Don T Lecture Me Analysis

Many are rich many are poor many have money many don’t. Have you ever had a moment where you did something selfish for desperation of money and karma hit you right back with a right hook?. And felt regret towards yourself. In the short story “Why, You Reckon” the author uses irony and dialogue, to show the audience that money can't buy happiness.

In the third chapter of Lies My Teacher Told Me, the author, James W. Loewen continues the topic of history teachers and textbooks not providing its students correct information, or leaving out details that are important to the specific topic of discussion The first specific topic Loewen discusses is the first settlers of what we now know as the United States. He describes that his students mostly said the first settlers were white men in the 1620s. Loewen then informs the reader that the first settlers besides the Native Americans were African slaves. He then describes that new settlers all over the world took over numerous areas of the United States in the 1500s.

James Loewen , a professor of sociology, wrote a book named From Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, which was published in 1996. In the book, Loewen claims that the American public education system poorly teaches history. He states that this is due to appease and induce overt sense patriotism and nationalism. This leads to the information being false, misleading, boring, and Disneyfied.

I do not know if there is any other field of knowledge which suffers so badly as history from the sheer blind repetitions that occur year after year, and from book to book.

Students will be able to engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing

Even though truth is what humans seek, we are not always granted it. For example in, “Lies My Teacher Told Me”, Mr. Loewen uses the term heroification to describe the people who we are being taught about in our history textbooks, which is a perfect example of the “false” truth. Students across the country are being taught about all of these “heros” of america, getting told that they “achieved this” or “did this” to improve our country, only learning about the good details of that “hero”. In doing this, textbook authors and teachers are trying to make students strive to be the “perfect” person. Someone who can change the world, have no flaws, and be a role model for the rest of the people in the future, just like the “heros” of America.

In the textbook ‘Lies my Teacher told me’, James W. Loewen talks about how the monstrosities committed by the american troops in Vietnam have been covered up throughout history, especially in american textbooks. One line states “ We have destroyed their two most cherished institutions: the family and the village. We have their land and their crops… We have corrupted their women and children and killed their men.’’ No textbook quotes king’’’ This quote is important because it proves my point that all of the american textbooks published to date, do not contain any such content related to the dark side of the actions that the american troops carried out in Vietnam.

The teacher should aid discussion to focus students’ attention on key areas as well as prompting students by pointing out ideas from their “K” section and asking what more they would like to know about this. Each student must then write down 2 or 3 questions for “what I Want to know” (Appendix C) based on their own personal interests of the topic (Ogle, 1989). Asking their own questions encourages students to go beyond the lesson content to work out their own explanation rather than simple rote learning questions and answers from text books (McConachie et al., 2006). Both the class brainstorming activity and small group discussions encourage accountable talk, which aids students’ understanding as they must learn how to verbalise and rationalise their ideas (Michaels et al., 2010). This element of the activity also incorporates prediction. Students must decide “what I Want to know” based on what they predict the text is about from the pre-reading activity (Gibbons,

You see how much students learn from each other sitting in the classroom, how much they learn sitting together in the dining hall- more than from their professor. It’s hard to imagine replicating that virtually.” He used an extract from a credible source (that would appeal to his audience considering his high position at an actual college) to help stress the evidence of human interaction in the learning process, even if it’s unintentional, it is nostalgic to those still attracted to being in a classroom full of their peers and the possibility of learning from interacting with one

A final way differentiated instruction prepares students from the 21st century workplace is through direct instruction. Whether students go to college or enter the workforce, students will be required to receive information directly from one, or many, people and think critically about it. Whether it is sitting through a lecture in college, or a meeting at work, students will need to have the ability to take in information verbally and apply it to their area of study or expertise. In my classroom, I try to begin a lesson and end a lesson with some form of short discussion or lecture. I believe that it helps to either set up, or bring closure to, the information we are covering. For example, at the beginning a lesson this week I spoke for about fifteen minutes introducing the struggle for equality that African-Americans faced in the early 1900s. This short lecture helped lay the groundwork for the next two days and assisted in giving my students context for the upcoming hybrid stations.

Hudson gives the reader an effective layout of the paper’s structure—its sections, after telling the reader that Wilson will discuss how college professors can use effective teaching strategies in the classroom to best impact the long term learning outcomes of millennial students.

Student engagement is a great part of the learning process in online courses. The professor can aide in active student participation by providing timely feedback and learner expectations. Online discussions often fall flat- are shallow, superficial, fail to engage students and result in frustration —for students and the course instructor (Wang & Chen, 2008).

However, advocates of classroom learning believe the online method isolates the students from one another as well as their professor minimizing the overall value of taking the course. They also claim that students learn better when working together with their instructor and their fellow classmates. Students learn better when they are given the opportunity to ask questions, join in class discussions, and they move the process of learning forward through their participation. Face-to-face advocates firmly believe that this kind of interaction is not possible over the Internet; and for many types of education, e-learning will never meet the potential of live human interaction in the classroom. An article in the New York Times titled, “Second Thoughts on Online Education,” backs up the points made above. A recent research published by the National Bureau of Economic Research, comes to the conclusion; “A rush to online education

Technology is changing every aspect in our lives, even the way we learn. Online classes are a rapidly growing trend it today’s society. Online classes are a cost-effective substitute for traditional courses and more convenient for many, so more schools and universities are offering this option. Due to the increase in online course enrollment, people are questioning if students truly learn something from online classes because it’s not a traditional learning environment. Online classes are just, if not more, effective as traditional classes because grades have increased and online discussions provide students with the chance to interact through networking while earning a degree for less than what it would cost to enroll at the same university.

Throughout the majority of my education, including college, I have felt like a passive member of the classroom. Teachers saw me as a clear slate that needed to be filled with information. I consumed countless facts, and memorized numerous processes, most of them not being my own. This approach to teaching has proven to be unsuccessful to the goals of education. Students are diverse, with their own learning styles and their own knowledge that they bring to the table, and these should be supported and expanded on in the classroom. The goal of education is to support learners and thinkers, and not to condition minds to all think the same ways.