However, the book provides a first hand look into the mind of a person questioning racism despite society’s idea of it, as well as an educational opportunity for students to briefly learn about the struggles of living in that time period. Furthermore, it surfaces a feared discussion on racism and therefore it should be read in classrooms across America. To begin, the inclusion of questioning racism in Twain’s novel serves as a record of the changes in society following the Civil War. The argumentative article, “Why Huck Finn Belongs in the Classroom,” by Jocelyn Chadwick highly praised this action. Jocelyn Chadwick stated that Twain used his writing to show that he understood that racism was wrong.
It was very easy for me to get carried away with making sure I hit all the key points of the lesson, and I kept the kids much longer than their cognitive loads can endure. Another thing I noticed is that many of our students were more behind grade level than I originally thought. Many of my students were unable to articulate their ideas very well and especially unable to write down their ideas – only one student was able to complete the writing portion independently; with five others being able to complete the sentence within the allotted time with teacher or peer help. I think what I could have done better is to do some scaffolding steps with my students. I provided them with examples of what I wanted for them to do, but I did not explicitly model or scaffold the steps to get to where I wanted them to be.
Disliking Books Summary Carl Roger’s once said, “The only person who is educated is the one who has learned how to learn and change.” In Gerald Graff’s, “Disliking Books”, Graff describes his academic and intellectual upcoming through his experiences with literature in school. Graff, an English major from University of Chicago and Stanford, was not always the scholar that he is now. Growing up in an unforgiving environment like Chicago often threatened Graff with menacing situations including the risk of being beaten by fellow peers if he was perceived to be knowledgeable or involved in his school work. Nevertheless, Graff’s encouragement at home and latent desire to be well-informed supported him through his adolescence and through college
To Write Well or to Not Write Well In the article The Writing Revolution by Peg Tyre, the far too common unfortunate example of a school system failing to equip its students with the proper writing skills necessary to be successful students is examined. While this failure is a phenomenon that ails students worldwide, I was fortunate enough to receive a high school education that excelled in this area and helped prepare me for college and beyond. The first method my school used was to assign mandatory writing assignments every week, which forced me to practice repeatedly and prefect the skill. Additionally, on each assignment my teachers provided me one-on-one meetings to discuss the paper content, which allowed me to receive personal feedback
My greatest strength relies on my adaptability, as I create solutions to novel problems through repurposing the resources that I possess. Within class, the prime example of this strength lies in the reading analysis essays throughout the year, specifically with the one concerning Pudd'nhead Wilson, as while I read the book, I marked the pages with the most significant quotes relating to character analysis or central message. In writing the essay for Pudd'nhead Wilson, the prompt required an essay supporting, refuting, or qualifying that "social justice breeds irony." With my marked pages, I could quickly access the most important quotes from the book, and my adaptability allowed me to connect the examples of character motivations and the work's
After reading the Invisible Man we had to write an essay, and what was great about this is that we had to brainstorm our own thesis (something that I have never done before, usually the teacher provides the student with the thesis) but everyone had a different view on the book. This was a great way of challenging the class as seniors. With writing our own thesis we had to argue and support one’s thinking so it would make sense to the
The biggest headaches I get are from those students who have no training and no experience—yet they’re certain they have a divine gift or instinct for executive protection. These students are trainable, but they might have to repeat the class after some field experience to really understand what is new and different about this discipline. Repeating my classes is always free, and some lessons are much more real to students the second time around. I have a great track record with the quality of students who have come through my school. Nearly all are motivated to help others.
Most of my close friends I had all through school were very good right away at getting their work turned in, after I finally realized that it made me want to sort of be like them in sort of a competitive way where I wanted to be able to keep up with them academically. I also learned quite early that I don’t like group work or projects, mainly
I think without the knowledge from this class I would not have done as well as I did on that paper. That is why I am grateful for this class because it helps me write papers for others classes and do well. In the end, Dual English Comp has caused me a lot of stress but it has also opened my mind up to writing a successful college paper. I learned new things from writing a thesis to the correct apostrophe positions, to how to cite things correctly. My high school English class never taught me any of the things I have learned in here, so now I can proudly say when I go off to college that I know how to write a college academic essay because of Dual English
It is difficult to teach a topic if students cannot it relate to their everyday lives. Students and teachers both need to be motivated so learning can be effective and worthwhile. Finding students strengths and weaknesses can help us as teachers find ways to use different learning approaches to help our students succeed. Overall, growing up literacy was very much imbedded into my everyday life with the help of my grandfather. Today I still do a lot of reading but not as much as before do to working and schoolwork load.