Carolyn Foster Segal, a Pennsylvanian English teacher, wrote “The Dog Ate My Flash Drive, and Other Tales of Woe.” Segal explains that her students don’t follow her class syllabus and sign on her door about late work. Her students insist on putting their efforts into making excuses rather than doing the work. She mentions that there are certain topics that the excuses fall under. Segal begins to list different scenarios that her students have come up with. She mentions that she has had excuses from coughing up blood, to relatives dying, to a chainsaw accident. Segal wrote this essay in order to give the reader a visual of all the excuses she receives. The students overstate their excuses. Segal already knows that their stories are not sincere.
The author’s purpose in this strong lines is to inform his childhood experiences, explain how he motivated himself and criticizing about the work that teacher have been doing. In the first strong line, the author is trying to inform the fact that he had been rejected, but he make it to be an obsession and kept going to rewrite. He defeated all of the disadvantages and stand out for himself to show the guts that he put into his own life with motivations and hope. He’s also criticizing and complaining about the works of teachers that needed to improve. Teachers need to understand how their students learn in the classroom and not by torturing them by their mistake like commas, period or misspelling, and make them feel like they are less then
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
In the case study, Jim Colbert, a third grade teacher, struggles to help a boy named Carlos. This Public School 111 was located in a metropolitan, run down neighborhood. The school was surrounded by drug dealers and trash. However, the inside of the school was bright and welcoming. Here the students were placed according to their abilities, and Jim had a 3-A class for the high achieving students. Jim had a routine that he followed every day. He would take the learning and apply it to the student’s lives with practical examples. To begin the day Jim would go through the homework with the students, and here he began to notice that Carlos was misspelling many of his words. Carlos comprehended the readings, but he was behind in his spelling. Jim talked with the other third grade teacher, Paul, about Carlos. Then, he talked to Carlos about the problem, asking him if he could get help at home. Here Jim discovered that Carlos would get little to no help at home. Jim sent home a dictionary with Carlos so that he could check his spelling, and he saw
Toni Cade Bambara’s THE LESSON and David Adams Richards’s DANE stories each describe the lack of quality education and social inequality. Both these collections of stories focuses on children, and readers are able to see the effect of social and economic disadvantage to children and its long term effects. The author uses the paperweight to symbolize the importance of education in the story THE LESSON, the price of their future is going to be something that will have to strive for and look their past current dwellings. Each of two stories details the life and times of group of kids from the point of view of main characters. Bambara’s narrator is portrayed as a strong minded individual at the end of the story while Richards’s narrator, on the
This lesson focuses on the dependency of students. Mr. Gatto explains that, Students come into class and sit on any empty chair believing that 's all their required to do, and that they 're right for thinking that because students ' are assessed by the work teachers provide them, which makes them feel like the only thing they need to do is obey orders. This is the reason why students lack self-evaluation, self -motivation and self-criticism.
First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to “daydream to avoid inadequacy” (Rose 19).
Imagine turning into someone unrecognizable and watching as your life rips apart, a life that you worked so hard for, because all hope is lost. You have hit the bottom of “the well of life”, and deep inside this “well of life” you understand it’s all because of students.
...and walked home.” Collins contrasts the students’ misbehavior with the teacher’s ignorance, thus implying a relationship between the history teacher’s inability to teach his students and their ensuing misbehavior.
In Mary Sherry’s short story “In Praise of the F Word” Mary discusses that today’s education is cheating our children and future employers by passing children before they are ready to leave our education system. Mary is a teacher of an adult literacy program, who before would blame divorce, drugs and other problems for children not doing well in school. Mary learned by her experience with her son that one of the most effective ways to motivate a young student is by allowing the student to fail. Because teachers would pass students so easily, Mary believes students do not feel motivated to do the best that they could. Mary believes if “Flunking” was made a normal thing the fear of failure would stop students from cheating themselves and focusing more on their education. I believe that many students including myself, can benefit from Mary’s theory that failure should be a tool used by teachers to motivate students.
Days passed and very little students had volunteered. “Only two student? “ said Principal Green. Ms. Pillsbury answered “Yes only two, the kids are scared. You know what they do to our people.” “ Yes but this is the chance of a lifetime they just need a push, please call these kids to my office,” said the principle as he scribbled the names of 8 kids on the
Carpe Diem! An English professor begins his senior student’s last year of high school english with this simple phrase. In most cases a brand new professor’s views on life would affect a group of arrogant and emotional teenagers, but John Keating had a certain charisma that convinces them to listen. Through months of life lessons and unconventional classwork, Mr.Keating manages to give some, such as Neil Perry, Charlie Dalton, and Todd Anderson, a whole new perspective on the world around them. Others, like Richard Cameron, do not heed his advice and continue life without his wisdom. Mr.Keating gave his class a bone full of knowledge, and only a few chose to suck it out.
In Conclusion, I think teacher’s shouldn’t be like a “wild animal “or impetuous (294). Teachers should not be abusive like the teacher in the essay. I believe if we can be encouraging by telling a student that they did good, but they need to work on a particular part. Instead of belittling them, ask them engaging questions to get them to expand their minds, or to think more provokingly that would have a bigger effect. If we find that balance in the “force” and fight for it and for our students we can have a positive effect and still be cool.
Up north at Chico State University, a young man confessed to his friends that he sends his rough-draft essays to his mother for "proof-reading." His mother essentially woul...
Ms. Gruwell is a teacher who doesn't abandon the students, on the grounds that she trusts them. Alternate teachers dependably quit the occupation, due to the students. Be that as it may, if a teacher doesn't demonstrate the students respect, they never offer respect to the teacher either. And after that Ms. Gruwell comes to the class, she has a goal with these students, and she needs the students to succeed. Erin makes the students understand that they very nearly have been through the same things. A case for this is the line-exercise, when Erin said an inquiry and the students ought to venture on hold in the event that they had been through this. Erin never abandons them; she might want to make them feel exceptional.
A ‘janitor’ sat in the chair, or maybe he was a teacher. His stretched and crumpled coat was strewn over his chair, his trousers two sizes too small, held up around his frail waist by a thin black cord. His briefcase lay on the floor in near disrepair, with papers and rubbish overflowing, betraying many battle scars of failed expeditions. The complexion on his freckly face revealed a person who had attempted to comprehend the list of ‘to-dos’ set out by my teacher. The first 30 seconds of class and I was already instinctively sceptical.