, such as a coffee drink with whipped cream or a pedicure. I crank up whatever guilty-pleasure music I like, set a timer, and get to work.

To make it more fun, I've found declutter buddies: people who won't judge you and can spend time with you and your things. I paid a lovely, nonjudgmental professional organizer who was also a friend, so it was like a play date. As an added benefit, she carried out bins of items to donate or discard. My siblings and I had parties complete with food and drink to go through countless boxes of family photos.

Memorialize

I begin the task by opening the drawer or emptying the container. And there they are: my short shorts from freshman year, the wooden thingy my high-school boyfriend made me in the shop, the wig I wore to the best Halloween party ever, and letters I received while I was at camp.

Watch: How a 'hoarder's house' is deep cleaned

Main content

Çocuklar için İngilizce essay: “My country” (Benim ülkem!)

By: negar.haghighi

Kendi ülkemizi tanımak ve anlamak, çocuklar için çok önemlidir. Ülkemizin tarihini, kültürünü ve özelliklerini bilmek, çocuklara kendilerini ait hissettiren bir kimlik duygusu kazandırır. Bu bilgi, onlara ülkemizin geçmişini ve bu geçmişin nasıl şekillendiğini öğretir. Aynı zamanda, ülkenin kültürel değerlerini, geleneklerini ve farklılıklarını anlamalarına yardımcı olur. Ülkemizi tanımak, çocuklara sorumluluk duygusu da kazandırır. Kendi ülkesini seven ve onun değerlerini bilen çocuklar, çevrelerini koruma, toplumsal kurallara uyma ve ülkesinin gelişimine katkıda bulunma konusunda daha istekli olurlar. Ülkemizin güzelliklerini ve zenginliklerini koruma bilinci, onların gelecekte daha bilinçli ve duyarlı bireyler olmalarını sağlar. Kısacası, çocukların kendi ülkelerini tanımaları ve önemini kavramaları, hem kişisel gelişimleri hem de toplumları için büyük bir değer taşır. Bu bilgi, onların kendilerini daha güvende ve güçlü hissetmelerini sağlar ve ülkenin daha iyi bir yer haline gelmesine katkıda bulunur.

Ülkeyle alakalı önemli birkaç kelime öğrenelim:

Country: Ülke Capital: Başkent City: Şehir Region: Bölge Language: Dil Flag: Bayrak Map: Harita Tradition: Gelenek Culture: Kültür Population: Nüfus Souvenir: Hediyelik eşya

My country is Turkey, and it is a very special place. Turkey is like a big bridge that connects two continents, Europe and Asia. This makes it very unique because people from different parts of the world come to visit and learn about our culture.

In Turkey, we have many beautiful places. There are amazing historical sites like the ancient city of Ephesus and the wonderful Pamukkale hot springs. Istanbul is a big city with important places like the Hagia Sophia and the Grand Bazaar, where you can see lots of interesting things and buy special souvenirs.

Our country is also known for its delicious food. We have kebabs, delicious pastries called baklava, and many other tasty dishes. People in Turkey love to share their food and celebrate special holidays together. The weather in Turkey is nice too. In the summer, it can be hot and sunny, which is great for going to the beach. In the winter, some parts of Turkey get snow, which is perfect for playing in the snow and enjoying winter sports.

I am proud of my country because of its rich history, beautiful landscapes, and friendly people. I think Turkey is a wonderful place to live and visit. I love learning about it and sharing its special things with others.

Çocuklar için İngilizce essay: “My country” (Benim ülkem!) Hakkında Sık Sorulan Sorular

Türkiye’nin en bilinen özelliği nedir?

Türkiye’nin en bilinen özelliği, tarihi ve kültürel mirasıdır. Ülke, Antik Yunan, Roma ve Osmanlı İmparatorluğu gibi büyük medeniyetlerin mirasını taşır ve bu yönüyle tarihi zenginliklerle doludur.

Türkiye’nin coğrafi konumu nasıl bir etki yapar?

Türkiye’nin coğrafi konumu, Asya ile Avrupa kıtaları arasında bir köprü görevi görür ve bu stratejik konum, ülkenin kültürel çeşitliliği ve ticaret yolları üzerindeki rolü açısından büyük bir etki yapar.

Türkiye’de hangi geleneksel festivaller ve kutlamalar yapılır?

Türkiye’de birçok geleneksel festival ve kutlama yapılır. Bunlar arasında Ramazan ve Kurban Bayramı gibi dini bayramlar, Nevruz, ve çeşitli yerel festivaller yer alır. Ayrıca, her bölgenin kendine has kutlama ve gelenekleri bulunur.

Türkiye’nin yemek kültürü nasıldır?

Türkiye’nin yemek kültürü, zengin ve çeşitlidir. Türkiye’nin mutfağında kebaplar, mezeler, pide, börek ve tatlılar gibi çeşitli lezzetler bulunur. Türk mutfağı, Akdeniz ve Orta Doğu etkilerini yansıtır.

Çocuğunuzun İngilizce öğren mesi için ihtiyacınız olan her şeye tek bir platform üzerinden ulaşabilirsiniz! Çocuk eğitimi alanında uzmanlaşmış öğretmenler rehberliğinde 25 dakikalık bire bir canlı dersler , çocuk gelişi için özenle tasarlanmış eğlenceli ve öğretici interaktif videolar, kelime öğrenme araçları, yapay zeka destekli öğretmen MiMi, quizler ve interaktif aktiviteler ile EnglishCentral , çocuğunuzun ihtiyaçlarına yönelik kişiselleştirilmiş ve kaliteli bir eğitim planını uygun fiyatlı olarak sunmaktadır. Hemen EnglishCentral ’a kayıt olup İngilizce öğrenmeye başlamaya ne dersiniz?

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Guest Essay

Stanley McChrystal: Why Kamala Harris Has Won Me Over

A black-and-white photograph of Kamala Harris boarding Air Force Two.

By Stanley McChrystal

General McChrystal is a retired Army general and the founder of the McChrystal Group, a consulting firm.

Some deeply consequential decisions are starkly simple. That is how I view our upcoming presidential election. And that is why I have already cast my ballot for character — and voted for Vice President Kamala Harris.

As a citizen, veteran and voter, I was not comfortable with many of the policy recommendations that Democrats offered at their convention in Chicago or those Republicans articulated in Milwaukee. My views tend more toward the center of the political spectrum. And although I have opinions on high-profile issues, like abortion, gun safety and immigration, that’s not why I made my decision.

Political narratives and policies matter, but they didn’t govern my choice. I find it easy to be attracted to, or repelled by, proposals on taxes, education and countless other issues. But I believe that events and geopolitical and economic forces will, like strong tides, move policymakers where they ultimately must go. In practice, few administrations travel the course they campaigned on. Circumstances change. Our president, therefore, must be more than a policymaker or a malleable reflection of the public’s passions. She or he must lead — and that takes character.

Character is the ultimate measure of leadership for those who seek the highest office in our land. The American revolutionary Thomas Paine is said to have written, “Reputation is what men and women think of us; character is what God and angels know of us.” Regardless of what a person says, character is ultimately laid bare in his or her actions. So I pay attention to what a leader does.

History has shown us that the office of the presidency unfailingly reveals the occupant’s character. Moments of disappointment and crisis — like Jimmy Carter’s acceptance of responsibility for the failed 1980 Iran hostage rescue mission, John F. Kennedy’s navigation of the terrifying 13-day confrontation over Soviet missiles in Cuba and Abraham Lincoln’s courageous issuance of the Emancipation Proclamation — said little about policy but much about character.

And we’ve seen both sides of the coin: Failures of character, such as those of Richard Nixon and his vice president Spiro Agnew, dishonor and potentially threaten our republic. Character will dictate whether we stand by our NATO allies and against Vladimir Putin’s continued aggression. Character will dictate whether we have a commander in chief who honors and respects the men and women who serve in uniform.

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Guest Essay. Stanley McChrystal: Why Kamala Harris Has Won Me Over. Sept. 26, 2024. ... My views tend more toward the center of the political spectrum. And although I have opinions on high-profile ...