In this essay, I have created revisions on two essays that will be described throughout this essay. The first essay is the Summary and Critical Evaluation which is about summarizing, paraphrasing, quoting, and forming a critical evaluation in part two of John Hubner’s book. The second essay that I have chosen is the Causal Argument which focuses on making a claim about a cause that is also in John Hubner’s book. The one reason why I chose these two is because it demonstrates how I develop over time. In my middle school, the teachers didn’t focus on helping students get better in their education instead just focused on children who misbehaved. So when I started at high school, it was challenging, especially that I went to a school that made every grade level take all AP classes.
All of this leads to obsessing over disciplining and having high test scores to compete with other school around the area. In Finland, they have no standardized tests that students need to take. When people are in trouble in Finland, an approach is taken to help them and support them. This is different in America. This supports the example of Harold as none of the teachers at the school took the approach to help Harold or even to support him. Many accusations were said that Harold is the problem and not the teachers. However, as Rose took a stand for Harold and helped him as he started to give up. With the standardized testing, it puts students with similar scores in the same classes. From this, Millie was put in a remedial class which was stated as an average class. As the schools soon start to care about the results of the standardized tests, the school start to focus on math, science,and reading which leads kids to being the same. This makes school not fun and the students end up dreading on going to school. In Finland, not only do the school focus on math, science, and reading they also focus on other important studies such as the arts, humanity, and physical education. Focusing on it all gives the students the ability to become creative and be their own individual person. Ken Robinson also proves that giving students the individual attention that they need helps them thrive to meet the goals that they have in education. Ken Robinson claimed, “Education does not go on in the committee rooms of out Legislative Buildings, it happens in the classrooms and schools. And the people who do it are the teachers and the students. And if you remove that discretion it stops working” (TEDtalks 13:15). When a teacher teaches a student will learn. Taking the actions to actually
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
“It’s Harder Now to Change Student’s Lives, but No Less Important” isn’t just an average writing piece, it is a writing piece that truly catches the eye; Stephen R. Herr does this by not only portraying a strong, academic message throughout his words, he also eloquently places his words in such a way which significantly affects the piece as a whole. However, this was all not luck of the draw; Herr knew what he was doing from the beginning by knowing certain writing techniques such as focusing on a specific audience, knowing his own position, using rhetorical moves, and much more.
Unlike other novels John Steinbeck wrote his novel in a unique fashion. What made his novel unique was having two different types of chapters. His novel The Grapes of Wrath has two different types of chapters, intercalary and narrative. Both chapters come in pair first and intercalary chapter and then it is succeeded by a narrative chapters. Both types of chapters present the same idea. Since they come in pair, both chapters present the same idea exempt in a different manner strengthening that idea.
The second chapter, "Formative Years," is a delight for readers who, like me, enjoy hearing others' stories and how they got to be where they are today. This section gives an in-depth background on the context in which Horton and Freire grew up and the major influences on their lives. Some of the points highlighted in this chapter include Freire's concept of "reading words and reading the world" (p. 31), distinction between "having authority and being authoritarian" (p. 61), Horton's emphasis on the importance of learning from the people and from each other (p. 41), and their agreement that education is not neutral (p. 64). The stories provided by both authors to illustrate these points projects great examples for the reader, from which each reader can reflect back on our own history to identify how we came to hold the ideas we have today.
The central issue with the general education classroom teachers and Ms. Isabelle is that they were so willing to push Juanita onto Ms. Isabelle and not put any real effort or make changes themselves. That dealing with Juanita was a hassle that they were overall not willing to put up with, and that Juanita be put in special education even though she did not fit statistically wise.
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
Writing this evaluative essay is both beneficial to the teacher and the TCC English Department. The professor because she had given us a chance to critique her and tell her, her strengths and weakness of her teaching; it favored the English department because they now know how effective the textbook is and how effective this class is to the students actually taking it. Because I had a teacher who was willing to help when in need, English 111 wasn’t as hard as others portrayed it to be. I had a good professor, peers, and the writing center to help me with this class. I hope to continue to be successful in the second part of the course. Although I do not enjoy writing essays this is an essay I enjoyed writing.
I was placed into a school up to my educational standard, surrounded by students who were not better or worse than me. Yet Gatto might disagree by referring to point four of Inglis break down of the “actual purpose” of the school system: “…children are to be sorted by role and trained only so far as their destination in the social machine merits—and not one step further. So much for making kids their personal best” (3). I need to disagree with the author’s view point on this statement because, it was the perfect environment for me to rebuild my confidents in my educational abilities. Furthermore, because of exceling in my classes, my teachers saw my capabilities and moved me up into higher level of education. If I wouldn’t have been placed in this educational environment, I’m pretty sure it would not have rekindled my desire to pursue onto a track into higher education, of being my personal best, and to allow myself to dream
Green, B. Norton, S. (2011). APA reference list. Essay Essentials: with readings. P. 205-215. Nelson Education Ltd: Toronto, ON.
I learned that Narrative therapy helps a client to use their cognitive thinking by learning to look at a problem and themselves from a different perspective. Also, a narrative therapist helps the clients to build thinking positive with his/her own story. According to Nichols (2013), “Narrative therapist aren’t problem solvers. Instead, they help people separate themselves from problem-saturated stories (and destructive cultural assumptions) to open space for new and more constructive views of themselves” (p. 272). My understating of narrative therapy is that a client needs to stop being the victim/aggressor and be able to identify the problem as a problem. For example, I am always thinking
Kohn, Alfie. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. 1st.
Before I present all of my findings, I would like to inform you of why I initially chose this particular topic. Besides hearing the opening quote a million times , as a student in primary and secondary school
From each school, there has been a separate structure not just in the way the building is designed, but in the structure of classes and the societal dynamics. Murray Elementary was similar to an Elementary School, having one principal teacher teaching your subjects, there were societal divides but unnoticed to the young children. Then there was Oakland, the ground where a pre-civil war plantation, deliberate about when a person scrutinizes over the perception of morality, this young girl walking to classes by myself, this school struggling against the norms letting little second graders walk to classes alone and classes structured by skill level, not age. I recall that I was in math with boys and girls older in than me, in beginning grammar and writing and in a high-level reading and comprehension class. This school’s distinct methods of not just following the norms, but changing the norms of the school, helped create me. Society has norms, but they're universal, there are the norms of a school, but not all schools are the
They may argue that better technology, later start-times, or a change of curriculum is more essential to an ideal education. For instance, later start times are better for students’ health, because teenagers are not getting enough sleep due to the change of their sleep cycles. Better technology can help children learn a lot more in depth than before. A change of curriculum can help children interest them in subjects they never were before. Though it is true that they would help children get a more ideal educational experience, an admirable teacher is still much more important. Great teachers can provide a good future to their students unlike better technology, later start-times, or a change of curriculum. For example, in the second part of the research, Chetty, Friedman, and Rockoff observed the long term effects of a high VA teacher. Students who get high VA teachers tend to live better lives and make more money. “In the second part of our study, we analyze whether high VA teachers also improve students’ long-term outcomes. We find that students assigned to higher VA teachers are more successful in many dimensions. They are more likely to attend college, earn higher salaries, live in better neighborhoods, and save more for retirement. They are also less likely to have children as teenagers…replacing a teacher whose estimated VA based on three years of data is in the