In the essay “Blue-Collar Brilliance” it begins with a fairly detailed description of Mike Rose’s mother at her work as a waitress in Los Angeles during the 1950’s, when he was a child. Mike Rose is a professor at the UCLA graduate school of education and information studies. This article originally appeared in 2009 in the American Scholar, a magazine published by the Phi Beta Kappa Society. Rose’s intended audience for this article is white collar workers, who usually hold a negative perspective towards their colleagues who aren’t as well educated as them. Mike Rose uses his mother and uncle as examples of his argument that those without formal education have important kinds of intelligence as well just in different ways.
Ms. Ackerman is setting up love in this paragraph because the feeling of love, how love can change feelings of people in many different ways. There are a lot of meanings to this very small word it could mean almost nothing or absolutely everything. In the paragraph it states "turned tough guys into mush" and what she means is love can change anybody's personality and on how they feel about a person. When she says that statement she means love can change anybody's feelings and anything, and change on how someone feels. That is how powerful love is it can turn the toughest guy in the world to the softest guy in the
Rhetorical Analysis of Mike Rose Emotional, ethical, and logical appeals are all methods used in writing to perused you one way or another on various topics. Mike Rose used all of these techniques in this essay, to show how student who are pushed aside, distracted, or fall behind and fail. In this essay Rose describes that students who have teachers who are unprepared, or incompetent majorly contribute to student failure. He is trying to show that many children have potential that is overlooked or sometimes even ignored, by authority.
Hunger, Katie SR “In Praise of the ‘F’ Word” Background Merry Sherry has written many freelance articles and advertising copy over the years. She also owns her own small research and publishing firm, and has taught creative and remedial writing to adults for over 20 years. Her article “In Praise of the ‘F’ Word” was published as a “My Turn” column in Newsweek.
(43). Berger gives some insight on what she thinks is the best way to invest in education. She states that she would reduce and adjust how often the standardize tests are and that parents are the ones that need to get involved in their kids’ lives for their children to succeed. Through this information not only students will see the damage that teaching to the test has done, but also the damage to society. The society needs to understand the importance of challenging a student in their education and not letting a student’s simply go through the phase of higher
In his untitled gun control and gun rights cartoon, Chris Britt establishes an accusatory tone using critical irony and a macabre diction to condemn the national threat disregarded by the Republican Party for ignorantly advocating unregulated licensing of guns. Chris Britt evidently displays, in his work, a frustrated sentiment towards the American federal government, specifically addressing the Republican Party. Deliberately, Chris Britt labeled the gun store as “GOP Guns and Gore” and highlighting that the store is “Open 24-7”. Bluntly, Britt specified “GOP” (“Grand Old Party”), interchangeably corresponding to the Republican Party, to emphasize his personal disdain against their party platform. Indisputably, through irony, Chris Britt exhibits
I applaud the American Evaluation Association (AEA) in taking a strong stance on the deleterious effects of high stakes testing, especially going so far as to promulgate their reasons and concerns. It is obvious from the statement that the AEA supports the importance of testing and accountability in improving education, but finds the current testing manipulation environment to be harmful for any positive improvements in education. Specifically, how the monolithic testing focus has increased dropout rates, created cultural insensitivity, turned the community against teachers and administrators, and driven curriculum writing with a myopic focus, of teaching to the test. In addition, the AEA highlights other adverse effects of narrowing the focus
Jeff Vandermeer's novel, Annhilation, questions the perspective of life and death by the main character, the biologist in Area-X and what that means for those living and dying inside it. Once the biologist has entered Area-X she has pretty clear perspective on what is alive versus what is dead. However, very quickly she speculates on her motivations "At the time, I was seeking oblivion, and I sought in those blank, anonymous faces, even the most painfully familiar, a kind of benign escape. A death that would not mean being dead" (Vandermeer 27). Consequently, this openness to the idea that life and death could be a flexible perspective is what allows her to reach different conclusions than the women around her.
Main Ethical Issue – Interview with Norma Schuldt Norma is a retired sixth-grade teacher and shared several ethical issues that arose with parents, students, and colleagues during her tenure. One of those situations occurred while she was working on her thesis for her Master’s Degree which focused on Alternative Student Assessment and Reporting. Instead of assigning letter grades for each assignment, she wrote rubrics matching the curricula standards and what was expected for each area. When she reviewed the student’s work she marked the areas that reflected how the student did in each area. Then she wrote an overall narrative which included areas that showed good thinking, areas improved on, areas that still needed work, and how well the student
Evaluation and observation are a key part of a teacher’s development. Often times it happens more with new teachers. For me, I sat in on a teachers’ lesson in my hometown. It was interesting, to say the least. Some of the teachers have been with the school district for years, and only a few received tenure.
When he walks up to the table one of the teacher says “We were just discussing testing, which test do you prefer?” Finn responds by saying “students should not be tested because they are the future and you as a teacher are able to let them teach, but they must lead the way.” Disliking testing in the classroom is a very progressive idea. Grading kids on what they do and do not understand can be harmful to their education. Traditional schooling tends to prepare kids for exams, but not the real world or to think critically in society.
The Hechinger Report mentioned a “modest degree of improvement” in early 2016. This can also be attributed that many school districts are more focused on exceling in the yearly examinations and teach year-round on how to pass the test and not on how to understand the information being taught. The higher the percentage of passing students, the more recognition the school receives under the Every Student Succeeds Act grants. Consequently, the over enthusiasm of a school district in Atlanta, Georgia showed evidence of teachers who were inflating test scores in order to obtain better numbers for the district. This seemingly high success rate came attached to bonuses for the 11 teachers involved.
For this course, I chose to read “Thinking, Fast and Slow” by Daniel Kahneman as I was interested by the focus on cognitive thought processes. I am fascinated by the ability for the brain to store such great amounts of information and to use this information in such a limitless number of ways, allowing us to perform highly complex tasks in relatively little time. Additionally, we still know relatively little about how the brain actually stores this information and utilizes it properly. In the beginning of his book, Kahneman presents us with one of his own theories for how the brain performs cognitive processes, presenting a two-system model. These two systems correspond to the “fast and slow” of the title.
When discussing assessments most people envision a pen and paper evaluation that measures the acquired knowledge on any given subject. While this is partly true it’s important as educators that we understand that there are many different ways that a student’s knowledge can be assessed. One ideal way is to provide the students with an authentic assessment. Authentic assessments demonstrate what a student actually learns in class rather than their ability to do well on traditional tests. Which makes this type of assessment an excellent way of evaluating a student’s knowledge of a subject matter.
According to John Mooney (2013), in “The Hechinger report” writes that some teachers take the results of the students’ survey in developing self -evaluation to reach professional goals. Furthermore, a study of MET (Measures for Effective Teaching) suggested to judge the effectiveness of teachers can be done through student achievement and class observation. And they thinks that grading in not fair enough for the teachers because some students must agree one another that some teachers don’t deserve to be working as teachers because they don’t have the most important characteristics of an educator or maybe the student hates the instructor so they evaluate him\ her unfairly Nevertheless, people should realize the fact that grading teachers is beneficial for the students because teachers will stress upon students’ needs and always try to find solutions for their problems either academically or socially. Besides that, we see that teachers are responsible for creating generations who care about better education and can be good society members. To conclude, Students must be given the chance to evaluate their tutors to some extent, so that they see their progress as educators and if they are being biased in grading students.
