Discourse Analysis

Dr Ishtiaq Hussain, Dr Hafiz Inamullah, Dr Naseer u Din. “An Analysis of Teaching Behaviors That are Ineffective in Teaching Learning Process.” articlebase.com. 25 Feb. 2011 web. 5 Sept. 2007

Gardner, Howard. The unschooled mind: how children think and how schools should teach. BasicBooks: New York, NY. , 1991. Print.

Clough, Mike. “Modeling Effective Teaching Techniques.” Youtube.com, 26 Feb. 2011, web. 25 Aug. 2009.

Dounay, Jennifer: “Ensuring Rigor in the High School Curriculum: What States are Doing” Pg.6 Feb. 4, 2004. Education commission of the states, web. Feb. 11, 2011

Is traditional teaching a help, or a hinder to children? For my purposes I will define “traditional teaching”, as information given to students, then requested back in the form of quizzes, tests, and papers. In recognition of the obvious, and countless intricacies of teaching, this assessment might sound rudimentary and bleak. The intent of this research is not to tear down the efforts given by educators, but to explore paths leading to a brighter path for our young students.

            Which “paths” should be followed to give students the best possible learning environment? Mike Clough, in a series of YouTube videos, states that we need to begin with the teachers who will be doing the teaching in the future. He facilitates classrooms with students, where the focus is effective teaching.  Clough’s emphasis is engagement in the classroom; he encourages his students that in teaching you need to pull answers from your students. There should be constant interaction, discussion, and participation. Clough uses this pedagogy in an attempt to increase the effectiveness of the students he teaches. “Teacher is a Prophet, teacher is an artist, teacher is a friend, teacher is a citizen, teacher is an interpreter, teacher is a builder and teacher is a believer” (Hussain). This was a central point in an article published by Dr. Ishtiaq Hussain. These individuals both point to the fact that in order to make teaching more effective, the teacher is the factor that needs to be changed. One emphasizes that teaching needs to be more effective within a given curriculum, while the other classifies a teacher as an exceptional individual. Hussain paints a picture of teachers who are centers for not only educational excellence but also “priest of man spiritual heritage” (Hussain). While the differences in ideology between these individuals are largely cultural, it is interesting recognizing they both seem to feel that the teacher, not the curriculum is the center for more effective learning.

Jennifer Dounay – in an article outlining the importance of rigor in the classroom – feels the emphasis should be placed on more challenging and accountable course material. "While truth-in-labeling practices in the food industry ensure that orange drink cannot be labeled orange juice without legal ramifications, schools have no such safeguards in place. Algebra I can be placed on any child’s transcript without any guarantee about the content taught or learned.” (Jean Rutherford). This is a quote Dounay uses as a center for her research. Her research highlites specific instances where the more challenging the rigor in schooling, the better results are received when student’s knowledge is tested. When overcoming aggressive challenges whether they be mind, or body, people learn and grow the most. Proof of this is never more evident than when a human being is first developing. “It is humbling to realize that language learning in early life has operated exquisitely over the millennia, yet linguists are still unable to describe the grammar of any naturally occurring language in a completely satisfactory way” (Gardner). Howard Gardner agrees with Douay, to the extent that he emphasis that the curriculum itself is the part of teaching that needs reform. Gardner argues that in early development, young children have a passion and aptitude for learning, which seems to decline once introduced to the early stages in schooling. He contends that even in conditions where ‘rigor’ in schooling, produces the desired results i.e. (grades, testing, quizzing) there still is evidence that students have no genuine understanding. Gardner gives specific examples where students, who are doing well in their classes, cannot give satisfactory feedback about the material they have learned. He speaks of tests administered with small changes given to the wording, which yields poor test results, because students are not comfortable with the material. Physics is an area he focuses on, as it seems most evident that students are not obtaining genuine understanding of the material. He gives another example of college students who have taken a mechanics class and asks them about the forces acting upon a coin when tossed into the air. He states, “Yet 70 percent of college students who had completed a course in mechanics gave the same naïve answer as untrained students” (Gardner).

While researching I attempted to find articles that would give me insight into the traditional style of teaching. I believe we have all been victim of this style of teaching, just being thrown facts and expected to regurgitate that information in the form of testing. There are no articles, because this method of teaching does not give the desired results. I have researched these specific examples where individuals contend in differences of each teacher, the rigor of schooling and the given curriculum. While all of the experts I have researched have different feelings toward what needs to change I feel there is an obvious theme, that change is needed. Coming to a conclusion I will borrow a quote. “Perhaps this uneasiness contributes to the feeling that they – or even the entire educational system – are in some sense fraudulent” (Gardner).

Comparing the differences in opinions about teaching and learning, I asked myself why there was a gap in understanding? I began to think how much of my world I did not understand, but how comfortable I am manipulating all of these things. I can give you a very sad explanation of how a computer works, as well as take a shot at how cell phones can wirelessly speak to one another. There are countless pieces of technology that I use daily, which I cannot give anything less than a childish guess at how they work. So is it perhaps technology, its capacity, and innumerable diversity, which leave us with a feeling that we don’t need genuine understanding to be participants in this modern world?

Self-Advocacy...For Everyone

The Arc of Indiana. "About Self Advocacy, Speaking for Ourselves." Youtube.com, 27 February 2011.
              Web. 11 February 2009.

              I searched through a lot of Youtube videos looking for one that addresses self-advocacy in all students, and yet my journey ended with videos only addressing self-advocacy in people with disabilities.  I found one video in particular that defined self-advocacy as a civil rights movement for people with disabilities, but failed to mention that it is also just as effective with people lacking a disability.  This link addresses that self-advocacy isn't just a term used for people with disabilities, but also for young children and the like: http://www.education.com/magazine/article/charge-advocacy-classroom/.  This video very much shows what self-advocacy can do for those with disabilities; it's a good way to get the word out that people can advocate for themselves and it is extremely important for them that they learn how.
              The world views self-advocation as a way to speak up for yourself when something is needed.  Many students do not because their fear of judgement.  In another video, a professor explains his way of promoting self-advocation by creating an environment where nothing said is able to be bashed on (for lack of a better word): http://www.youtube.com/watch?v=BCAf1HEgOw8. 

A Self-Advocating Necessity

Czarnecki, Charlotte. "Self-Advocacy in the College Classroom." National Federation of the Blind. Web.

               Charlotte Czarnecki writes "Self-Advocacy in the College Classroom" from a personal experience she had while attending a university in Michigan.  Obviously, from her experience, the concept she is conveying towards the subject of self-advocacy is is very biased.  The idea of self-advocacy gives people the tools in which to better themselves so that they may be able to handle obstacles that arise in life situations.  Being a part of the blind community, Czarnecki writes to persuade how crucial it is for handicap people to be able to self-advocate for the sake of strengthening themselves.  Without self-advocacy, many handicap people might find themselves lost, or falling behind in school.  What Czarnecki happens to skip past is the reasons why self-advocacy might better students not affected by a handicap.  My belief is that self-advocacy is helpful to anyone in any situation.  Czarnecki recalls an example of her sitting in class, and the professor writing an important piece of information on the blackboard.  The professor, innocently forgetful, doesn't read aloud what information is on the board (even though Czarnecki had previously spoken with him about it).  So, Czarnecki politely raises her hand and asks the professor to read aloud the information, which was in fact vital to passing the class.  Without that ability to self-advocate, the author would have failed the class.  Self-advocation is a big part of ANSER's educational process, and a huge impact on the way that the students view their future's in school/life. 

Discourse Analysis Part 2

Darren Wilkins "Leverage Technology to Improve Students Reading and Writing Skills" Jan. 19,2011

This is a very brilliant articles and shares some of the same qualities that "Wysocki" talks about with the change in technology. Wilkins givens a very briefs and good understanding of how technology changed and it's interest kids to the point that it's all they do. Cell phones, computers, cable, radio and etc. Wilkins believes the best way of getting students back into increasing their knowledge is through technology. Mainly people believe that technology will make students lazy and will deprive students of foundational skills but after his arguement I disagree. "TECHNOLOGY IS NOT THE ENEMY OF EDUCATION. IT IS, A TOOL THAT FACILITATES THE EDUCATIONAL PROCESS.

Modern technologies are creating new opportunities for reading, writing, collaborating, and seeking information. The internet is the best source allowing students to communicate globally creating the need for strong reading and writing skills. What he is saying is very beneficial right now, it's a small of way for making big changes. It's already happening so the school systems might as well join. Students lose interest every time some new gadgets comes out, putting more interesting technology in schools will interest students to apply themselves more.

What interest young adults the most about an IPod? The apps you download that makes the phone more cool. Wysocki mentions the same thing simliar about how size, shape, color, or text change over time. Large text, pictures, and etc. all what Wysocki says and Dilkins believes is a way of compling with other ideas. It wont be done over night this is something even teachers will have to learn before attempting to teach students. Computer skills, blogging, social network, assigning activities on the internet are all ways for students to better their reading and writing gaining computer skills. We read tons of chapters and forget what the text is about imagine the use of audiobooks and having the same class discussion. We would learn so much more and be more productive.

Research Question

              Does the use of a "self-advocacy" style teaching better benefit and prepare a student for future endeavors, or does it simply cause students to withdraw for fear of speaking/acting for themselves?

               Lately, I have had the opportunity to work with students at the ANSER Charter School and observe how they react to certain situations in a learning environment.  ANSER places a huge emphasis on student's ability to self-advocate, which, in other terms, means to push more towards speaking up for themselves when help is needed to better understand subject material, or simply help themselves.  I had never before encountered and environment that placed self-advocation to such a high standard.  Personally, I have always been a self-advocating type of person, and never had a teacher that pushed his/her students toward this type of learning.  In the past I have observed how students withdraw into their own places for fear of being judged based on misunderstanding of a subject.  At ANSER, I have noticed that such a fear doesn't exist for most of the students; my belief is that this is based on ANSER's "we are all a crew" motto.  I am curious as to the fact that students may withdraw more when told to self-advocate versus stepping up and using self-advocation as a better way to learn.

Discourse Analysis Paper Part 1

NOVA serves:MLK 2010 YouTube.com

I began my search of sources on Youtube and found plenty of videos that targeted that

the problem of service learning in communities but one particular one caught my attention after

reading the article and watching the videos. Northern Virigina Community College services their

community with six different agencies, 200 volunteers, and over 700 hours in one day. These

particular agencies address the problem in communities and students learning through actual

doing what their studying. This video caught my attention because it so relates to ANSER my

agencies how they dont use the conventional way of learning more of a directional attempt of

how they believe the kids will learn better.

The more directional seems more appropiate listening to the students in the video on

how it inspires them and empowers them to make a difference. For example, with the six

agencies one agencies was a car copy for volvo that allowed free car service to citizens and gave

the students hads on opportunities working on car instead of reading out of some book. Another

one was a clinic they gave away free medicine, most of the students in that agencies were girls

and she explained how this experience benefits her in the future of something shes studying. A

headstart in the real work and adding confidence.

The experience provided them the opportunity to expand and connect while helping out

their community.The students gave back while gainning hands on experience. It expends bright

futures in their community and connected a college better with its community. This event

supported six local causes that impacts our world gobally.







Cooper, Harris "Does Homework Improve Academic Achievement" September 23, 2006

This article caught my attention because during my service learning orientation I

remember Lisa telling us about the agencies and etc. and how they dont give out homework as

much as other schools. The recieve assignments that have to be done over time but they dont

call it homework. It's hard trying to imagine coming from home everyday with no homework as

a kid. I believe the acutal responsibilitiy of having to do homework is important and adds

maturity to all students but as far as homework making you a better achiever i dont know.


Cooper has developed 12 different studies that link the amount homework of

homwork with achievement, but control for the lots of other factors that might influence this

connection. In 35 studies, about 77% of results were found with a link between homework and

achievement were positive. What was interesting was the results suggest little or no relationship

between homework and achievement for elementary kids. ANSER's non-convectional way is

right on target besides for their jr. high kids. Younger kids have less developed study habits and

more distracted at home. Another factors was kids struggling with school and take more time to

complete homework assignments at a younger age simply becuase their assignments are too

difficult.

With all the articles I been reading school achievement has increased recently but from

past achievement scores schools give students all ages too much of a work load. According to the

National PTA and NEA kindergarden-2 grade homework is more effective when the work

doesnt exceed 10-20 minutes. Older kids 3-6 graders can handle 30-60 minutes a day, junior

high and high school will vary depending on the subject. Many school districts policies state that

high school students should excpect 30 minutes of homework for each academic course a day.

I agree with Cooper's research, I believe assigning students with a certain amount of

homework should be done off research not just want the board wants. Younger kids should be

given homework, all kids should be. For the younger kids I dont think its so much of achieveing

anything I think its building strong study habits that'll developed you mentally for the work load

ahead. Homework is beneficial to students, of course I can speak from experience Whatever

was on homework assignments were on test, you do the homework you did well on test.

The unschooled mind

Gardner, Howard. The unschooled mind: how children think and how schools should teach. BasicBooks: New York, NY. , 1991. Print.

            Gardner writes a book calling to attention a human being’s natural interest and aptitude for learning. He begins by presenting the very obvious, but sometimes overlooked fact that everyone can speak. At first the subtle yet profound presentation of this fact, escaped me. I continued to read and listened as he gave several other amazing examples of humans, not only capacity, but great desire to learn. We don’t lie in a crib as babies, and sit idly, waiting for someone to “teach” us to walk. We move, grab, grapple, and push to begin our slow transformation. The same goes for talking, there is no child sitting in a corner pouting about how they are not good at speech and thus give up on it. All young children try, fail, and try again, to get to that sublime peak that is communication. He goes on to say how the learning that occurs in these early stages in life is something scientists cannot explain. We don’t know how children without a language to learn in, can somehow begin to understand and even manipulate the intricacies of speech. After laying the ground work for just how amazing we are at learning at those early stages, he transitions into when we start getting formal learning with reading, writing, and mathematics. This is a time where our early push to learn new things may begin to be frustrated or dwindle.

            Gardner continues by speaking of an ineffectiveness of schooling, but not just simply that the “system” is failing children. There are many instances of claims that schooling is not being advantageous to children, in effect of large classrooms, or perhaps poor teacher interest etc. These are not the points that Gardner focuses his attention on. He states his claims in this way, “In this book I contend that even when school appears to be successful, even when it elicits the performances for which it has apparently been designed, it typically fails to achieve its most important missions” (Gardner). So if students are earning great grades, passing exams, and able to progress into new areas of studies, what are these “missions” Gardner is speaking of? Genuine understanding of subject matter, which is what is most lacking with these students Gardner, is speaking of. He gives a specific example of college students who have taken a mechanics class and asks them about the forces acting upon a coin when tossed into the air. He states, “Yet 70 percent of college students who had completed a course in mechanics gave the same naïve answer as untrained students” (Gardner). Other examples of instances where students not only pass but also do very well in various classes, still do not provide results that would prove understanding of material. Tests are conducted with students who did very well in various courses then they are given tests, where the wording is slightly different than how they are accustomed to it being presented. In almost every instance the students struggle and fail when attempting to tackle this slightly altered material. He closes with a quote, “Perhaps this uneasiness contributes to the feeling that they – or even the entire educational system – are in some sense fraudulent.”

            Charisma courses through Gardner’s writing as I sat and read through this paper. He speaks with an eloquence, which could lull you into believing his words, even if you were initially fighting against his points. There is a lack of ability to speak to the medium that he is writing in, this excerpt I read comes from a book, but I only have a paper with his introduction. He paints a dreary picture of education and I am interested to jump in with him and research these points. 

Modeling Effective Teaching Techniques

Clough, Mike. “Modeling Effective Teaching Techniques.” Youtube.com, 26 Feb. 2011, web. 25 Aug. 2009.

            This is a youtube video that I found following a teacher, instructing students to be future teachers. He speaks to the importance of “pulling” ideas and responses from every student. The first way he attempts to pull these answers from students is giving them all white boards and allow them to write down their answers. After they have all written down their answers he asks them to discuss it amongst themselves as well as in the classroom. There is an important factor that he mentions about why he tries to get a mixture of answers, instead of just pursuing after one answer that can be classified as the truth. He states that sometimes it is not about whether or not you jump straight to the answer you are looking for but, also the thinking that comes along with attempting to find the answer. He gives examples as to how to pull the answers from the group with what he calls teacher “wait time.” He will sit and just look out over the students waiting for additional responses or thoughts to the questions that have been presented to them.

            Being found on youtube, naturally would give me an inclanation to be doubtful of the value of this video. While watching I found this individual to not only be very insiteful but also very passionate about his subject matter. I found other videos speaking of similar matter but he caught my attention and really made me feel a sense of credibility in his words. 

In my best attempt to save myself some time, instead of breaking down how I feel about this writing, I will simply break down what it contains. Wysocki first emphasizes text and it’s change over time, and the significance of it in different mediums, magazines, books, games, web etc. She segways into describing a game that has a different intention than a more conventional game where leveling or annihilating your opponents is not your intent. The game gives you a view as if it were your own and trusts you with the task of rebuilding a garden that has been destroyed. You rebuild through problem solving and listening to different audio files with philisophical characters. She then speaks of a book written by Mark C. Taylor. He covers a span of subjects from skin and tattoos, to skin in regards to fashion and the clothing we wear. The final subject she covers is websites intentions, in regard to their audience. She speaks of a helpful tutorial in Word where the voiceover is female, and seemingly white with no obvious accent. She brings all of these elements together in a way that emphasizes the importance of how different items are presented to us, and what we need to do to break them down. Basically, this way of thinking about material can make you more effective at engaging and keeping your audience’s attention.  

Dr Ishtiaq Hussain, Dr Hafiz Inamullah, Dr Naseer u Din. “An Analysis of Teaching Behaviors That are Ineffective in Teaching Learning Process.” www.articlebase.com. 25 Feb. 2011 web. 5 Sept. 2007

“Teacher is a Prophet, teacher is an artist, teacher is a friend, teacher is a citizen, teacher is an interpreter, teacher is a builder and teacher is a believer” (Hussain). Dr. Hussain adds this quote in the beginning of his article outlining what he feels a teacher should embody. Straight out of the gates, he represents not only the importance of the teacher, but illustrates a teacher as needing to be better than others. In the general tone of this article, you come to understand that Dr. Hussain feels that there is only one effective method of teaching. There also is very strong bias to a specific personality type that a teacher should have. This was an easy bias to pull out of this reading because it bullet points specific characteristics, which he feels the “best” teachers will have.

1. Teacher must be an ideal person.

2. Teacher is a personification of the reality.

3. He is co-worker God in perfecting man.

4. He is the priest of man spiritual heritage.

5. He is perfactor of mind.

6. He is the maker of democracies.

7. He is the apostle of peace and progress.

8. He is the philosopher, friend and guide.

9. He is the compendium of all virtue.

10. He is the spiritual symbol of right conduct.

11. He possesses the best spiritual qualities of mankind (Safiullah, 2001).

While reading through this list, there was a very real sense of how a persons interests, culture, and faith will mold their beliefs. This article was written on two different schools located in Islamabad City. This is important to note because when you look at the characteristics highlighted needed for effective teachers there is an emphasis on religion. The United States, is founded under a creed written on our money, in God we trust. While this was a huge factor and belief when we first established our country, a spiritual leader would be one of the last factors that would be noted as a good teacher here in the United States. After this breakdown of the personality type, that is the model of the ideal teacher, he continues with examples of instances where teachers should be better than their peer groups. I will just name a few for the sake of space.

· They are more friendly than the average adult.

· They are more cooperative and agreeable than the average adult.

· They are more restrained than the average adult.

· They are more objective than the average adult.

· They are more tolerant than the average adult (Mohan, 1992).

         He goes on further continuing to list additional characteristics that teachers have that are more appealing than their fellow adults. It is obvious through these examples that he does not feel like the intelligence, or content given is as important as the individual. There is an obvious feeling that if placed in a room of teachers, and given the opportunity to chastise them for their shortcomings the emphasis would not be on test scores. The emphasis would be on the classroom being an environment where learning is flourishing, and encouraged.

         This article was written in a very academic manner, there is no signs showing interest to entertain. The boarders are straight white, and the text is the same font throughout. There are a few advertisements, littered throughout the rest of the page. The advertisements have little to nothing to do with the content of the writing, which is indicative of a database, which collects a broad genre of subject matter. 

Research Question

Is traditional teaching a help or a hinder to children's learning? I consider traditional learning to be the learning focused on being given facts and regurgitating those "truths" back to the teacher. To give an example there were two teachers that I had during my younger schooling who had different pronunciations of the the word often. One would not let me say it without making the t silent while the other told me it is correct to pronounce the t. I recognize that not everyone is perfect, but that is why sometimes it is more important to get children to think critically for themselves. This will allow them the opportunity to have a better understanding of their world and tackle difficult problems that face them later in life. Just my short time at Anser charter school, shows me that this seems to be exactly what they are pursuing. I am excited for the opportunity to watch the children learn and get a good grasp of whether or not this teaching will be effective.

research question

In ANSER the kids are taught in a different manner and enviroment, how does there particular curriculum in ANSER differentiate in there kids outcome of learning? (common sense or book smart) In my research I would like to also target testing and ablities (I dont know the right wording I would use for ablities but how good a person is. For example how the smartest people in general are never as successful if they dont have personality).

I havent started my actual community service hours but during the orientation Lisa gave a pretty good understanding about the teaching techniques of there school. Micheal had the same question I thought of so I had to alter mine. I havent been in the program long enough to know exactly what they teach their kids but its something I always agreed with. There arent many school that do this type of teaching of more hands on and real world activities so I thought this would be great research. If my group members research questions are all in the range I will be glad to change mine.

Ken's Research Question

How does the “conventional” education compare to the “non-traditional” or “progressive” education? The notion of a conventional education varies depending on geography and culture, but the main criticism is that traditional education focuses more on the teaching, not the learning. As it is now, the bulk of education exists particularly for the purpose of standardized testing and memorization. However, most things that are learned in the classroom are often forgotten or irrelevant to the student’s respective interests. Besides, our children eventually obtain the ability to learn how to walk, talk, eat, and dress without being necessarily taught how. Adults retain most of their working skills either from leisure or work. Reformers argue that self-expression and student-based instruction are more beneficial approaches to student learning. It is in this domain that progressive learning differs from the teacher-based learning.

Transitions in Education

The education system in America is very poor, to put it bluntly. Our students are falling behind in many subjects such as reading comprehension and mathematics. America’s universities keep raising their tuition fees to unprecedented levels, and numerous positions and programs are cut for the sake of salvaging scarce education dollars.

For the purposes of this project, we will focus on the education situation in Idaho. Judging from firsthand accounts and the news, it appears that the Idaho educational system is constantly under attack from all different directions and is in the process of a major overhaul without the use of federal dollars. Idaho lawmakers seek to increase the number of charter schools, require high school students to take at least two online courses per year, and allow them to earn college credits while in high school. Additionally, Superintendent Tom Luna has proposed to “beef up technology in the classroom and provide high school students with laptops…Class sizes would increase to help pay for the overhaul, and the state would shed an estimated 770 teaching jobs over five years” (Bonner 1).

Some people will see part of the appeal of this education plan at first glance. The notion of moving from the traditional practices of teaching to a practical learning experience seems like a step in the right direction. In theory, providing students access to technology will encourage them to practically teach themselves, and a few extra college credits will pay off in the long run. On the other hand, many educators are outraged at the thought of potentially losing their jobs just to pay for the increased class sizes. A higher student-to-teacher ratio means a less personable learning experience for the student. Parents are equally perplexed as to why taxpayer money should pay for students’ laptops and other technical innovations. How would the schools adjust their respective infrastructures to make sure every student’s laptop has a plug-in? How do we know that the students will be responsible with their laptops? How do we know that they will not pawn them or break them? How do we protect the school networks in case a virus infects one of the laptops? Are the laptops efficient in terms of power and processing? Furthermore, people are even more concerned about the advent of the online class requirement. A lot of students have a difficult time finding the motivation to learn when they are not in the classroom. As such, the failure rate for online classes is very high. So what is the point of adding an online requirement if the students lack the motivation to fulfill it?

So we must ask ourselves: Is this overhaul the best way to address the education crisis in Idaho? Is a more student-based education worth cutting nearly 800 teaching positions in the state? Will the benefits of more charter schools outweigh the increasing classroom populations? Will the entrusting of laptops to students justify the cost in Idaho taxpayer dollars? I am all for education reform in this state, but at what cost?

Bonner, Jessie L. "Tom Luna Seeks Education Reforms Without Federal Money." Idaho Press-Tribune 18 Jan 2011: 1. Print.