Both IRE/F and WAIT can be used seamlessly throughout the classroom discussion times if you understand when to use one and also to extend the learning with the other. I see IRE/F as the most common way to communicate with students, as seen in Transcript 3, Mr. Weber initiates a response from a student, he may dip into analysis, but evaluates and continues with the circle of IRE/F. In the article by Lawerence and Crespo (2016) they state, “…we noticed how this pedagogical routine could discourage or restrict student involvement in … conversations” (5). This is a relevant point because the IRE/F circle is continuos and although can “be repurposed to strengthen social bonds among teachers and students, and to welcome students into the argumentation …show more content…
WAIT and wait time springboards classroom discussion forward as it builds upon IRE/F. As Lawerence and Crespo (2016) mention, “WAIT is consistent with the spirit of ‘wait time,’ during which teachers suspend their own talk to allow students to formulate their thoughts and feelings (e.g., Cazden, 2011, pp.94-95). Through such openness, teachers honor and affirm students’ contributions. Our heuristic amplifies this gesture by making practical suggestions for what teachers might silently think as inner speech during wait time, or publicly say and do as overt feedback on students’ responses” (8). Because if the routine of IRE/F, wait time is a strategy that forces educators to take the time to mentally and verbally step back. It takes great restraint on the teachers’ part to do this, and I have even had to count to three in my mind before taking answers. I have now told students to keep their hands down until they have thought about their answer. I do this to facilitate think time for them and wait time for me. I see this as a win-win in the classroom, as it facilitates better responses, and generates thoughtful …show more content…
Weber introducing trench warfare in lines 1-3 and relating it to going out on the football field and battle it out with Mr. Abbot’s class in lines 5-7 to engage his students as explained by Sherry (2016), “Weber’s question proposed a reframing of the classroom interaction as one in which students could ‘talk about something we all know.’ But it also cued to students that their talk would refer simultaneously to an actual past event that had happened to other people and to a hypothetical present scenario in which students, themselves, would be animated as figures” (179). As Mr. Weber poses his questions, we see more authentic questions from his students than Mr. Weber himself. Mr. Weber could have taken the entire classroom discussion to another level if he would have taken one more step back using the WAIT method. Lawerence and Crespo (2016), “envision that WAIT may be used by students - independent of IRE/F and without teachers’ immediate participation- to guide their responses to their classmates…”(9). I say this because he does let the students ask questions, yet he doesn’t analyze their questions and offer to include more ‘food for thought’, he has students repeat their thinking, but then does not praise their thinking; only responding with “Alright” (line 49). The students are not replying to each other, they are replying to please the teacher. Weber only generically praises the students at the end by saying in line 145 “ we had such
“Stop spacing out, Mr. Anderson,” Mrs. Sorun said, who had thrown a paper wad at my head. “Part of your grade is listening to what your peers have to say and right now you’re failing.”
... Paul's strong words, demonstrated through the author's talent, are denouncing the authority figures who were supposed to guide his generation into adulthood but instead turned the youth against each other in the pursuit of superficial ideals. The soldiers were simply the victims of a meaningless war. In conclusion, Remarque's firsthand encounters with trench warfare, Owen's vivid descriptions of the soldiers' experiences and Baker's touching accounts of the lives of historical figures, all state that there were no victors in war, only losers in a hopeless battle for territorial supremacy.
Imagine being in an ongoing battle where friends and others are dying. All that is heard are bullets being shot, it smells like gas is near, and hearts race as the times go by. This is similar to what war is like. In the novel All Quiet on the Western Front, the narrator, Paul Baumer, and his friends encounter the ideals of suffering, death, pain, and despair. There is a huge change in these men; at the beginning of feel the same way about it. During the war the men experience many feelings, especially the loss of loved ones. These feelings are shown through their first experience at training camp, during the actual battles, and in the hospital. Training camp was the first actuality of what war was going to be like for the men. They thought that it would be fun, and they could take pride in defending their country. Their teacher, Kantorek, told them that they should all enroll in the war. Because of this, almost all of the men in the class enrolled. It was in training camp that they met their cruel corporal, Himelstoss.&nbs most by him. They have to lie down in the mud and practice shooting and jumping up. Also, these three men must remake Himelstoss’ bed fourteen times, until it is perfect. Himelstoss puts the young men through so much horror that they yearn for their revenge. Himelstoss is humiliated when he goes to tell on Tjaden, and Tjaden only receives an easy punishment. Training camp is as death and destruction. Training camp is just a glimpse of what war really is. The men do not gain full knowledge of war until they go to the front line. The front line is the most brutal part of the war. The front line is the place in which the battles are fought. Battles can only be described in one word- chaos. Men are running around trying to protect themselves while shooting is in the trench with an unknown man from the other side. This battle begins with shells bursting as they hit the ground and machine guns that rattle as they are being fired. In order to ensure his survival, Paul must kill the other man. First, Paul stabs the man, but he struggles for his life. He dies shortly after, and Paul discovers who he has killed. The man is Gerald Duval, a printer.&n Having to deal with killing others is one of the horrors of war. The men who are killed and the people who kill them could have been friends, if only they were on the same side. The other important battle leaves both Paul and Kropp with injuries.
The students could hardly sit still during penultimate period the day before the long Columbus Day Weekend. The school was gearing up for the annual pep rally held during the last period of the school day before the Columbus Day Weekend. Lots of Calvary Hill teachers would stick it to the students before long weekends and vacations by giving tests and quizzes, others would give up the instructional time and let the kids watch a movie. Peter didn’t test or let the kids waste time with movies, he structured the time with games of Jeopardy and other fun activities that kept the kids engaged and thinking about the content material, while still having fun. When the final bell rang, the students could hardly believe that the period had flown by. They gathered up their materials and headed for the door.
The fostering of independent thought is sometimes forgone in today's educational system. At times, students are encouraged to just complete their assignment instead of thinking about what they are doing so that they may fully understand their...
Without reading Mike Rose’s detailed descriptions of his experiences as a learner a perspective teacher may never suspect that the quiet student in the class is daydreaming to avoid the material that he/she does n...
For some students, the time they have in the classroom is not enough for them to grasp the topic. While teachers usually offer a period for students to see them for extra help, some students do not have time for this. Most students have commitments outside of the classroom, such as m...
As indicated by studies from the National Assessment of Educational Progress, students fall short when it comes to critical thought and reasoning (Jasparro, 86). Because of the current classroom practices of rote memorization, “students are generally deeply habituated to passivity and low-level performance,” reports Linda Elder, executive director for the Center for Critical Thinking, who promotes the integration of critical thought into current curriculum. “Most [students] have no conception of what discursive reasoning is. Most have spen...
My higher education has been built upon the metaphor of school as war. I write papers to defend a position. To win my diploma, I have to defeat my opposition; the professors. If I survive, I can leave this institution with the victorious banner of my diploma, supposedly strong enough win the battle on the outside. I have been trained to recognize those signs that enhance my success and encouraged to disregard others which could provide an alternate metaphor; such as school as practice o...
When the time was up to stop writing, I looked around the classroom and noticed some of the students appeared a bit confused. The assignment was not a difficult one, not for me anyway. When the teacher began asking students to share what they had written with the class, it was interesting to find that only a...
Also it is comparing the war to a game, which is a euphemism as well as a metaphor. It is a euphemism because war is a very serious, dangerous matter; whereas a game is something that people enjoy and never get seriously injured in. By using this euphemism, Jessie Pope - the poet – lessens the severity of war, and makes her readers’ think of it as enjoyable, and something that they want to do.
All Quiet on the Western Front is the story of Paul Baumer’s service as a soldier in the German army during World War I. Paul and his classmates enlist together, share experiences together, grow together, share disillusionment over the loss of their youth, and the friends even experience the horrors of death-- together. Though the book is a novel, it gives the reader insights into the realities of war. In this genre, the author is free to develop the characters in a way that brings the reader into the life of Paul Baumer and his comrades. The novel frees the author from recounting only cold, sterile facts. This approach allows the reader to experience what might have been only irrelevant facts if presented in a textbook.
Is thinking for one’s self worth potentially having the wrong answer? Would it be worth it for students to go through school without having to think for themselves? In the articles “Learning by Heart” by Susan Tanner and “Diagnosing and Treating the Ophelia Syndrome” by Thomas Plummer it examples how children were taught from a young age to answer questions routinely, the way the teacher prefers. The issue with this is that the student never develops the ability to think for themselves. The articles discuss the different advantages and disadvantages for developing this skill. They provide steps and resources for one to reach independent thinking. The articles explain the positive and negative advantages of memorizing and reciting past writings. These articles share that individual thinking and memorization will help students learn more efficiently.
“There is a need to address the fundamental issue of how the thinking of these children can be made more effective, also a...
The students who disapprove of morning assembly argue that assemblies can be time-consuming and tedious and that the weather conditions outside can distract them from paying attention to the announcements. When the weather is hot outside, students claim that it is difficult to concentrate on the announcements. On some occasions the assembly lasts more than the ten minutes it is allotted and it can make students late for class. “Morning assembly is painfully long and boring and is an unnecessary tradition that I think should not be continued,” truthfully states Taylor Giorlando-Wall, a current junior at Jesuit High School. Many students believe t...