Literary journalistic texts entail a self-reflective mode of writing and reading in an attempt to replace the old author- text relationship with that of text-reader. They subsume the reader into the text. In most of these texts, the journalist/author is involved in the composition as a writer and as a character involved in the events and incidents of the text. Therefore, the readers have a paradoxical role in the narrative construction, for just as they are forced to recognize the artifice of art in what they are reading, they are still compelled to participate as participants in the process of narrative construction. Thus, narcissistic narrative uses metafictional strategies to lay bare the reader’s narcissism and to offer “a critical perspective on the world and its changeability” (Bal 257).
During discussions, teachers are often interested to hear students arguing about their own standpoints rather than the actual takeaways from the paper. Structure like this in classrooms only validates that students are able to argue but, diminishes the opportunities of creating values to the scholarly work and voicing out from the side that share the same opinion as the author. This leads to academic rewards for these arguing students as suggested by Deborah Tannen, leaving the rest to believe that they are not good enough for the academia. Based on personal experience, I would like to add that such agonism demotivates students to explore knowledge outside of their field and creates an impression that they are never meant to explore topics that they are least expert at. This structure has to be reshaped to bring back the original goals of criticizing work so that there is a value for everyone in the
“Often students blurt the first answer that comes to mind. Sometimes they shout out an answer, start to work without fully understanding the directions, lack an organized plan or strategy for approaching a problem or make immediate value judgments about an idea---criticizing or praising it---before fully understanding it” (Costa & Kallick, 2000, p. 3). For this reason, I decided to focus on managing impulsivity. Also, listening with understanding and empathy was another focus area implemented in my classroom. Once a student is able to manage their impulsivity, learning can take place in the classroom.
This results in another contradiction that teachers face. The perception of the people who learn from them or has a child taught by them. A child might not realize the teacher is a rough person, but a parent might and will have a discussion with that teacher. The teacher has to decide how to act because of the conflicting views between the child and the parent(s). The teacher has to decide on how to act on best to help the child and satisfy the parents at the same time.
For example, when presenting a story in a speech a speaker might want to sum it up versus going in deep details of everything that happened. The use of inversion is to not always use the normal object-subject-verb sentence structure. If all the sentences’ structures are the same, the audience will get bored and tuned out. Suspension is similar to the diea of suspension in a movie. It helps a speaker gain the audience attention because the audience will want to figure out the surprise ending.
“Learning how to think,” means that people can think independently, originally, and abstractly. People are beginning to question the way people think in today’s society. The reason we are failing to formulate new ideas or think, is because young adults are educated to be disciplined at a specific area of study. They are not taught to be unique or to stray from the teachings of the professor, instead they are trained to conform. Students take the views of teachers to suck up to them, which causes them to get lost in their own thought and opinion.
Conflicts are the central issue that makes the story move in a literature. Conflicts in literature consists of internal and external conflicts. The internal conflict is one which exist inside the character and must be resolved by the character alone while the external conflict deals with the problems of the world. The external conflict manifests as man versus man or man versus the society. In, “good people”, the story had an internal and external conflicts.
The conversation is always contributed to by different students. Is is not the same students, as almost everyone contributes. If the audience finally understands a new idea, they will nod or show some sign of discovery to let the teacher know that they understand. There was a little negative nonverbal feedback yesterday from a student as during the whole lesson, they had their head down on their desk and would give negative feedback to the other students if they didn 't understand a concept perfectly. The speaker did do a good job at keeping the audience attentive to the lesson and I think that the positive feedback did help the speaker keep confidence in what he was teaching.
Learning English is important because it makes a person understand about the new culture in a better ways. I got a chance to interview one of American friend of my friend here and I asked him all the questions that I had in my mind about social and academic challenges that I was going through in the US. He told me that it is easy to overcome those challenges and all that I would need is self-motivation. He told me that if I feel difficulty in understanding to professor says, then I should start watching English movies or listen to English songs as it will help me to learn about the English accent and slowly, I will develop understanding towards English
On the opposite side of the spectrum, problem posing encourages communication. In this style of education, there is an evident student-teacher relationship in which both the student and the teacher are being taught. Students are being challenged by the teachers, but at the same time, there is a conversation involving feedback allowing the teachers to grow (Freire 222). These forms of education contrast dramatically, however there may be situations in which one form is more useful than the other, for instance in a STEM class versus a humanities course. While banking may have its benefits in some areas of study, it often leads to boredom and a lack of interest for students in an environment that should be fostering knowledge and thinking.
Often students do not know how to reach out, who to talk to or how to respond to a conflict. For this reason conflicts escalate, even though there are people who are able to train teachers and peers to handle such conflict in healthy way. The traditional school conflict resolution method, where adult decides the outcome for the student is becoming inefficient, so peer mediation provides the student with an opportunity to talk it out and resolve the conflict they. The students see the value n the program, they want to learn how to act when in conflict, beside just with anger and save valuable relationships. This peer mediation program would be effective by reducing violence and fights.
As they spoke, they expected my classmates and I to follow along and write down what they were saying. This personally made me lose focus and any minor distractions would win over my attention throughout the class. Aside from having to stay concentrated and alert, some teachers would speak rapidly and as a student, it is discouraging to have to ask them to slow down or repeat themselves. Knowing this, my biggest fear is writing too much information or lecturing too often causing a loss of interest to the students. Therefore, I strongly believe that it will be most difficult to adjust myself to the auditory crowd due to reasons of insecurities of time management, lack of interest, and/or focusing too much on my learning