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Think of a time when you didn’t feel valued in a classroom or educational setting and describe how that felt.
This has happened often to me, especially as a child.  I was a quiet child and often labeled as "shy."  I found that I was easily ignored, because I did not cause trouble, and I did not have the highest grade in the class.  Since I was not very vocal, my perspectives were not encouraged.  In these situations, sometimes I felt ignored and like my thoughts weren't valued.

Think of a time where you felt like your needs were not being served in the classroom. How did that make you feel?
In settings where questions and answers were the sole focus, I would not raise my hand because I did not want to vocalize my answers.  I would also get anxious about vocalizing.  I feel I could have been given a different opportunity in some cases where writing out my thoughts or questions would have been appropriate.

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Question 1: When I was getting my post baccalaureate in elementary education I did a semester long observation in a 2nd grade classroom. The teacher in the classroom was supposed to act like my mentor but she did not appreciate me at all. I had a lesson that didn’t go well and when I asked her what I should have done differently she said she didn’t know since that would never have happened to her. She also told me she didn’t think I had it in me to become a teacher. Luckily for me my next observation was with a wonderful women who taught me all about responsive classroom and made me believe I could really help students.
Question 2: In high school I had a really hard time in math class. Math has never been my strong suit. The teacher was not the type of teacher who wanted to see all her students do well. She had the attitude that if you were struggling it was because you were not trying. One time she called me to the board to do a math problem and when I couldn’t solve it she just made me stand up at the board until I could. She didn’t try to help me and didn’t allow anyone in the class to either. I ended up just standing there for a long time and feeling really embarrassed. Finally she told me to just sit down with a disgusted look on her face.  I felt terrible and dreaded going to her class everyday.

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Question 1:
This is a difficult question. My high school and college experiences were too many years ago to clearly remember. I have had positive experiences in grad school so far. The biggest adjustment I have had was learning how to handle online classes. It was challenging for me to learn without physically being in a classroom. I miss the interaction of the students with the teacher as well as being able to raise my hand to ask a question or talk to the teacher face to face if I did not understand something. I had to learn to communicate through email with my professors. Even after 11 classes I still find email communication difficult. Sometimes the professor doesn’t understand what I am asking or I do not hear back from them in a timely fashion. It can be frustrating at times. I realize that successfully communicating my needs through email is an essential part of grad school (and life) and sometimes miss face to face conversations.
Question 2:
I attended a library workshop to learn some basic skills about creating lists and catalog management. Being a beginner’s class, the other librarians and I were hoping for handouts and step by step instructions. There were none. The instructor, who was friendly and very knowledgeable, jumped right in and raced through the process, leaving no time for any of us to take notes. We kept on informing her that none of us had done this before and she would slow down momentarily and say “this is the easy stuff, you will pick it right up. Just watch what I am doing.” And then go back to full speed. When we left the workshop, the other librarians and I agreed that was 3 ½ hours of our time we would never get back. The experience was very frustrating because it was something I had been looking forward to learning. Even though the instructor was told numerous times that the class had no experience with the subject matter, she ignored that information and taught the workshop at his own pace. It was a very discouraging experience and I will avoid any further classes with that instructor.

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Question 1:
I was taking a class as an elective in which most of the students were teachers.  (It was for a master’s in educational research, not MLIS!)  I was in the middle of a presentation and mentioned I wasn’t a teacher.  The professor then asked “Well, then what are you doing in this class?”  That felt pretty awful standing in front of the class having, of all people, the professor ask me that.  Even though I had every right to take the class, I felt like he ignore me for the rest of the semester.

Question 2:
I spent my freshman year at a university where most every one of my classes was in a large lecture hall.  It was overwhelming to be in classes that size, where the professor did not even know your name and just plowed through the material.  The university experience was not a good fit for me.  I transferred to a small college, where I happily spent the next three years!

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One time I felt undervalued in the classroom was from ages ago in freshman mathematics. The teacher just kept moving along every meeting, never checking in with learners about material from the last meet, and never extending any suggestion he might be available to address any issues. Requests for clarification during meetings were vaguely rebuffed in the interest of time. I was not alone in this feeling.

A time I felt my needs were not being met in an educational setting occurred more recently; an instructor was unhappy with my prospectus for a project, but not very forthcoming with more "appropriate" methods or vocabulary. I was simply told I was wrong. No feedback; needless to say, after the third "wrong" attempt, I ceased looking to satisfy unclear demands
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Question 1: When I was working on my master's in European history, my adviser told me that I had to take his undergraduate class as the only grad student. I wasn't allowed to participate in class. Instead, I was supposed to "just sit quietly and observe his teaching." It was a complete waste of my time.

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Question 2: In high school, I was one of only three girls in an AP Physics II class (out of 15). The teacher clearly felt that we did not belong and told us on the first day that we should consider switching out because the math involved might be too much for us. However, we all stayed and worked together on the assignments after school and ended up with the top grades in the course!

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Question 2
So my senior high school English teacher was a misogynist. I spent a year learning that all British authors(surprise they were all men) thought women were no good and couldn't be trusted. That was the unifying theme of British literature apparently. At first I was just in shock but as the year progressed I got angry with him.

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Question 1
So when I first got my masters I took a class where the instructor had a family issue that meant she could not come to class.  This lasted about half the semester.  I felt like I didn't have an instructor at all.  We had readings, videos of lectures from a previous semester, and homework.  However no teacher.  Someone in the class told me that hadn't heard back from her in over a week when the emailed her so I never bothered.  I just thought if she couldn't do this then the school should have found another instructor.

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Question 2. Think of a time when you didn't feel valued in a classroom or educational setting and describe how that felt.

I have to look back to high school again for this (unfortunately, I think I'm making it sound like I had a terrible high school experience with these questions - I went to a great high school and I'd have no problem doing it again in a heartbeat!!)

I was always a quiet, shy student and I had a teacher that wrote off those students that didn't speak up in class no matter how good their work was. He would try to force us into participating more if he felt there was an opportunity, and if we didn't have anything to share on the spot, he would make it clear that he didn't think we belonged in his class and we were wasting his time. I used to dread walking into his classroom every day.

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Question 1. Think of a time where you felt like your needs were not being served in the classroom. How did that make you feel?

I think I'd actually have to be back to high school for an answer here - I had a geometry teacher that wasn't very helpful when it came to questions. The general attitude was that the material had been explained already and he wasn't interested in explaining it again, even if a student didn't understand it. I wasn't a strong math student, so I was completely lost and reached a point where I was failing the class because I wasn't getting any help no matter how much I asked, which was very frustrating because I was trying my hardest to understand. I was eventually moved, at the request of my parents (after they met with the teacher and realized I wasn't over exaggerating!), to a class taught by a different teacher who was much more willing to work with her students - not surprisingly, my grades shot up almost immediately.

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Question 2: I think the experience that had the most impact on me in regards to not feeling valued in an educational setting was when I was working as a classroom teacher in my former school district. We had hired a new superintendent who proved herself to be completely out of touch with what happens in an elementary school classroom. I stopped volunteering to be on committees because I felt like there was no point- our feedback and findings seemed to fall on deaf ears. I became someone who closed my door, kept my head down, and continued to try and provide what I knew students really needed in my classroom.

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Question 1: Fortunately, I don't have many experiences where I felt like my needs were not being served in the classroom. In my adult life, I remember being a part of a beginning level physics class during my first semester at college. The professor was speaking way over my head in terms of concepts we were supposed to be learning. I had a high grade point average for my lab work in the class, it was the actual instructional time and assessments that I struggled with. His assessments were 2 or 3 questions that had all or nothing responses- no partial credit. The only people who were doing well in the class were the ones who had taken it for the second time. I remember feeling so frustrated at this. Office hours and tutoring did not help either so I really felt at sea and all of my other coursework suffered.

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Think of a time when you didn’t feel valued in a classroom or educational setting and describe how that felt”.

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“Think of a time where you felt like your needs were not being served in the classroom. How did that make you feel?