Jekyll and MR. Hyde. share a common theme of the consequences that follow a lack of social convention. The death and despair that follows the experiments and mad science of Victor Frankenstein and Dr. Jekyll is a result of their poor moral choices as a result of the lack. Further, the fate that befalls those around them is a result of their actions and in both cases, their actions result in their own deaths. In this way Lack of social convention leads to the worst parts of human
While school may teach lessons, they are certainly not valuable life lessons. Harper Lee’s To Kill A Mockingbird repeatedly shows the ineffectiveness of the education system in a child’s morals. To Kill A Mockingbird takes place in the Great Depression era in Alabama, where education was not the best. Teachers would only seek to teach their classes average, everyday lessons rather than valuable life teachings. Throughout the novel, Scout and Jem learn more and more valuable life lessons through real life scenarios than they ever would have ever learned at school.
As I could become more familiar with the topic, and turn more confident with a lot of time discussing with instructor, I will have an opportunity to improve skills and enable to get a good degree after finish the seminar class. Likewise, I will learn deeply academic way to explore topic, identify and sort out of many problems and misunderstanding while writing about thesis. Thirdly, one of the most important things while taking the class is group work with other classmates. When several foreigner students attend same seminar class together, it can be call team building experience. To begin with, after reading carefully the outline of all class, seminar class provides presentation and discussion with group work, so I can hear different information from different speaker, and when members are exposed to introduce new information, debates the specific issues related to the topic, the result will come up with the greatest resources to help for the thesis.
My primary destination was to fulfill the English requirement to complete my degree, but in the meantime, it has become my focus to improve my composition accomplishments. Writing composition for me is a scary feeling, especially at the university level. Getting word to write papers is fairly new to me and very intimidating. One of the most difficult things to overcome is writer’s block, hence the reason it took me a few months to submit my first assignment. I was always afraid of the mistakes I would make in grammar, or not have anything to write in my essays.
I began my observations while the students were finishing writing their papers and beginning to present their TEDtalks, but through speaking with Ms. Ferguson, I learned that the lessons before the involved instructional time where they learned and reviewed different sections of opinion essays, to teach them how to construct their essays. Two new components they learned, were counterpoint arguments and thesis statements. Students were given handouts to help with outlining their essays. Once their essays were written they would peer edit with two classmates and then with Ms. Ferguson. Then students created PowerPoints based on their essays and presented their TEDtalks.
However, we have only seen small parts of the big disaster we will face in the future such as storm and floods so many people are still not aware of how dangerous this is. Vietnamese people need to think more out of the box. IV.Personal perpective I, as a student, am lucky since I have many opportunities to receive knowledges about environmental problems and global warming from my teachers at school. That is why, I know how serious the problems are and I am actually scared of the results. Sometimes I get to see presentations and lessons about these issues, a feeling inside me says that we HAVE to do something instantly, if not we won’t be able to fix it.
I have chosen a Lesson Plan as my artefact from my Micro-Teaching experience that demonstrates how I successfully engaged with pupils in order to develop effective, creative and imaginative strategies that promoted individual and shared learning. The lesson plan I have chosen is from Week 8 when I thought the first-year students on the topic of brass. For the purpose of this essay I will highlight how the activities I used in my lesson plan engaged with pupils where examples of effective, creative and imaginative strategies that promoted individual and shared learning. In the essay I intend to describe the relationship between my lesson plan and the outcome I have chosen. It became evident throughout the Micro-Teaching experience that a lesson
Visual learners remember best what they see, viz pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners gather information and memorize the same through written and spoken explanations. Everyone learns more when information is presented both visually and verbally. These learners can help themselves in study by searching images, diagrams, pictures, etc. to understand better while verbal learners can take their friend’s help by asking them to read out or explain the concepts.
Discussion can also play a part in practicing comprehension strategies. When students discuss a text, they are expected to share what they were thinking and questions they had. This allows the students to explain what strategy they used and how it impacted their understanding of the text. When students witness other students successfully using a comprehension strategy, they are gaining an understanding of how to use the strategy in their own reading. They will model what their peers have expressed as beneficial, and try to use the strategy for the next discussion (Palincsar & Brown, 1984).
She proposes a range of approaches to advance pragmatic alertness. Instructors can urge students to consider in which way a certain speech act varies in their own language. This might result in classroom-led deliberations and, for more developed students, gathering facts outside the classroom. Researches paying attention to teaching C and CR as part of students’ pragmatic competence go around Holmes and Brown (1987), who advanced a variety of tasks to make the acquirement of both pragmalinguistic and sociopragmatic competence easy. The purposes of tasks were to identify and create Cs as well as CRs.