This is huge in contributing to students’ overall health and sleep intake. According to Greg Toppo, an educational writer says “What was once a bedrock principle of the school year is now under the microscope as research shows few benefits, and as families complain about evenings spent stressing over problem sets" (Toppo). Here is one source that clearly shows the negative effects of homework on students. However, Toppo is not the only educational writer that feels this way about homework. Another educational writer that writes about her thoughts about the negativity of homework is Nancy Kalish.
Vocabulary Instruction: Best Practices October 23, 2014 SED535 Melvin Goode Vocabulary Instruction: Best Practices Traditional vocabulary instruction is ineffective to today’s “21st century learners. Just like most of the methods in our day and age, teaching vocabulary has evolved or a more effective strategies have been discovered. Traditional techniques like be “wide reading” include sustained silent reading, free voluntary reading, uninterrupted sustained silent reading, and positive outcomes for enjoying reading. According to Week 2 Lecture Notes, each is an uncomplicated approach that simply allows students and teachers to silently read a book of their choice for about 15-20 minutes. These traditional methods are basic and can be uninteresting to most students.
Many of the things she claims might not seem relevant now and would most likely need to be updated. Her essay is constructed in such a way that it seems persuasive, but I do not entirely agree with her claim. In her essay, Bird says that most students in college are discontent with their situation because they feel that they are unwanted. Bird claims that colleges know that students don’t like to study and that they are unmotivated by the thought of doing any sort of work. Bird illustrates college as if it were some sort of prison for young adults.
Hence, schools should prevent assigning regular homework because students gain no benefit related to their academics from this widely used learning tool. Homework does not improve learning because there is no direct relationship between the amount of homework completed and test scores of the student. When the results of all major studies published in the last two decades are analyzed, any correlation between homework and student achievement is shown to be modest. These studies also note that such relations diminish when more complex controls such as student aptitude and home environment are applied to the research data (Public Schools NSW). Moreover, it has been observed that countries with highest scoring students on standardized tests come from Japan, Czech Republic and Denmark, where teachers assign little homework.
Rita is Liverpudlian and, as Russell experienced she didn’t try much in school, he expresses her feeling thus; ‘But studyin’ was for wimps wasn’t it? See if I’d started taking school seriously I would have become different from me mates, an’ that’s not allowed.’ You can see by this that Rita did not try very much in school as she tried her best to fit in. I will explore this further later in the essay. This play is different to many that you may see; it consists of just two characters, Rita and Frank, her Open University teacher. There is also just the one set, Frank’s book lined study.
It is so much easier to use abbreviations when you are texting or sending Email to friends. I remember many of my peers’ views on reading novels, biographies and autobiographies. They thought there were too many words in those books and they consistently opted for Cliff Notes instead of actually reading the assigned reading material. When I was in high school, there were so many students who slacked off and just wanted the answer handed to them. They never read their textbooks or other learning material and they consistently cheated their way through school.
Jim Keenan English 101 It Puts The Lotion In The Basket As most kids gradually start to read more and more as they mature, I was one of the few who didn't learn to enjoy reading until senior year of highschool. The teachings of Tom Alessandri were the sole cause of my newfound appreciation for literature. All it takes is the inspiration of one individual to turn someone onto reading and writing. Tom Alessandri was the last highschool English teacher I had, taking his Science Fiction & Horror Literature class. While many people would be discouraged by the title of the class alone, I was intrigued and immediately signed up.
My English is so poor; I want to improve my English. First time, I avoided classes that involved a lot of writing, as I was still intimidated by past failures. But when poor writing began to affect my grades in other courses, I decided to take a composition class. Now, I use my On Course textbook in my English class, this journal will help me about self-awareness. I began to see how negative scripts could cause problems.
I leaned that sometimes speaking your mind no matter how intimidating can usually pay off in the long run. Writing an essay for my GED was not such a pleasant writing experience. I wrote my essay on my grandmother, and even though I felt it was passionate and detailed the instructor was looking for more. It seems, when writing for a grade, they were looking more for form, punctuation and proper grammar. Disappointed as I was I realized its not always the subject as much as it is your form and process that gets the grade I learned to pay more attention to my technique and process.
Dualisms in Albert Camus’ The Stranger By Peter Francev Albert Camus’ most famous, and easily recognizable, novel is L’etranger (The Stranger); and in the United States, it is widely read among high school students in advanced placement English courses, as well as in some introductory literature and philosophy courses at the college and university levels. While it is the opinion of the author that the vast majority of high school English teachers fail to discern and clarify the multi-layered complexities of The Stranger and, therefore, should not be teaching it; it does, indeed, give teachers and students alike the satisfaction, at least, of having read an existential or philosophical work, as well as a means to an end as an introduction to the broader spectrum of European literature. What is most bothersome and troubling is how so many teachers feel that they are qualified to lead adolescents through their first discussions of philosophy based on this complex and fascinating work. Thus, it is, then, the purpose of this paper not to do what has been done so many times before, -analyze the absurd- nor is it an attempt to critique those who neglect to see the complexities of the text, but instead look at the deeper, more intricate, meanings that Camus places in the novel. Therefore, I propose that it is Camus’ intention to create The Stranger as a novel of duality, layering it with a plethora of dualisms that enable the reader to deconstruct its hidden meanings than that of the armchair philosopher perplexed and still questioning the absurd.