Acquiring Knowledge
Knowledge is a learning process that lasts a lifetime. According to Webster's Dictionary, knowledge is the fact or condition of knowing something with familiarity gained through experience or association; the acquaintance with or understanding of a science, art, or technique. Knowledge is gained in many ways; books, teachers, lectures, videos, communication, social interaction, and cultural awareness. There is a wide range of choices where knowledge can be acquired. Knowledge is attained at the highest level when there is student willingness, teacher desire and parent involvement. Each, parent, student and teacher must allow guidance, inspiration, and a common ground in order to profit from knowledge.
Knowledge begins in the home and school. School is where the children learn what needs to be attained by observing, listening and writing. The challenge for children is to retain the information that they have learned and apply it to their homework. Some children have parental support to help them understand their homework. These parents most likely read with their children and expect them to continue their education after they graduate high school. The majority of these children have a parent or parents that have time to sit down with them and spend quality time. This quality time is crucial to the student's education by allowing them to see that education is important. While on the other hand parents that work double jobs, in order to survive don't have that quality time to be able to help their children with their homework. Or some parents don't understand English and are unable to read therefore, the children are left without help. These parents probably wish for their children to continue their learnin...
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...ide guidance and knowledge in a manner that will enable the students to express themselves in an openly fashion and want to continue higher learning. We must take into consideration that each student has different needs that should be viewed and taken into attention when applying lessons. Remember, these students are our tomorrow's leaders. I leave you with a quote from Zawodniak, "When we recognize the necessity of mutual involvement, students and teachers can work together to achieve a pedagogy that is truly student-centered"(131).
Works Cited
Hooks, Bell. "Keeping Close to Home." In the Presence of Others. ed.Andrea Lunsford and John Ruszkiewicz (1997), 92
Zawodniak, Christian. "Teacher Power, Student Pedagogy." In the Presence of Others. ed. Andrea Lunsford and John Rusziewicz (1997), 126,130,131
Webster Dictionary. Internet. WWWebster Dictionary
parents may not have an education or language skills to help their child with their homework
Red this color can symbolize blood, passion or danger. Irony is another technique used in the story to give it a better understanding. Irony is said in a sarcasm way, twisting the actual meaning. It is the opposite of what is intended. Saying the same thing but with a different idea/meaning behind it. For example it’s very funny when people go to McDonalds and order Big Mac, extra large fires, and a diet coke. Another example is when someone states “ oh great!” now you broke your arm, there is nothing great in breaking an arm.
Knowledge according to Merriam- Webster’s dictionary is “acts, information, and skills acquired by a person through experience or education.” Rene Descartes saw knowledge being attained through deductive logic and would disagree with this definition. Charles Peirce’s pragmatic approach on the other hand is the reason we have that definition.
Faulkner exposes a very familiar idea in “A Rose For Emily” in a way that is individual and unlike any other story. Had the point of view been from any other perspective, the entire story would have been different and probably wouldn’t create the feeling of mystery that it does. It is the extremely unusual point of view that makes the tone, characters, and central ideas incomparable to other stories.
Contrary to the popular belief of homework leading to parent and child bonding, research supports that it tears families apart. Fran Moriarty, in her article “Reasons Why Students Should Not Have Homework” explains that kids are upset, and “whining, crying, and disparaging remarks unsettle a peaceful home life” (1). With very little time to do anything other than schoolwork, kids often only see their parents for help in school. A leading figure in the field of education and human behavior, in his article “Down With Homework”, dictates that, “Many mothers and fathers spend ev...
Some people would argue that homework should not stay in schools because it decreases the amount of family time. They say that when a child is doing homework, it decreases family time because that child is not involved in the family but the homework (“Teachers…”). This theory has been proven wrong; in fact homework actually increases family time. Family time increases by the encounter the parents and children have while doing homework. It brings them together by how the children ask for help on their homework (5). The child will ask their parent or siblings to help them, and that will spark the family time. The parents will try to help and will not stop till their child understand how to do it. While helping with their child’s homework the parents can ask how their day went, and how that certain class was. Engaging in conversation always increases family time. Not only will they get to talk to their children, the parents will be informed of their child’s studies and how good or bad they are doing in school. Which proves that homework increases family time.
Although the living conditions of children are getting lot better than when we were kids, the children study more time than we did. The pupils have to get up at earlier than 7 o 'clock to make sure they won’t be late for school. Not only have that, these pupils still had to participate in various after school program, and a lot of variety of training during the weekends. The most pressure is homework. As a summer school teacher, I always can hear kids say that the teacher gave them too much work, had to spend two hours a day to compete the homework, and have no time to play. Is it too much pressure for the kids? That is the question for most of the parents. What should the parents as should do to let these children relax and do not have that much pressure? The author of Help Children Form Good Study Habit, Erika A.Patall points out those parents should not help children do their homework because they need their own practice. Not only that, the author of The
Faulkner, William. “A Rose for Emily.” Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. X. J. Kennedy and Dana Gioia. 12th ed. New York: Pearson, 2013. 549-51. Print.
Symbolism is something that represents more than what it really is. It is often by authors in their writing to give it more emphasis. For example:" In life there will always be peaks and valleys" meaning in life there will be ups and downs but we should enjoy the peaks and fight through the valleys. Objects can also be a form of symbolism such as The Bible, it represents more than just a book. It represents Life, Church, Religion, and the life of Jesus Christ and what he stood for. Irony is like a twist or words or the opposite of what is intended. For example: Laughing at someone that just slipped and fell, then later you find yourself slipping and falling is a form of irony. Irony is found in real life situations as well as writings. Symbolism is a technique that gives authors a better story and shows objects as more than what they are. They use techniques like this to catch the reader’s attention.
Helping with homework and discussing topics in which the child may be having difficulty with can help them perform better in school. Parents need to be more aware that the time spent at school may not be enough for students to receive proper teaching instructions. There should be some interaction with studies outside of school hours. Unfortunately, for students who are at a socio-economic disadvantage often struggle in school, particularly if parents lack higher levels of education. In the book, Savage Inequalities: Children in America’s school, Kozol (1992) believed that, “the poorest parents, often the products of inferior education, lack of information access and the skills of navigation in an often hostile and intimidating situation to channel their children to the better schools, obtain the applications, and help them get ready for the necessary tests.” While parents are receiving the necessary information regarding their child 's education, they are not responding because they either did not understand the purpose nor did they investigate it. It’s not that many parents don’t care to know, they just seem to lack the understanding or
But what is this “knowledge”? The dictionary defines knowledge as “facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.”1 However, the whole idea of knowledge differs from person to person. In todays world, knowledge is of many types and is very complex and variable. The two main types of knowledge are Personal Knowledge and Shared Knowledge. Personal knowledge refers to the knowledge one acquires by acquaintance and first hand experience. It is gained through practice, personal involvement and observation and is influenced by one’s circumstances, values and interests. One’s perspective is both influenced and contributes to one’s personal knowledge. On the other hand, Shared knowledge refers to the knowledge possessed by more than one person. It is clearly structured as it is a product of many people and has been agreed upon by many people. It is also influenced by the diverse cultures present within the communities and reflects the attitude of the society towards the different areas of knowledge.
Three key elements link William Faulkner's two short stories "A Rose for Emily" and "Dry September": sex, death, and women (King 203). Staging his two stories against a backdrop of stereotypical characters and a southern code of honor, Faulkner deliberately withholds important details, fragments chronological times, and fuses the past with the present to imply the character's act and motivation.
With lifelong effects, teachers impact the quantity, quality, and overall enjoyment of the educational experience. Their effect dilutes itself the classroom, into present life, and even the future. In the classroom, they mold and guide youth in their lifelong quest to search for the truth and their own voice in the world. Yet their influence does not stop at the classroom door. In fact, teachers have a profound impact on morals, creativity, and even politics. "Teachers always have the power in the class," Christian Zawodniak discusses in , "I'll Have To Help More Of You Than I Want To." They hold the grades and students usually perceive them as holding the knowledge too (Zawodniak 124). But how should a teacher exercise this bestowed power? Is a forced learning environment more beneficial or is a cooperative pedagogy more productive? With diverse students and unique learning needs, it is difficult to identify one or the other as more advantageous. However, I will attempt to explore the benefits and disadvantages of both, as well as how they can be combined or compromised in a delicate balance. Although I will strive to stay neutral and merely present the options, I may also occasionally include my own personal experiences.
As Boekaerts and Corno pointed out in 2005, although teachers set goals and expectations for homework, students must independently complete homework by practicing self-regulatory and responsibility. Behaviors such as planning, inhibiting distractions, persisting at difficult assignments, organizing the environment, overcoming unwanted emotions, and reflecting on what they have learned are developed in the process of complete an assigned homework. “Children who complete homework outside of school often develop an aptitude for academic work through extra practice and are responsible for regulating their own behavior, making homework a classic form of self-regulated learning” (197). Other researchers such as Zimmerman, Bonner, and Kovach acknowledge that these skills (responsibility and discipline) promote positive behaviors that, in addition to being important for academic pursuits, generalize to other life domains. “Because homework generally requires students to complete tasks with less supervision and under less severe time constraints than is the case in school, home study is said to promote greater self-direction and self-discipline attributes apply to the nonacademic spheres of life as well as the academic” (1). Furthermore, not only does homework instill positive attitudes that would last a life time, it also brings families closer together and strengthens team work amongst them. In Hoover Dempsey’s article titled The Motivational Benefits of Homework, “teachers can use homework to increase parents' appreciation of and involvement in schooling” (2).
These activities, not homework will ensure that our children are happy and competitive in a highly competitive world.” (Bennett and Kalish). Homework may cause more harm to students and children at such an early age rather than having a positive effect. Others claim that homework regulation is a serious matter that should have parents more aware of this issue. If teachers would either regulate the amount of homework they assign, then students would actually be able to enjoy their school years before entering the working