Analysis Of Deborah Tannen 's Article How Male And Female Students Use Language Differently

Deborah Tannen, who is a professor of linguistics, says in her essay, "How Male And Female Students Use Language Differently", that after she made her book, “You Just Don’t Understand: Women and Men in Conversation” that one of the unintended benefits was that she gets to reevaluate her teaching strategies and see how male and females act differently in class. As you read through her essay you can tell that Deborah Tannen wants her readers to think about why males tend to speak more in discussions than females and the reason for this difference in the classroom and also how we can improve the classroom for both men and women.Although Tannen tends to get off topic and doesn 't have much evidence to back up some of her claims, she states

Each individual conveys their ideas in unique ways. Men and women in particular express themselves in drastically different ways. In “How Male and Female Students Use Language Differently,” Deborah Tannen, a professor of linguistics at Georgetown University, experiments with the causes of classroom dynamics. Tannen opens her discussion by exploring the beginning stages of learning communication skills and then fast forwards to adulthood. Tannen uses research from sociologists and anthropologists such as Lever, Goodwin, and Eder as well as insight from Walter Ong to add credibility and to create a foundation for her explanation of the causes of classroom dynamics. Tannen expands on this research from cultural and behavioral professionals by creating an experiment in her own classroom to demonstrate that communication skills learned and cemented in younger years, combined with a “ritual opposition” setting, produce classroom dynamics.

Through her use of the rhetorical devices of personal experience, ethos, and comparison, venerated Georgetown linguistics professor Deborah Tannen persuaded me to concede with her argument that males and females communicate differently in the classroom, as indicated in her 1991 article How Male and Female Students Use Language Differently. In this composition, she emphasizes that because of intersexual differences in utilizing the spoken word in class differently, instructors, including herself, consider reevaluating their teaching strategies. In her case, revising the approach involved building experience through closely monitoring her classes and collaborating with colleagues.

In “How Male and Female Students Use Language Differently”, Deborah Tannen discusses how and why women and men have different talking styles in the classroom.

Supporting student outcomes and holistic wellbeing is an essential role as an educator. To continually improve outcomes and wellbeing it is critical that teachers take on additional roles and responsibilities around the school. Previous experience in these roles and provided me with holistic enjoyment watching students grow into lifelong learners. I have proven the ability to take on additional roles and responsibilities by:

Teachers create a caring community of learners by respecting each child by making sure each child understands they are valued and respected. By feeling respected, will respect their peers, which is an important trait to obtain. Teachers also ensure the safety and well-being of all students. Whether this is monitoring them in the classroom or keeping them physically

The job as a teacher is to give the students’ knowledge of that subject, teach the students in an effective way that will stick to them, make learning enjoyable and have the students leave in a remarkable manner. The early stages in a child’s life are crucial to the development as a human being. Although, there are many factors that can affect the student’s outcome, the teacher is one of them and can play a big role. Our school system deserves qualified and effective teachers in the classroom that are for the students. Bad teachers negatively affect students in such a way that it can have a lasting effect that can be difficult or impossible to reverse. We have this opportunity in time to improve our school system and to steer the future of our country in the right way. What are we going to do about

I agree with Deborah Tannen’s argument in her article, “How Male and Female Students use Language Differently”. Tannen also added that ethics, backgrounds, and age can influence conversational styles of women and men because of the diversity. I find her point to be correct because men and women are different in many aspects of life concerning emotions, activities, types of relationships and learning. Furthermore, I personally found it true for myself that I have a best friend and we connect through expressing emotions and guys tend to look for friends they can connect with through activities. I agree that men and women participate and approach classroom debates different depending on the group size, gender, and age. That is not to say some

Men and women practice enormously different identities and communication curriculums, even if they are raised by the same parents, well sophisticated in the same faculties, have the same career and live in similar state. The reason for that is because there are dissimilar rules of communication that are distinctive to each other. These instructions are recognized by all grown-up members of that sexual category, however because men and women conduct themselves according to two different single sets of rules about what is correct and what is not correct, communication accidents

As I reflect over my duration as an educator, I ask myself the question, am I providing the best possible learning environment for every child in my classroom. Through experience, I have learned that through relationship building and everyday experiences which take place in either a classroom, at home, or any other stimulating environment, shape the way children learn. When I think about learning in my class, I think about constant improvement, the importance of professionalism in the classroom, and constant reflection.

Today’s classroom setting is very complex and can be very challenging. Marzano (2010) claims that the most basic issue a teacher can contemplate is what they will do to establish and communicate learning goals, track pupils progress, and celebrate success. The teaching environment in the classroom has changed dramatically due to the many new innovations that have been added. Cohen (October 2010) mentions that the structures, resources, and baggage of an existing school or system can make working towards a new vision of teaching very intimidating.

Change, transition, new experiences, and uncertainty encompass a secondary students life as they are in growing emotionally and educationally. Teachers play a vital role in an adolescence's life at this time. The teacher can be a source of safety and familiarity. The teacher will set the classroom environment in an optimal way to ensure students feel welcome, safe, listened to, respected, and able to succeed. This is the foundation upon which the teacher

A positive environment is good for learning and contributes largely, to the effectiveness of a school. Most schools work toward achieving a positive climate. Effective schools usually have positive climates that are conducive for the learning of the students (Cotton, 2003). A positive environment is also good, as it motivates the teaching staff to perform their duties well. The past two decades have witnessed many researchers dedicating themselves to searching for ways in which schools can improve the quality of education they deliver to students. Most teachers from different schools when interviewed admit that their schools have a positive environment. This essay seeks to discuss the positive climate in the school in which I am the principal. It will achieve this by reviewing the four primary dimensions of school climate as proposed and outlined in Tagiuri’s model.

Robert Marzano’s What Works in Schools is a researched-based book that characterizes the trends in education and effective practices. There are three teacher-level factors that are common through most educational researchers. They are: Instructional strategies, classroom management, and classroom curriculum design (Marzano, 2003). Through these strategies, he poses several recommendations, or “Action Steps,” which should be implemented in today’s schools. Many of these strategies are used in schools. However, in reading and discussing Section II: Teacher-Level Factors of the text, one may evaluate current practices within the school to create a positive school culture.

Solely improving students ' relationships with their teachers will not produce gains in achievement” (Kaufman & Sandilos, 2015). When a student feels comfortable with their teacher they have the tenancy in having better learning outcomes. When learning outcomes are better, it leads to successful learning. A teacher’s goal is to see their students succeed. So it is important that students gain respect so that they can have appreciation for the teacher and stay on track with their academics. When a student does not try and don’t give the teacher a chance, it will be hard on both the student and teacher. So it is always important for the teacher to work together with his or her students.