WGU D169 | KHM2 TASK 1: EQUITY PEDAGOGY | FULL
SOLUTIONS LATEST UPDATED
Jordan DeVore
012340030
A1: Education
Growing up, in my family, education was important. My parents instilled in my brother and I that good
grades were important. However, they did not push us into higher education. Although they always spoke about
the desire for us to go to college, it was not a deal breaker if we did not go. I always had near straight A’s in
school. My mother graduated high school and began community college courses until she had my brother, so
she did not finish her college career until recently, going back to school and obtaining her bachelor’s degree at
the same time I was in school for mine. My dad was always an overachiever with straight A’s and went straight
to a university out of high school until my brother was born. Dad was on and off in online school, obtaining an
associate’s and a bachelor’s, and most recently, just before I got my bachelor’s, he received his master’s degree
and is currently continuing his education, working on his doctorate. The continuous drive for higher education
from the two of them, both being the first of their family to graduate with any college degree, instilled a love for
education in me. Since I was a child, education was my main goal in life. I always needed good grades, and I
always wanted to pursue education as my career. Teaching was my goal. I feel that the value and importance of
education and the grades I grew up with would be helpful in encouraging and instilling the same in my students.
As a paraeducator at a high school now, I do my best to remind the students that they need passing grades in
order to move on and not have to retake the same courses until graduation. I have shared with them how I
struggled with math and had to retake it and how it felt seeing my friends move to the next math course, and I
was left behind in geometry once again.
h
SOLUTIONS LATEST UPDATED
Jordan DeVore
012340030
A1: Education
Growing up, in my family, education was important. My parents instilled in my brother and I that good
grades were important. However, they did not push us into higher education. Although they always spoke about
the desire for us to go to college, it was not a deal breaker if we did not go. I always had near straight A’s in
school. My mother graduated high school and began community college courses until she had my brother, so
she did not finish her college career until recently, going back to school and obtaining her bachelor’s degree at
the same time I was in school for mine. My dad was always an overachiever with straight A’s and went straight
to a university out of high school until my brother was born. Dad was on and off in online school, obtaining an
associate’s and a bachelor’s, and most recently, just before I got my bachelor’s, he received his master’s degree
and is currently continuing his education, working on his doctorate. The continuous drive for higher education
from the two of them, both being the first of their family to graduate with any college degree, instilled a love for
education in me. Since I was a child, education was my main goal in life. I always needed good grades, and I
always wanted to pursue education as my career. Teaching was my goal. I feel that the value and importance of
education and the grades I grew up with would be helpful in encouraging and instilling the same in my students.
As a paraeducator at a high school now, I do my best to remind the students that they need passing grades in
order to move on and not have to retake the same courses until graduation. I have shared with them how I
struggled with math and had to retake it and how it felt seeing my friends move to the next math course, and I
was left behind in geometry once again.
h
