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What I Learned in English 101 Class: Reflective Essay

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How to Write an Article on What You Have Learned From a Class

Chika nwaka.

Writing an article about what you learned from class helps you practice two things: your writing and your summarizing skills, two of the most important skills you will acquire in college. This assignment differs from a typical summary, because in addition to presenting the main points of the class in your own words, you will need to reflect on what lessons you learned and why you found them particularly useful.

Know the objective of the assignment. Before you begin writing, think about or ask the instructor what the purpose of the assignment is. If the purpose of the assignment is to determine how much you learned from the class, stick to presenting the teacher's ideas back to her in summarized form. If the goal is to see what aspects of the class were effective for you as an individual learner, you will need to provide as much summary as you do reflection.

Gather the relevant details. If you have taken the class already, you will need to work from memory. If you have yet to take the class, consider taking notes separately while the class is in session. Think about what important points the teacher seems to be trying to convey, and write them down as they come up. Restrict yourself to bullet points while you take notes so that you can work more quickly.

Figure out your thesis. Your thesis or main point will be one sentence describing the most important lesson you got from the class session. It might coincide with the teacher's main objective for the class, or it might be a minor point that you found particularly interesting. If it is a minor point, consider going into detail about why and how it was a significant point for you. Did you learn better because of the way the teacher made his point? Had you been previously confused and gotten more clarity? The more detail that you can provide as to why you learned during the class, the better your article will be.

Figure out supporting details. Your article will come together once you are able to provide a context for it. This context will most likely make up your introductory paragraph. It will come just before your thesis statement, and will determine the angle that you choose to pursue in the article. It could be about your learning curve since the beginning of the semester, the particular topic of discussion or lecture topic for the day, or the effective method that the teacher used on that day.

Create an outline. An outline will help you see how the thesis of the paper relates to supporting details. You must provide at least two details to support your thesis. Make sure that you include examples with each supporting detail to strengthen your article.

Write the article and revise. As a final step, write out the article and make sure you leave ample time for revisions. Your first draft may not be ideal, but it will help you begin to see how the article can come together. Give the article to other people to read and offer you suggestions for improvement.

Be honest. Instead of making up what you learned, focus on a small point and explain why it was a significant learning experience for you.
Whatever specific instructions you have on writing the paper should serve as your primary guide.
What you learned from a class does not have to be a point that the teacher emphasized. Sometimes teachers like to know that students are learning more from the class than even the teacher had intended.
1 Drew University On-Line Resource for Writers: Summary Writing

About the Author

Chika Nwaka started writing professionally in 2010. She writes for eHow and specializes in education and fashion-related topics. She earned a Bachelor of Arts in English from the University of California-Los Angeles and is pursuing a Ph.D. in English literature from the University of Wisconsin-Madison.

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Essay on What I Learned In School

Students are often asked to write an essay on What I Learned In School in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on What I Learned In School

Learning: a journey of discovery.

School has been a place of immense learning and growth. It has taught me a variety of subjects, from math and science to history and languages. I’ve gained knowledge that has broadened my understanding of the world and equipped me with skills that will be invaluable in my future.

Exploring Different Subjects

Math has taught me critical thinking and problem-solving. Science has ignited my curiosity about the natural world. History has given me a glimpse into the past and helped me understand the present. Languages have opened up new cultures and perspectives.

Skills for Life

Beyond academics, school has helped me develop essential life skills. I’ve learned how to communicate effectively, work collaboratively, and manage my time wisely. These skills will help me succeed in any endeavor I pursue.

Inspiration and Motivation

School has also introduced me to inspiring teachers who have encouraged me to think creatively, challenge myself, and never give up on my dreams. Their guidance has been instrumental in shaping my aspirations and goals.

Lifelong Learning

250 words essay on what i learned in school, what i learned in school.

School taught me a wide range of essential skills, knowledge, and life lessons that have greatly influenced who I am today. Here are some of the significant things I learned in school:

In school, I gained a solid foundation in various academic subjects, including Math, Science, English, Social Studies, and Languages. These subjects helped me develop critical thinking, problem-solving, communication, and analytical skills. They also broadened my understanding of the world and its complexities.

Practical Skills

School provided opportunities to learn practical skills that are invaluable in everyday life. These included computer literacy, financial management, basic repairs, and cooking. These skills have empowered me to be more self-sufficient and confident in handling day-to-day tasks.

Social and Emotional Development

School played a crucial role in my social and emotional development. Through interactions with teachers and peers, I learned how to communicate effectively, cooperate, resolve conflicts, and empathize with others. These skills have helped me build strong relationships and thrive in diverse social settings.

Values and Ethics

School instilled in me the importance of honesty, integrity, respect, and responsibility. I learned to make ethical choices, consider the consequences of my actions, and always strive for the greater good. These values have shaped my character and guided my decisions both inside and outside of school.

Appreciation for Diversity

500 words essay on what i learned in school, the importance of education.

Everyone knows that education plays a vital role in shaping our lives. We spend years in school learning various subjects, like math, science, history, and language. But what exactly do we gain from all this learning?

Academic Knowledge

One of the primary things we learn in school is academic knowledge. This includes facts, concepts, and theories across various subjects. This knowledge is essential for our intellectual development and helps us understand the world around us.

Problem-Solving Skills

Critical thinking and analytical skills.

School teaches us to think critically and analyze information. We learn to evaluate evidence, identify biases, and form our own opinions. These skills are essential for making informed decisions and navigating the complexities of the modern world.

Communication Skills

School also emphasizes the importance of communication skills. We learn to express our thoughts clearly and effectively, both in writing and speaking. These skills are crucial for success in any career and for building strong relationships.

Teamwork and Collaboration

Time management and organization.

School teaches us the importance of time management and organization. We learn to prioritize tasks, set goals, and manage our time effectively. These skills are essential for success in any aspect of life, whether it’s academics, work, or personal endeavors.

School is not just about academics. It also plays a crucial role in our social and emotional development. We interact with peers, teachers, and other adults, which helps us develop our social skills, empathy, and emotional intelligence. We learn to navigate relationships, resolve conflicts, and work together.

In Conclusion

Our school years are a time of tremendous growth and development. We learn academic knowledge, problem-solving skills, critical thinking, communication, teamwork, time management, and social and emotional skills. These skills are invaluable and serve as a foundation for our future success. So, while school may sometimes seem challenging, remember that the lessons you learn there will stay with you for a lifetime.

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A Reflection on The Improvement in My Reading, Writing, and Learning

Categories: Reading Books

About this sample

Words: 649 |

Published: Dec 11, 2018

Words: 649 | Page: 1 | 4 min read

Works Cited

Anderson, P. (2017). Technical Communication: A Reader-Centered Approach. Cengage Learning.
Bussmann, H., & A. Jansen, E. (2018). How to Write and Illustrate a Scientific Paper. Cambridge University Press.
Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
Hacker, D. (2019). A Writer's Reference. Bedford/St. Martin's.
Lunsford, A. A., & Ruszkiewicz, J. J. (2020). Everything's an Argument with Readings. Bedford/St. Martin's.
McWhorter, K. T. (2018). Reading and Writing About Contemporary Issues. Bedford/St. Martin's.
Oshima, A., & Hogue, A. (2018). Writing Academic English. Pearson Education.
Rosen, L. D., & Lim, A. F. (2018). Writing for the Information Age: Elements of Style for the 21st Century. Cengage Learning.
Strunk, W., Jr., & White, E. B. (2017). The Elements of Style. Penguin.
Williams, J. M., & Colomb, G. G. (2020). Style: Lessons in Clarity and Grace. Pearson Education.

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What I Learned From Teaching English-Language Learners for 30 Years

Illustration of a cascade of tangled letters

When I started teaching in California’s public schools 30 years ago, it was the beginning of the so-called English-only movement . “Qualified teachers” for multilingual learners were chosen to teach if they had a good working knowledge of English. They were expected to focus on grammar, vocabulary, and sentence structure. Students learning English were not allowed to speak in their primary language in the classroom.

As a new teacher, when a student in my class was learning English and struggling to complete grade-level work in this new language, I’d often provide texts that had been adapted and written at a lower difficulty level so they could feel a sense of accomplishment. I was unaware that through my choices I was potentially creating a longer road to English literacy and academic success.

So much has changed for English-language learners in the last three decades. Our classrooms are becoming increasingly linguistically diverse. We now know more about how to support diverse learners, and teachers have more resources. We have seen how high-quality curricula with scaffolds and formative assessments can contribute to helping all students build skills and reach their full potential. I’d love to share some lessons I’ve learned about the ways high-quality instructional materials in the hands of great teachers ensure all students can grow and thrive.

In the early days of my teaching career, we didn’t have the research to inform us about asset-based approaches to language that focus on the strengths English-language learners bring to the classroom. We know so much more now about how students learn, what supports students need to acquire new language skills, and the importance of providing grade-level content to all students. Research shows that students are more likely to receive consistent grade-level content and be able to meet associated standards if teachers are using high-quality instructional materials.

Some features of great materials include meaningful supports for multilingual learners, such as concept building through authentic language use and explicit instruction. These components offer teachers a launching pad from which to tailor a curriculum to a student’s specific needs.

Investing in high-quality curricula can also help save teachers hours and hours spent searching online for unvetted supplements . That time can then be redirected toward focusing on the individual needs of students and motivating them through meaningful engagement about their interests and lives.

EdReports.org, a nonprofit for which I am now an instructional-materials reviewer, is one great starting place to find reviews of comprehensive K–12 math, science, and English/language arts programs with details on how well materials support multilingual learners. Although your local needs will vary, below are four key components of quality to consider when assessing instructional materials:

1. Multiple access points. High-quality curricula should encourage multiple ways to access concepts and include activities that engage students in conversations with their peers. Linguistic scaffolds for multilingual learners also often work well. Visual examples and tools can encourage students to show what they know even as they are developing core language skills.

2. Strong foundations. Multilingual learners come to school with varied background knowledge, and it may not always be what materials we assume students bring to the table. High-quality materials should provide space for teachers and students to build background knowledge on important topics to support their understanding of texts and ability to absorb and retain information. By providing opportunities to build background knowledge, materials allow for all learners to be successful—not just those who have certain experiences. Guidance for teachers on how to access and validate varied background knowledge is also important.

Through the building of background knowledge, multilingual learners (and all learners really) can develop the necessary language to access more complex texts and tasks in a variety of content areas.

3. Meaningful engagement . Strong materials include opportunities for teachers to have meaningful interactions among students. For example, there are times when pairing students with other English-learners is appropriate, and other instances when having small groups with both native English speakers and multilingual learners can enrich student growth and understanding.

Curriculum-embedded formative assessments are key to ensuring students stay engaged while building language skills and accessing content. Assessments help teachers understand where students need support most and provide information that can lead to better decisions around how to support and engage individual students.

4. Multiple representations . It is not enough for materials to simply address academic standards and provide pathways to meeting those standards. The best curriculum will also engage student interests, honor where students come from, and leverage all assets they bring into the classroom.

Questions to consider when assessing materials include: Can students see themselves in the materials? But more than that, how are students represented in the content they are engaging with? Do they have opportunities to see their own experiences and cultures elevated in a meaningful way?

I have learned a lot in my years in the classroom. Now, working with hundreds of teachers who have multilingual learners in their classrooms, I make sure to highlight all the benefits of having a multilingual classroom. I begin with asset-based language and provide resources and suggestions for curriculum-specific professional learning that I know will set the teacher up for success.

And for me, success is the excitement in the eyes of a student when they’re able to show what they know on a grade-level assignment. Whether they do so in their home language or in English, the most important thing is to keep students engaged and motivated in the process of learning.

A version of this article appeared in the April 27, 2022 edition of Education Week as What I Learned From Teaching ELLs for 30 Years

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U.S. Secretary of Education Miguel Cardona speaks at the agency's Seal of Biliteracy Summit on June 24, 2024 in Washington, D.C. The gathering celebrated the special designation on high school diplomas that recognize students' bilingualism.

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I Saw My Anxiety Reflected in ‘Inside Out 2.’ It Floored Me.

In a way that’s both cathartic and devastating, Pixar’s latest portrays how anxiety can take hold, our critic writes.

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A still from the movie “Inside Out 2” shows the character of Anxiety — an orange cartoon with big eyes and frayed hair — waving to other animated characters.

By Maya Phillips

At the climax of Pixar’s “Inside Out 2,” Riley, a freshly pubescent teen with a gaggle of new personified emotions, becomes so overwhelmed with anxiety that she has a panic attack.

In the theater, I whispered to my friend that I’d forgotten to bring my panic attack medication. I’d said it as a joke — but at the sight of this anxious animated teenager, my whole body’s choreography changed. My muscles tensed. I pressed my right palm down hard to my chest and took a few deep yoga breaths, trying to cut off the familiar beginnings of an attack.

This depiction of how quickly anxiety can take hold was overwhelming. I saw my own experiences reflected in Riley’s. “Inside Out 2” felt personal to me in a way that was equally cathartic and devastating: It’s a movie that so intimately understands how my anxiety disorder upends my everyday life.

“Inside Out 2” picks up two years after the 2015 film “Inside Out,” as Riley is about to start high school. With puberty comes a group of new emotions, led by Anxiety. A manic orange sprite voiced by Maya Hawke, Anxiety bumps out the old emotions and inadvertently wreaks havoc on Riley’s belief system and self-esteem as she tries to manage the stress of a weekend hockey camp.

When an emotion takes over in the “Inside Out” movies, a control board in Riley’s mind changes to that feeling’s color; Anxiety’s takeover, however, is more absolute. She creates a stronghold in Riley’s imagination, where she forces mind workers to illustrate negative hypothetical scenarios for Riley’s future. Soon, Riley’s chief inner belief is of her inadequacy; the emotions hear “I’m not good enough” as a low, rumbling refrain in her mind.

I’m familiar with anxiety’s hold on the imagination; my mind is always writing the script to the next worst day of my life. It’s already embraced all possibilities of failure. And my anxiety’s ruthless demands for perfection often turn my thoughts into an unrelenting roll-call of self-criticisms and insecurities.

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Home / Essay Samples / Education / Personal Statement / What I Learned about Myself: My Personal Message

What I Learned about Myself: My Personal Message

Category: Life , Sociology , Education
Topic: Personal Beliefs , Personal Life , Personal Statement

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What I Learned in English 101 Class: Reflective Essay

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How to Write an Article on What You Have Learned From a Class

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Essay on What I Learned In School

100 Words Essay on What I Learned In School

Exploring Different Subjects

Skills for Life

Inspiration and Motivation

Lifelong Learning

Practical Skills

Social and Emotional Development

Values and Ethics

Appreciation for Diversity

Academic Knowledge

Problem-Solving Skills

Communication Skills

Teamwork and Collaboration

In Conclusion

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A Reflection on The Improvement in My Reading, Writing, and Learning

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What I Learned From Teaching English-Language Learners for 30 Years

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The Lessons I've Learned from My English Class

Lessons Learned From My English Class

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I Saw My Anxiety Reflected in ‘Inside Out 2.’ It Floored Me.

What I Learned about Myself: My Personal Message

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