Veterans Day Speech for Elementary School

Hello, boys and girls!

Today, we gather here to talk about something very special—Veterans Day. It’s a day when we come together to say thank you to some incredible people called veterans. Now, you might be wondering, “What’s a veteran?” Well, a veteran is someone who was in the military, like the Army, Navy, Air Force, or Marines. They are heroes who help keep our country safe and protect our freedoms.

Imagine if you had a superhero who wore a special uniform and did amazing things to make sure you could be safe and happy. Well, veterans are a bit like those superheroes! They wear uniforms too, and they do brave things to keep our country strong and free.

You know, freedom is a big word that means we can do things like go to school, play with our friends, and say what we think. But guess what? These freedoms don’t come easily. Our veterans work really hard to make sure we can enjoy them. They leave their homes and families to go to faraway places to make sure we are safe. They are very brave!

Have you ever heard stories about soldiers in history who fought in big battles? Well, those were the veterans of the past. Veterans Day helps us remember and honor all the heroes from long ago and today. It’s like a special day to give them a big thank you.

When you see a veteran, you might notice they wear special badges or medals. These are like little awards they get for being so brave and doing such important jobs. They might also have hats that show which branch of the military they were in. When you see a veteran, you can say, “Thank you for your service!” It will make them smile and feel appreciated.

Now, I want to tell you a secret—veterans have some of the coolest stories to tell! They can talk about traveling to different countries, learning how to fly planes or sail ships, and even working with really clever animals. By listening to their stories, we can learn about all the different ways they helped our country.

And guess what? We can learn some important things from veterans. They show us how important it is to be brave, to work together as a team, and to never give up, even when things are tough. They teach us about being kind and helping others, just like they help us.

So, on Veterans Day, when we see the American flag flying high and hear people playing music to honor our veterans, we remember all those heroes who keep us safe. We think about the families who miss them while they’re away, and we say thank you for their sacrifice.

Boys and girls, let’s make a promise. When you see a veteran, give them a big smile and say, “Thank you for your service!” Let’s also remember that we can be heroes too by being kind, helping others, and showing respect for our country.

Today, as we learn about Veterans Day, let’s remember that it’s not just a day off from school—it’s a day to be grateful for our veterans, a day to learn from their stories, and a day to remember that even the smallest act of kindness can make a big difference.

Thank you, veterans, for everything you do. We are so proud of you and so thankful for your service!

Thank you, boys and girls, for listening. Let’s celebrate Veterans Day with joy and gratitude!

Understanding Pedagogy in Elementary Education

Famously known Albert Einstein said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge” (1). Based on Einstein’s ideas, being a teacher extends far beyond providing basic classroom instruction, formatting daily lesson plans, and taking attendance regularly. Today, teaching has become an increasingly multifaceted profession as teachers assume parental roles and work as a role model for their students. The common perception of a teachers role in society has shifted dramatically as once teachers were given a strict curriculum to abide by with instructions pertaining to the form it should be taught in. However, teachers have now been openly encouraged to adopt different personas while instructing to accommodate each student’s individual needs while simultaneously teaching students life skills which will allow them to be of value in society. Thus, teachers have begun to look for innovative ways to engage students and through the incorporation of hands-on learning activities in the classroom, children have become routinely programmed to follow instruction which has positively altered their classroom expectations and willingness to learn.

Hands-on or experimental learning refers to learning through experiencing the material first hand. This learning style is not a recent idea but rather quite ancient originating from the work of Aristotle. In his work, Nicomachean Ethics, Aristotle notes that “for the things we have to learn before we can do them, we learn by doing them” (1). Aristotle’s words have become increasingly popular on the educational front today as teachers have adapted this model of learning through experience to develop students intellectual and social skills. However, for this learning system to be effective, the student must be willing to engage and reflect on their personal learning experience while utilizing analytical and problem-solving techniques to process the concepts being presented. Yet, engaging in this new teaching method can sometimes be difficult for young children so it is clear that hands-on learning can be used in some situations more effectively than others. For example, a child cannot learn how to ride a bike through the exposure of the steps in a classroom, rather, they must go outside and physically step on the bike to try it out. However, the concept of hands-on learning is not flawless, as there have been downsides documented. Critics claim that hands-on learning would be more productive if paired with the elements of traditional learning. This is valid in the case of higher education, but in elementary education leaving teaching techniques up to the teacher’s desecration is more beneficial to the classroom setting as a whole. Young children typically have short attention spans and a fully developed hands-on learning system is the best methodology to utilize in an elementary classroom as children will be more engaged and able to actively participate in the class.

Primarily in elementary school classrooms, teachers are strong advocates for rule- following and enforce this through reiterating expectations at the beginning of every class. A universal classroom rule is to raise your hand if you would like to speak in class. However, the system of hands-on learning challenges this guideline as teachers understand that children learn different ways: visually, auditory, kinesthetic, and tactile. Hands-on projects engage students who require movement to learn best, kids who must talk about what they’re doing, and those who must see what everyone else is creating and learn from others. There are many alternatives to the act of hand-raising that teachers have implemented into their classrooms today. Some teachers provide students with red and green colored cards so that rather than raising their hand, students have a concrete object in front of them to enable their learning. Generally, the red shows the teacher that the students need help while the green shows that the students are doing well with the task. Through this methodology, the idea of a traditional classroom is transformed into that of new opportunity for the students as classroom expectations are altered for those who are normally used to sitting in their desks and following teacher instruction for long periods.

For teacher’s lesson planning is a crucial factor in managing a successful elementary classroom as the student’s willingness to learn new information originates from how it is presented. The process of planning a lesson begins with establishing objectives where the audience, behavior, conditions, and degrees must be identified. Audience refers to those who are learning while behavior measures the skill which students will demonstrate. The equipment used to measure a specific skill and how well the students fulfill the designated skill requirements covers the conditions and degrees of educational planning. As a teacher, beginning each lesson with immediate instruction is very effective if presented engagingly. Rather than jumping right into the lesson, an ice breaker between the students or a game related to the lesson is a better alternative. In hands-on learning, atmosphere activity remains the most important part of instruction in the classroom. Several teachers encourage individual work time but small group activities have become increasingly popular increasing social interactions while learning new problem-solving techniques at the same time.

Establishing a hands-on learning classroom requires more planning on the teachers part but in return, teachers are providing for those children that require movement to reach their full potential. To increase the amount of time students spend hands-on teachers have explored different methods proved to be effective. Adding different tools like number charts and lines, puzzles, drawing materials, and models in stations around the room both support individual learning and provide children with the opportunity to engage with their hands and minds. As an assessment teachers have begun to have students record their learning projects through flip books with a page dedicated to what was learned at each station. Elementary educators also suggest that keeping kids moving between observation, visualization, and collaboration stations add variety to the routine which the kids learn to respect. For each station some teachers have even started grouping children by similar interest so project engagement is increased and those kids with similarities can do what they enjoy, keeping them occupied, and begin to interact with those students similar to them. This pedagogy of establishing both a successful social and learning classroom allows children to establish an individualistic knowledge and engage themselves while also learning how to interact with children who have the same goals as them.

The famous Greek rhetorician Aristotle first introduced the concept of ethos, commonly associated with credibility. However, the meaning of ethos extends far beyond its denotation and most likely constitutes trust, reputation, and character. Aristotle suggesting that ethos is not obtained through rehearsal but rather through knowledge obtained through accomplishments. Teachers take the concept of ethos into practice daily in their classrooms, especially in elementary classrooms as young children begin to associate the teacher with a mother figure and believe that they are a superior being. In the academic book, Best Practice: Today’s Standards for Teaching and Learning in America’s Schools, authors challenge the method of “good teaching” making the argument that successful teaching is rooted in teacher’s professional knowledge paired with their ability to transfer this knowledge to the students in a meaningful manner. The idea of professional ethos in a classroom refers to the teacher’s ability to understand what is best for each student and to apply this knowledge with professional practice. Aristotle additionally described the rhetorical situation as “the ability to observe in any given situation the available means of persuasion” (1). This idea of rhetoric has commonly been explored by writers to persuade but can also be applied in the classroom for teachers to better understand what they are teaching and who it is directed towards. Understanding rhetoric in the classroom allows for the teacher to process why the students may not be making connections with the information presented and addresses a common misconception teachers have that the second they step foot I the classroom, the students will automatically see credibility when in reality ethos is necessary for convincing the students.

It is common for elementary classrooms to be filled with an abundance of emotion. Thus, pathos is used regularly in the classroom as teachers must be prepared for anything their students may be feeling regularly. Emotions are a significant part of development and it is common for kids to feel frustration on things adults perceive not a “big deal” like breaking a pencil but sometimes kids behavior is triggered from some extrinsic force, like issues at home. Thus, teachers must be able to read their student’s emotions and utilize pathos to sway students behavior, leading to more effective classroom management. By connecting with students emotionally, teachers can gain trust from the students and adhere to the expectations kids have in a classroom setting being away from home.

In literature, logos refers to the use of logical argument paired with evidence to support a specific point of view. Yet, in an elementary classroom, a place so full of emotions, it may seem hard to appeal to the students in a logical way. As young kids starting a new school away from home there may be fear, crying, which leads to a lack of interest and concentration on what the teacher is trying to present. However, appealing to a students sense of reason requires drawing upon facts and research to convey a message. In elementary classrooms, students logical minds are still developing which makes it crucial for the teacher to incorporate games, reading groups, and time set aside for therapeutic activities such as coloring, to ease the transition. Young kids need a routine rather than be walking into the classroom and immediately starting instruction or beginning with a learning counting game or group reading session. Teaching young kids should not be lecture-based like a high school or college classroom and should not be heavy with information like middle school-aged children. Rather, with the young children teaching should be interactive, expressive, where the children can learn to appreciate what the teacher is doing for them, develop a relationship away from home, and grow socially and intellectually.

Hands-on learning, in the simplest form, is the process of learning by doing and to be frank, children are natural hands-on learners. Take an infant as an example. Infants don’t learn from lengthy lectures or daily worksheets but rather through exploration of the environment. This type of exploratory learning is what elementary educators are beginning to incorporate into the classroom but this education does not solely depend on the educator but the parents too. Parents must set a foundation which can be built on in the classroom and this can be executed in a variety of ways. For example, legos and other open-ended building toys are a great start as the endless possibilities for creation teach children problem-solving skills as they can take an idea, correct when needed, and try again. Getting children involved around the house is another way where they can get exposed to new tools. So, while parents build the foundation at home teachers are responsible to complement this role of a parent, supporting their students and encouraging them to build a connection with their work enjoyably. A successful teachers role is not entirely consumed with academics but requires a sense of purpose, clear objectives, positive attitude, and a clear communication network. What students take away from there years at school are not all the A’s they got on assignments, but rather a teacher, a role model, who was passionate about their job and enlightened their minds to embrace greatness.

Analysis of Language Assessment of Primary Grades

The Department of Education (DepEd) shall administer the Language Assessment for Primary Grades (LAPG) for grade three learners and National Achievement Test (NAT) for Grade 6 learners nationwide (DepEd Order No.: 19, s. 2014). It is a program that will develop and aims to assess the reading skills of grade three learners in terms of their comprehension and grammar in the three languages: English, Filipino and MTB. Based on the Department of Education records on the National Achievement Tests results from 2005 to 2010 showed that elementary and high school level students have a declining achievement rate on the said assessment. It has been a challenge among educators in selecting a useful assessment tool that can measure students’ language proficiency.

Therefore, the researchers have taught of using performance and product assessment tool to determine the level of language proficiency of students. This study aims to determine the effectiveness of the implementation of LAPG for Grade 3. The primary focus of different government in the Philippines and other countries is Education. Governments work hard to ensure that their colleges, universities and basic education centers continue to provide an instrument or tool that can make its citizens intellectually skilled and be able to contribute to the national economy (Hardcastle, 2010). However, DepEd noted empirical studies like, the Lingua Franca Project and Lubuagan First Language Component Program, showing that learners learn to read more quickly in their first language. The study revealed that pupils who have learned to read and write in their first language learn faster to speak, read and write in a second language and third language than those who are taught in a second or third language first. In terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly (DepED, 2009).

The challenges of every educator for the new curriculum being implemented by the Department of Education contribute benefits to the learning of the pupils. It provides long term benefits like higher self-esteem, greater confidence and high aspirations for schooling and life (UNESCO, 2006).The mother tongue classrooms allow children to express themselves, contribute to discussions and develop their intellects as conversations are carried out in a familiar language. Instruction through a language that learners do not speak has been called ―submersion‖ (Skutnabb-Kangas, 2000) because it is analogous to holding learners under water without teaching them how to swim. Mother tongue is an essential foundation for all learning and thus, it is important that all children use their mother tongue when they enter the school for the first time (Ricablanca, 2014). This investigation aims to compare the listening and reading skills in LAPG; the levels of reading and listening skills of Grade 3 pupils and their academic performance in English, Filipino and MTB; Number of Learners in Each Level of Reading Proficiency; and the NAT and LAPG Results per Academic Year. Listening is the very first skill we expect students to exercise in the language classroom in order to measure student’s comprehension and attentiveness, and also to develop metacognitive knowledge through raising consciousness of listening (Mendelson, 19980). Listening is as an important component in the process of second language acquisition (Feyten, 1991). Listeners must be able to discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the larger socio-cultural context of the utterance (Wipf, 1984). In the field of Language teaching, Reading is the most thoroughly and widely studied among the four language skills (Pardede, 2010). To develop the pupils’ reading ability we should improve our reading lessons by implementing the best method and techniques provided by theories. There are two theories that can develop listening comprehension and can also explain the nature of learning to read. First is the “bottom up processing” or the traditional theory which focuses on the printed form of a text where they use linguistic knowledge to understand the meaning of a message. And the second is the metacognitive view theory or what we have known as “Schema Theory” which emphasizes the involvement of the reader’s thinking about what he is doing while reading that is based on the manipulation and control that the reader can have understanding a text.

The Bottom up processing or the “Traditional Theory” was influenced by behaviorist psychology of the 1950 namely: Flesch in 1955, Gough, LaBerge and Samuels in 1985. It was based upon the repeated association of a stimulus and a response that forms a person’s habit through drills, repetition and error correction including the learning of language through conditioning processes and reinforcement (Omaggio 1993: 45-46). According to Gray and Rogers in 1987, the main method associated with the bottom up approach to reading is known as “phonics” in which it requires linking the words into phrases and sentences and readers decode the text word by word in a defined sequence that requires the pupils to match the letters with sounds. Another theory that closely related to top down processing is called the “Schema Theory”. Some suggested it was first introduced by Jean Piaget in 1926 but was further developed mostly in 1970 by an American Educational psychologist, Richard Anderson. But in another study, Schema Theory is one of the cognitivist learning theories introduced in 1932 through the work of the British psychologist, Sir Frederic Bartlett. This theory describes how the past experiences lead to the creation on mental frameworks that help a reader make sense of new experiences (Smith, 1994). It describes the interaction of concept information from the text that is shaped and stored in the reader’s memory (Adams and Collins, 1977). From my point of view, this theory seems as a vehicle for searching memory for previously read material and reconstructing meaning. We can make connections between information in the text on what we already know if we use Schema Theory. Figure 1 illustrates that to develop the students in both skills, two theories were developed to enhance listening comprehension and student’s reading ability. First is the Bottom up processing or the Traditional theory and second is the Metacognitive View theory or Schema theory. Language Assessment for Primary Grades of Elementary Learners consists of two macro skills: Listening and Reading. Reading and Listening are receptive skills so when the students are listening they are also advancing their language skills. Listening skills can be used to develop essential language skills with students of all reading abilities and thus can influence and enhance their reading comprehension.

The researchers are going to compare the listening and reading skills in LAPG; compare the academic performance of the students in English, Filipino and MTB; and compare the NAT and LAPG results per Academic Year. Quantitative method was used specifically on trend analysis design. Trend analysis is a statistical procedure performed to evaluate hypothesized linear and nonlinear relationships between two quantitative variables. It is commonly used in situations when data have been collected over time or at different levels of a variable; especially when a single independent variable, or factor, has been manipulated to observe its effects on a dependent variable or response variable. Hence, these designs were employed in this study to spot a prevalent trend within a user group and/or to determine how a trend developed/would develop over time. The study was conducted at Pardo Elementary School. The target population for this research is the 40 Grade 3 pupils of Pardo Elementary School where the researchers have collected data from their NAT and LAPG results from 2011-2015. The researchers chose Pardo Elementary School as the target population since they rank average for 3 consecutive years in their NAT performance in 2011-2014 and rank 22 in LAPG in the year 2014-2015 among all schools in the Cebu City Division. In this study, the options, perceptions and attitude of the learners were sought on Grade 3 academics specially focusing on the three subjects namely English, Filipino and MTB as to determine how pupils understand questions using the said languages.

The researchers first submitted a letter to the Cebu City Division Office to asked permission to request data needed for our study and then we showed the letter to the principal of Pardo Elementary School to collect data from the result of their NAT and LAPG from 2011-2015 and their guidance counselor gave us the said information then the researchers compared the results. These are the data which the researchers gathered from the records of Pardo Elementary School as our respondents. These showed the 2 macro skills namely Reading and Listening; Academic Performance of Grade 3 Pupils in English, Filipino and MTB; Number of Learners in Each Level of Reading Proficiency; and the NAT and LAPG Results per Academic Year. In Table 1, the data showed that the students excelled in Listening skills than in Reading. Most of the students belonged to satisfactory level in listening skill since they were more paid attention on it; this implied that students can comprehend well when the teachers were the one to read. Furthermore, only few students are poor in listening for they cannot understand what was being asked, with this connection only few students did not meet expectation. However, in reading skill most of the students belonged to poor level because some students were syllabic and slow readers and most of them have poor reading comprehension therefore there were few students belonged to excellent level in reading and they were the independent students who were fast readers and can comprehend what was being read. Hence, the highest level of LAPG skills of the respondents was listening. In Table 2, most pupils excelled in MTB and were less competent in English and average in Filipino. Though none of them failed in any of the three subjects, a lot of them are in the Approaching Proficiency stage in English, Filipino and MTB. There are 5 students in MTB who are Proficient, 3 students in Filipino and only 2 in English. There are 28 students who are in the Approaching Proficiency stage in MTB, 27 in Filipino and 20 in English.

There are only 7 students who are still in the Developing stage in MTB, 10 in Filipino and 18 in English. In Table 3, it showed that English is the most difficult language for the 40 students of Pardo Elementary School since 2 out of 40 is a non-reader and most of the learners are Frustrated Learners in which they are syllabic or slow readers with poor comprehension and only a few students are Independent readers who are fast readers with good comprehension. Filipino is the second most difficult language for them since there are 11 frustrated students, 16 students that are fast readers but have poor comprehension, 6 students that are slow readers but with good comprehension and only 7 students who are independent readers. MTB is the least difficult language for them since it is their lingua franca, wherein there are 9 independent readers, 9 frustrated readers, 12 instructional 2 readers and 10 instructional 1 readers. In table 4, School Year 2011-2014 showed the NAT results while School Year 2014-2015 shows the LAPG results of the students in Pardo Elementary School. The respondents in 2011-2014 showed that there is a decline in every subject in terms of Reading and Grammar. It shows that the students are weak in grammar than in reading. It also shows that for the past 3 years there is no improvement in the students’ performance in their NAT compared to the result in their LAPG wherein there is an increase. The implementation of LAPG for grade three students is more effective compared to the implementation of NAT. It can test better the student’s abilities, achievement, and can determine the students’ academic levels, strengths and weaknesses in the three languages. It also proved that students excel in Listening than in Reading.

Students know all words but that doesn’t mean they understand what they read. All subjects require reading comprehension including Math and if a student has poor reading comprehension it can lead to low grades and poor test scores. MTB is easier for students to understand and comprehend since it’s their first language. Students are quite familiar with the Filipino language because it is the language mostly used by the media. Students were poor in English even though it is the universal language because the structure and grammar is quite difficult to learn. The Department of Education may have recorded the percentage of the increase and decrease of performances of the NAT and LAPG assessment from different academic year yet investigating and knowing the causes of the declining achievement rate from the past consecutive years have not yet been studied at length. DepEd and CHED should find a solution at the statistics from which it should present the truly sad state of disregard or neglect of education in our country. Despite the DepEd memorandum No.222, s.2013 about “No read, No move policy”, the students reading disabilities and its remediation were still left unresolved. Numerous students with low reading skills can still be promoted to the next grade level hence reflecting poor performance in school. We recommend that Teachers should give attention to students with poor reading and comprehension skills.

They should give constant remedial session to improve the students’ reading and comprehension skills. They should encourage the students to read a lot of books and take down the words they are unfamiliar with for better vocabulary and to summarize or recap important points to have better understanding and retention of the topic being read and while their classmates are sharing they are also listening and at the same time can practice both their reading skills and listening skills.

How to Switch Classes in Elementary School: Narrative Essay

Introduction:

Elementary school is a time of discovery, learning, and forming friendships. However, there are moments when we yearn for change and new experiences. This narrative essay recounts my personal journey of switching classes in elementary school, highlighting the excitement, challenges, and growth that accompanied this decision.

The Spark of Curiosity:

In the midst of routine and familiarity, a spark of curiosity ignited within me. I began to wonder what it would be like to switch classes and explore different subjects with new teachers and classmates. The prospect of expanding my horizons and embracing change motivated me to take the leap.

The Request:

With determination in my heart, I approached my parents and expressed my desire to switch classes. Their initial hesitation was understandable, as they were concerned about the potential disruption to my academic progress and social connections. However, after thoughtful discussions, they recognized the value of this experience and supported my decision.

Navigating the Process:

The process of switching classes involved coordination between teachers, administrators, and my parents. Meetings were scheduled to discuss the logistics, such as adjusting my schedule, ensuring a smooth transition, and addressing any concerns. The support and guidance provided by the school staff played a crucial role in facilitating this change.

New Horizons:

As I stepped into my new classroom for the first time, a mixture of excitement and nervousness consumed me. Meeting new classmates and forming new friendships presented an opportunity for personal growth and expanded perspectives. Each day brought fresh challenges, but also a sense of accomplishment as I embraced unfamiliar subjects and different teaching styles.

Adaptation and Resilience:

Switching classes required adaptability and resilience. Adjusting to varying routines, expectations, and classroom dynamics tested my ability to navigate new environments. However, these challenges fostered my resilience and taught me to embrace change as a catalyst for personal growth.

Broadened Horizons:

The experience of switching classes opened doors to new knowledge and interests. From science experiments to art projects and literary discussions, each class provided a unique perspective and fueled my passion for learning. The diverse teaching styles and subject matters broadened my horizons and deepened my understanding of the world around me.

Appreciating Differences:

Interacting with different teachers and classmates taught me to appreciate the unique strengths and perspectives that each individual brings to the classroom. Collaborative projects encouraged teamwork and fostered a sense of inclusivity. Through these interactions, I learned the value of empathy, respect, and open-mindedness.

Personal Growth:

The journey of switching classes in elementary school transformed me into a more confident and adaptable individual. It taught me the importance of embracing change, stepping out of my comfort zone, and seizing opportunities for growth. The experience nurtured my love for learning, curiosity, and resilience, qualities that continue to shape me to this day.

Conclusion:

Switching classes in elementary school was a transformative experience that allowed me to explore new subjects, make lasting connections, and cultivate essential life skills. The journey was filled with excitement, challenges, and personal growth. The support of my parents, teachers, and classmates enabled me to navigate this transition successfully. Ultimately, this experience taught me the value of embracing change, appreciating diversity, and seeking opportunities for personal and intellectual development.

Unexpected Danger in Elementary School: Analytical Essay

Mass Murder and What Drives Someone to Take Another Person’s Life

Mass murder is defined as the “anti-social non-state-sponsored killing of multiple victims during a single episode at one or more closely related locations” (Levin, & Madfis, 2009). It is mind-blowing how someone can take another person’s life, how they can just walk into a school or a building and shoot someone to death. Do they care, or do they have remorse for taking the life of another human being? The article I choose to write about dives into three of the most publicized mass murders that have happened in the last ten years. They look into the Aurora, Colorado movie theater shooting, the Newtown, Connecticut school shooting, and the Santa Barbara, California university shooting. This article also investigates the social lives of young men who are possibly withdrawn from society (Blum, & Jaworski, 2016). The reason they are looking into the social lives of men is that the three men that committed the crimes in Colorado, Connecticut, and California share similar characteristics (Blum, & Jaworski, 2016).

Aurora, Colorado. The Aurora, Colorado mass shooting happened in July of 2012 (Blum & Jaworski, 2016). Everyone gathered in the theater to watch the new release of the Batman movie. What started out as a fun night sadly ended in a tragedy. A man went into the movie theater wearing a bulletproof vest and a gas mask to protect himself from the gas that he threw into the crowd (Blum & Jaworski, 2016). He was armed with a rifle and a handgun (Blum & Jaworski, 2016). He then opened fire into the crowd, killing 12 people and injuring 58 others (Blum & Jaworski, 2016). The killer was later arrested without resistance and identified as James Holmes, he was 27 years old and well-educated. So, what drove him to commit such a heinous crime? Several social media and news outlets like CNN, BBC, and the Union-Tribune all made speculations that James Holmes had no social life. It was also reported that he made low scores on a comprehensive test and dropped out of school shortly after. They said that he had no real close friends and that he was always quiet playing video games. He was socially alienated and shut off from society. (Blum, & Jaworski, 2016).

Newtown, Connecticut. The Newtown, Connecticut mass shooting also known as the Sandy Hook Elementary School shooting happened in December 2012 (Blum & Jaworski, 2016). The children were all in class and they had the security door locked. No one was supposed to be able to get into the school without being let inside. However, Adam Lanza, a 20-year-old male started his morning out by killing his mother at their home (Blum & Jaworski, 2016). Lanza was armed with an AR-15, two semi-automatic rifles, and a shotgun (Ray, 2019). He then made his way to the Sandy Hook Elementary school where he shot his way into the building through a window by the entrance door. When he gained access to the school the principal and school psychologist tried to stop him and he shot them both to death (Ray, 2019). He was unable to be stopped and that day he killed 20 children and six adults (Blum & Jaworski, 2016). Lanza did something different than James Holmes and that was that he waited for first responders to start arriving and then he shot himself in the head, committing suicide. Similar to Holmes, the media tried to find the reason behind this senseless act, blaming stress, anxiety, and maybe even abuse while attending Sandy Hook school. They wanted to know if he had a mental illness and if so if was this the reasoning behind his crime. Adam Lanza was also described as someone that was shy and did not have any close friends (Blum & Jaworski, 2016). The article even says that it was speculated that he was getting revenge on a place where he has harassed rather than a specific person (Blum & Jaworski, 2016).

Santa Barbara, California. The Santa Barbara killings happened in May of 2012 near the University of California. The killer, Elliot Rodger, was 22 years old at the time of the murders. He was all over the place and did not really have one set way of killing his victims. There were three victims that were stabbed to death and three that were shot and killed. He exchanged gunfire with police and hurt several others in the process of this mass murder. All of this mass destruction ended with him killing himself which is what Adam Lanza did. Elliot was also described as lonely and socially alienated. He was harassed in school as well. One difference that stood out was that Elliot Rodgers was showing red flags. He left things behind for people to see and for some reason, no one ever saw it or if they did, they did not get help. However, his mother did try to get him help after she had seen his YouTube video’s and that just resulted in a good check by the police.

Conclusion

These men created a nightmare for everyone else and then took themselves out. Are they able to wreak havoc on anyone else? No. However, justice was not served. They did not pay for their actions. The main points of this article were that the similarities in these cases are frightening. They were all in their twenties and very well-educated. They were all socially withdrawn with no friends. They spent their time playing video games and role-playing. Social Media places the focus on individual characteristics and not the stressors that might have triggered them. We need to be looking into the homes that they lived in and finding out how they grew up. Were they abused, and bullied? We also need to see if they are socially withdrawn. Every single murderer in these cases was socially withdrawn, lonely, and had major stressors in their life. Social media has a way of twisting what is really going on and bringing the focus where it does not need to be. We need a better understanding of what causes someone to be fine and then decide they want to kill everyone. Social media tends to be a very negative aspect when it comes to tragedies like these.

References

  1. Blum, D., & Jaworski, C. G. (2016). From Suicide and Strain to Mass Murder. Society, 53(4), 408–413. doi: 10.1007/s12115-016-0035-3
  2. Levin, J., & Madfis, E. (2009). Mass Murder at School and Cumulative Strain. American Behavioral Scientist, 52(9), 1227.
  3. Ray, M. (2019, November 28). Sandy Hook Elementary School shooting. Retrieved December 4, 2019, from https://www.britannica.com/event/Newtown-shootings-of-2012.