Personal Reflections on Biology and Physics Classroom Experiences

This essay offers a student's personal reflections on their experiences in biology and physics classrooms. The author contrasts the engaging and enjoyable nature of biology classes, characterized by hands-on activities and a passionate teacher, with the challenging and often overwhelming experience of physics, marked by complex content and a less engaging teaching style. The essay highlights the impact of teaching methods, the subject matter's complexity, and the student's personal interests on their learning experience and overall enjoyment. The author emphasizes the importance of an engaging learning environment and the lasting impact of these classroom experiences, concluding with a reaffirmation of their preference for biology and the value of continuous learning. The essay references several academic sources to support the student's observations and provide context to the discussion of teaching and learning.

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Students name:
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The organization of the formal schooling system has always amused me how rule-bound
protocols structured the classroom setup. The anticipation of learning something new every time
you enter a class is something that can dictate how that entire class will be. Knowledge being
something we all seek, it is also essential that one gets to enjoy the experience of learning. This
not only makes it easy for you to excel in that class, but you also have something you can take
home and show for the time that you have spent in school. Literary speaking, time is not a thief
but never too generous if not used conservatively. Nonetheless, it is always fascinating to be in a
class where everyone seems to be enjoying whatever is being taught. My appreciation of
understanding nature was over the moon, and I could not hide how I always enjoyed attending
biology classes. The line between what one becomes lies in the interests they pick from an early
age.
Attending biology classes would always put a smile on my face. The excitement of
assurance that the day will end up with me knowing more about the diverse human science was
something I always looked forward to. The teacher would always step in with something
different even when it is a continuation of that you last covered. From animal bones and jaws to
unique plants to demonstrate different aspects of adaptations and their functions. The class could
involve going to the nearby school area to study the nature of plants and the roles they play in the
environment. It was not just my personal experience, but somehow everyone used to be very

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attentive during biology classes. You could notice how students would engage when we were
covering topics on human reproduction. Curiosity and amusement were the looks when someone
realizes they did not know something so basic. I would always leave the classes wondering when
the next one would be.
Physics classes were characterized by having to put on the coats and carrying many
books. Most of the time, the teacher would go deep into content, and you find yourself
completely lost. Not forgetting the amount of notes one needed to have of the different
principles, the workload was just overwhelming. I dreaded those times when half the class
students looked lost entirely. I think it is because of the complexity of the subject which made
the class so undesirable to me. To my understanding and observation, for one to be able to do
well in the class, it would need more than just the basic effort. It required much more to
understand the kinetic theory and other course content (Kruglak 199). Also, the classes were
always too serious, making you think you are in a life of chains. You could not hear a drop of
laughter throughout the entire lesson. I could struggle to understand the formulas, velocity, them
the theories, and then there were the practicals (Brasel 385).
Biology was had always been the best class for me; honestly, I would still go back and
take the classes just for enjoyment. I think one of the reasons that made me appreciate it was not
because of how it was taught, but a lot to do with how the teacher would explain the human body
and the learning experience. I was gaining knowledge about something that made more sense.
The interesting thing was that it was never too straining. I could do my studies and take part in
other school activities without my grades going down. Back then, it was easy to enjoy the study
of plants and animals by actually interacting with them and getting the chance to bisect some of
them from the laboratory. Getting to understand the biology of human reproduction and other

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interesting topics made my classes more fun (Roenneberg and Jurgen 195). As a student, you get
to master how to alter physical objects in a real-world setting accurately. This mode of learning
enables one to get an actual feeling and appreciation of what nature offers. It gives more
understanding of the diversity of human environments and nature.
In conclusion, on every occasion a student enters a class, they did not just carry the books
with them, but one goes in with many expectations. You know that you are going to leave that
class more knowledgeable compared to how you came in. How you leave largely depends on
how interesting the teacher makes it and also how interested you are as a student. I can proudly
say that I still would enjoy going back to those classes; it would make me happy as a clam.
Learning never stops; we all know that. Even the thought of it would get me excited just because
of the amount of knowledge I know I will be gaining through that experience (Gibb 135).

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Work cited
Kruglak, Haym. "Testing for achievement in physics." The Physics Teacher 4.5 (1966): 199-205.
Brasell, Heather. "The effect of real‐time laboratory graphing on learning graphic
representations of distance and velocity." Journal of research in science teaching 24.4 (1987):
385-395.
Roenneberg, Till, and Jürgen Aschof. "Annual rhythm of human reproduction: I. Biology,
sociology, or both?." Journal of Biological Rhythms 5.3 (1990): 195-216.
Gibb, Allan. "Creating conducive environments for learning and entrepreneurship: living with,
dealing with, creating and enjoying uncertainty and complexity." Industry and Higher
Education 16.3 (2002): 135-148.