Javiera Pavez P.
May 31st, 2009
Language IX
Crystal Hickerson
How teachers affect students’ learning process inside the classroom
Deniz Salli – Çopur, a Turkish teacher, in her article “Using Anecdotes in Language Class”, argues that “anecdote often have an emotional component such as happiness or sadness, excitement or embarrassment, or amusement or disappointment” (2008, p. 34).
The provided arguments in the text allow me to agree that the author with her nonscientific research based only on what happens in real life in different schools, strongly believes that the use of anecdotes as a technique to gain students attention and interest could also create a context of learning full of meaningful and memorable facts.
The article follows pieces of argumentation about the usefulness of anecdotes in the language class, where we are attracted to follow the sequence of how, when and why to use anecdotes during the lesson.
This article is based on many researchers’ works which allow Salli-Çopur to have complete and reliable arguments that support his ideas. There are six narrative elements of an anecdote which are focused on the way they should work, how relevant are they, what make the anecdote interesting and the signs of an anecdote such us key words to introduce an anecdote. Moreover, talking about the use of anecdotes in the class the author states that “teachers usually have an additional intention in mind: teaching objective to describe, explain, clarify or emphasize an aspect of language or content” (2008, p. 35). Here we can say that there are different groups to describe anecdotes; one is focused on the ones which are planed and come up to the lesson as a part of it where an exercise will come next to it. Then, there are anecdotes that are part planed and part unplanned, where the anecdote appears into the lesson because the teacher had it in mind but he/she tells it with improvised words in a certain time of the lesson. And, the last kind of anecdote is the one that is absolutely not prepared or thought previously, they come up naturally during any part of the lesson.
Every anecdote is accompanied by results that allow the teacher to say if the anecdote is beneficial or not in the language class. Some benefits the author explains have to do with the statement that “anecdotes are one of the most economical, easy, and enjoyable ways to introduce meaningful language an content, to practice language skills and sub-skills, and to help manage classes of various ages and proficiency levels” (2008, p. 36).
The benefits that the author provides are based on her experience on using anecdotes in her classes. Those benefits refer to the importance of having an interesting way to call students’ attention. On the other hand, students can also add their own experiences which allow the discussion, the sharing of mutual feedback, the reinforcement of students’ story telling skills, conversational skills, the improvement of their cognitive skills, their ability to synthesize and withhold information, and finally the reinforcement of the students’ ability to have friendly relationships between teacher-student and student-student.
This article is effective in the way teachers realize that the benefits of the use of anecdotes in the lesson and teachers are able to practice their sense of humor or at least star using it. I think it is a well organized article but which could include more evidence that will help the understanding of having planed lessons and adding information that is connected and relevant to the main topic of the lesson.
In conclusion, I think the author’s argumentation that the use of anecdotes can help to gain students interest and to create a meaningful and memorable context of learning, improve our conception of the importance of sharing experiences with students and to make an enjoyable lesson when students and teachers feel a connection after shearing mutual anecdotes.
References:
Deniz Salli-Çopur. “Using Anecdotes in Language Class.” English Teaching Forum 46.1 (2008): 34-39.
domingo, 31 de mayo de 2009
lunes, 11 de mayo de 2009
Corrected Annotated Bibliography
What Teachers can do to improve test scores.
Burns, David. “Will I do as well as on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008) : 1-19. In the article Burns, a teacher λ an author of several books and articles, expresses the idea that students’ anticipations about their results in an exam will depend on their performance. The author supports his declaration by giving some arguments which support his proposal by saying the students’ anticipations of results in a test may be affected by the time they spend on preparing the exam and the effort they put on preparing it.
Even though his arguments about students’ anticipations are strongly supported with evidence, it is necessary to say that those arguments lack of suggestions about how it improve students’ expectations in the case it is necessary.
There are some factors which could contribute in order to have high and low expectations of the result in an exam. According to that, the author states that students tend to find out the causes of their fails in the exams and try to give solutions for the next performance in a test.
Burns also suggests that students who anticipate a high performance, reflected in a high grade on the exam, will think that their performance in the exam could be a sign of the preparation and effort they put on it.
Burns, David. “Will I do as well as on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008) : 1-19. In the article Burns, a teacher λ an author of several books and articles, expresses the idea that students’ anticipations about their results in an exam will depend on their performance. The author supports his declaration by giving some arguments which support his proposal by saying the students’ anticipations of results in a test may be affected by the time they spend on preparing the exam and the effort they put on preparing it.
Even though his arguments about students’ anticipations are strongly supported with evidence, it is necessary to say that those arguments lack of suggestions about how it improve students’ expectations in the case it is necessary.
There are some factors which could contribute in order to have high and low expectations of the result in an exam. According to that, the author states that students tend to find out the causes of their fails in the exams and try to give solutions for the next performance in a test.
Burns also suggests that students who anticipate a high performance, reflected in a high grade on the exam, will think that their performance in the exam could be a sign of the preparation and effort they put on it.
Corrected Book Review
DIFERENCIAS INDIVIDUALES EN EL APRENDIZAJE
Personalidad y Rendimiento (S) escolar
By W. Ray Crozier (247pp. Narcea)
It is common to find in many education debates comments such as education should be the same for every student in terms of quality and priorities λ. Some educators state that it is necessary to follow a common curriculum, but others think in a different teaching method as the best way to make education better.
This book exposes and studies very recent investigations where the differences of personality are shown and which contributes significantly to the experiences of the educational process. Moreover, the author carefully examines the 5 aspects that affect the learning: aggressiveness, anxiety, motivation, self-confidence and shyness.
This book is a valid tool to every person interested on education, like teachers and students. Moreover, the two chapters allow the reader to have a complete idea about what the main ideas are of the personality versus learning.
Throughout this book I found interesting the importance that it gives to the students' performance in the lesson and it helps me to find some answers to which the factors that affect the student's performance in the school are .
Personalidad y Rendimiento (S) escolar
By W. Ray Crozier (247pp. Narcea)
It is common to find in many education debates comments such as education should be the same for every student in terms of quality and priorities λ. Some educators state that it is necessary to follow a common curriculum, but others think in a different teaching method as the best way to make education better.
This book exposes and studies very recent investigations where the differences of personality are shown and which contributes significantly to the experiences of the educational process. Moreover, the author carefully examines the 5 aspects that affect the learning: aggressiveness, anxiety, motivation, self-confidence and shyness.
This book is a valid tool to every person interested on education, like teachers and students. Moreover, the two chapters allow the reader to have a complete idea about what the main ideas are of the personality versus learning.
Throughout this book I found interesting the importance that it gives to the students' performance in the lesson and it helps me to find some answers to which the factors that affect the student's performance in the school are .
viernes, 8 de mayo de 2009
Book Review
DIFERENCIAS INDIVIDUALES EN EL APRENDIZAJE
Personalidad y Rnedimiento escolar
By W. Ray Crozier (247pp. Narcea)
It is common to find in many education debates comments such as education should be the same for every student in terms of quality and priorities. Some educators state that it is necessary to follow a common curriculum, but others think in a different teaching method as the best way to make education better.
This book exposes and studies very recient investigations where the differences of personality are shown nd which significatelly contributes to the experiences of the educational process. Moreover, the author carefully examines the 5 aspects that affect the learning: agresiveness, anxiety, motivation, self-confidence and shyness.
This book is a valid tool to every person interested on education, like teachers and students. Moreover, the two chpaters allow the reader to have a complete idea of what are the main ideas of the personality versus learning.
Throughout this book I found interesting the importance that it gives to the students' performance in the lesson and it helps me to find some answers to which are the factors that affect the student's performance in the school.
Personalidad y Rnedimiento escolar
By W. Ray Crozier (247pp. Narcea)
It is common to find in many education debates comments such as education should be the same for every student in terms of quality and priorities. Some educators state that it is necessary to follow a common curriculum, but others think in a different teaching method as the best way to make education better.
This book exposes and studies very recient investigations where the differences of personality are shown nd which significatelly contributes to the experiences of the educational process. Moreover, the author carefully examines the 5 aspects that affect the learning: agresiveness, anxiety, motivation, self-confidence and shyness.
This book is a valid tool to every person interested on education, like teachers and students. Moreover, the two chpaters allow the reader to have a complete idea of what are the main ideas of the personality versus learning.
Throughout this book I found interesting the importance that it gives to the students' performance in the lesson and it helps me to find some answers to which are the factors that affect the student's performance in the school.
viernes, 24 de abril de 2009
Annotated Bibliography
What Teachers can do ti improve test scores.
Burns, David. “Will I do as well as on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008) : 1-19. In the article Burns, a teacher an author of several books and articles, expresses the idea that students’ anticipations about their results in an exam will depend on their performance. The author supports his declaration by giving some arguments which support his proposal saying the students’ anticipations of results in a test may be affected by the time they spend preparing the exam and the effort they put preparing it.
Even though his arguments about students’ anticipations are strongly supported by evidence, it is necessary to say that those arguments lack of suggestions about how improve students’ expectations in the case it is necessary.
There are some factors which could act in order to have high expectations and low expectations of the result in an exam. According to that, the author illustrates that students tend to find out the causes of their faults in the exams and try to give solutions for the next performance in a test.
Burns also suggests that students who anticipate a high performance, reflected in a high grade on the exam, will think that their performance in the exam could be a sign of the preparation and effort they put on it.
Burns, David. “Will I do as well as on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008) : 1-19. In the article Burns, a teacher an author of several books and articles, expresses the idea that students’ anticipations about their results in an exam will depend on their performance. The author supports his declaration by giving some arguments which support his proposal saying the students’ anticipations of results in a test may be affected by the time they spend preparing the exam and the effort they put preparing it.
Even though his arguments about students’ anticipations are strongly supported by evidence, it is necessary to say that those arguments lack of suggestions about how improve students’ expectations in the case it is necessary.
There are some factors which could act in order to have high expectations and low expectations of the result in an exam. According to that, the author illustrates that students tend to find out the causes of their faults in the exams and try to give solutions for the next performance in a test.
Burns also suggests that students who anticipate a high performance, reflected in a high grade on the exam, will think that their performance in the exam could be a sign of the preparation and effort they put on it.
viernes, 17 de abril de 2009
Journals and Databases
I.
1. Teachers College Record. http://www.tcrecord.org/ This Journal of education shows us different interesting topics about education such as Diversity, curriculum and technology. Also here we can find discussion forums, articles, books reviews, etc.
2. Harvard Educational Review. http://gseweb.harvard.edu/~hepg/her.html This journal of education give us access to articles, recent issues, books reviews, links to continue our search, etc.
3. Chicago Journals. http://www.journals.uchicago.edu/toc/cer/current This journal focus on articles and books reviews about education giving specific information like cites and full texts.
4. Taylor and Francis group. http://www.tandf.co.uk/journals/carfax/1360080X.html This journal gives us different access to information about education. The information here is based on rigorous reviews and analysis and reports of professional experts. Besides, we can find here related websites, general resources, author resources and journal listings.
5. Journal of Statistics Education. http://www.amstat.org/publications/jse/
II.
1. http://www.eric.ed.gov/ç
2. The educator’s Reference Desk. http://www.eduref.org/
3.
1. Teachers College Record. http://www.tcrecord.org/ This Journal of education shows us different interesting topics about education such as Diversity, curriculum and technology. Also here we can find discussion forums, articles, books reviews, etc.
2. Harvard Educational Review. http://gseweb.harvard.edu/~hepg/her.html This journal of education give us access to articles, recent issues, books reviews, links to continue our search, etc.
3. Chicago Journals. http://www.journals.uchicago.edu/toc/cer/current This journal focus on articles and books reviews about education giving specific information like cites and full texts.
4. Taylor and Francis group. http://www.tandf.co.uk/journals/carfax/1360080X.html This journal gives us different access to information about education. The information here is based on rigorous reviews and analysis and reports of professional experts. Besides, we can find here related websites, general resources, author resources and journal listings.
5. Journal of Statistics Education. http://www.amstat.org/publications/jse/
II.
1. http://www.eric.ed.gov/ç
2. The educator’s Reference Desk. http://www.eduref.org/
3.
martes, 31 de marzo de 2009
Religion in schools.
It is common knowledge that people in general have their own opinion about religion. Everything depends on what are their beliefs and how they have been educated about this controversial topic. Moreover, if we take into account the idea of religion under the point of view of movies and TV, we have to think on the impact that the “opinion” of the movie has in society. On the other hand, it is important to go beyond the idea of religion as a topic to talk about with friends or in and see how this topic is related and reviewed in schools.
From the point of view of a Catholic school, religion is part of the curriculum where teachers are able to talk about religion and give students the idea of being Catholic. The same thing occurs with other religions such as Evangelism or Judaism. However, the idea of “teaching” religion does not necessarily mean that students have to accept those beliefs and values and profess what it dictates. Some teachers, priests or nuns have unacceptable ways to deal with the religion they profess because they want people and students to deeply believe on what they say about religion. Some times that people find people who strongly think the opposite, but they do not know how to have an intelligent conversation based on the sharing of thoughts. Although, there are people who have consistent beliefs which allow people to listen and meditate about what the other is saying, even if it is not related to your own way of thinking. The most important thing about religion is the way people receive it and think about it as a critical thinker.
Every school have a particular way of professing their religion, but it is necessary to say that every student is able to decide if what that religion says is what they really want to follow or if they really feel it goes with their beliefs and thoughts. Here teachers should be the mediators between different ideas that students could have, but never the teacher should be the owner of an idea or belief.
From the point of view of a Catholic school, religion is part of the curriculum where teachers are able to talk about religion and give students the idea of being Catholic. The same thing occurs with other religions such as Evangelism or Judaism. However, the idea of “teaching” religion does not necessarily mean that students have to accept those beliefs and values and profess what it dictates. Some teachers, priests or nuns have unacceptable ways to deal with the religion they profess because they want people and students to deeply believe on what they say about religion. Some times that people find people who strongly think the opposite, but they do not know how to have an intelligent conversation based on the sharing of thoughts. Although, there are people who have consistent beliefs which allow people to listen and meditate about what the other is saying, even if it is not related to your own way of thinking. The most important thing about religion is the way people receive it and think about it as a critical thinker.
Every school have a particular way of professing their religion, but it is necessary to say that every student is able to decide if what that religion says is what they really want to follow or if they really feel it goes with their beliefs and thoughts. Here teachers should be the mediators between different ideas that students could have, but never the teacher should be the owner of an idea or belief.
Suscribirse a:
Entradas (Atom)
