Classification Essay College Teachers

Classification Essay College Teachers-27
Happily, the opposite is much more likely to happen as instructors, remembering their own school days, reach out with compassion and encouragement to the students in their classrooms. Guggenbühl-Craig’s most important insight, I think, is that the same teacher/student archetype is present in our students.If he is correct, then a wise and nurturing teacher lies hidden within the psyches of the students who drive us to despair with their overdue assignments, misplaced commas, and reckless attempts at subject-verb agreement.We who teach English are committed to passing on the immense power of language.

Happily, the opposite is much more likely to happen as instructors, remembering their own school days, reach out with compassion and encouragement to the students in their classrooms. Guggenbühl-Craig’s most important insight, I think, is that the same teacher/student archetype is present in our students.If he is correct, then a wise and nurturing teacher lies hidden within the psyches of the students who drive us to despair with their overdue assignments, misplaced commas, and reckless attempts at subject-verb agreement.We who teach English are committed to passing on the immense power of language.

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Many of us try to minimize these dangers by maintaining a positive tone in our oral and written comments to students.

Encouragement is the order of the day, as can be seen in the pages of many current English journals, which urge writing instructors to be “charitable and helpful” to student writers (Briggs and Pailliotet 58).

Neuroscience has discovered that the brain is not the static organ we once believed it to be. Vaughan explains, “learning occurs through changes in the strength of connectors between various neurons” (40).

When stimulated, neurons can migrate, connect, and increase at any stage of human life.

Depth psychology says that revolution always lies waiting in the shadows of power, and a revolution in our work habits is what I’m calling for.

Less, I believe, is more—not because I think English teachers are overworked and underpaid (although we assuredly are), or because I think we should demand less of students (I reject that approach).In my long teaching career, I often had students who were befuddled by even the simplest requirements of college writing.(I spent most of my career working with basic writers in a community college in the rural South.) I was often frustrated—and so were my students.Our job, according to Guggenbühl-Craig, is to activate that inner teacher, just as physicians must awaken the inner healer within their patients.“Activate” is the key word, and current research about brain function reinforces Guggenbühl-Craig’s argument.“At best,” he writes, “students perceive traditional grading as a subjective judgment of their learning and their person.At worst, they discern it as a weapon used against them”(245).All too often students’ revisions show little improvement, and subsequent assignments demonstrate that our pleadings about spelling, fragments, and comma splices have fallen on deaf ears.The uncomfortable truth is that teachers have power over students, no matter how hard we try to be encouraging and helpful. Horvath sums up the fears of many instructors when she warns that students may be “alienated, antagonized, by our thought-heavy marginalia and terminal remarks” (243)., notes that many students see us as authority figures rather than guides and helpers.To do that, we need to emphasize formative assessments that encourage students to make changes and corrections Gary R.Hafer describes an approach to teaching that is all too common (I know I’ve been guilty of it myself)—the type of professor who complains that “students commit the same errors over and over, unaware that his constant grading never communicated what he wanted his students to learn” (215).

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