It was not my only teaching experience but it was far and away my favorite. Between terms, I fine-tuned the reading list and perfected the lectures, looking forward to the next year when I could teach it again — rather as one might tinker with a new car in the garage before proudly bringing it out.
The idea of a teacher with a ready-made course just waiting to be taught to students makes about as much sense as a young, single person with a ready-made marriage who needs nothing more than a partner to have it with. I was trying to find the most efficient way of giving students the knowledge and skills I already had, which meant that I was treating the students as interchangeable receptacles — rows of wide-open bird beaks waiting for worms, if you will.
They spring from watching teachers who are better than I ever was, from reading remarkable research, from talking and listening and thinking.
My own classroom experience serves mostly to make me wince in retrospect. When I look at these essays together, the strongest impression they leave me with is the diversity of topics.
Unlike people who devote their entire careers to a single issue such as discipline or assessment, I have pursued whatever questions seemed compelling to me. There was no Ten-Year Plan informing this process, no calculated decision to write on specific topics in pursuit of a grand unifying theory, no predictable linear sequence laid out in advance.
After all, children rarely learn that way although they are often taught as if they did , and evolution, too, is more a conglomeration of accidental connections and dead-ends — more a bush than a ladder, as Stephen Jay Gould likes to say. So, too, is this collection. Although some of these articles led to others, the whole is identifiable primarily in the sense that the parts were all written by the same person.
Yet when I try to look at this book as a reader, I think that one can discern an agenda, a sensibility, that runs through it. It offers an invitation to reconsider some of our most basic practices and premises as educators and, incidentally, as parents.
Tips A good introductory paragraph is normally eight to ten sentences. Be sure to summarize the content of your essay.
Some writers choose to write the introduction paragraph after the essay is written. References Purdue Online Writing Lab: Accessed 14 September How to Write an Introduction for a Descriptive Essay. Depending on which text editor you're pasting into, you might have to add the italics to the site name.
What Is a Descriptive Essay? How to Make a Good Introduction Paragraph. Purpose of Writing an Essay. You could decide to have your first person narrator be a hypothetical student. It could be the class clown. It could be the school's resident jock, or it could be the class president. Each of those people are likely to respond differently to a classroom without a teacher. You could even go in a completely different direction and write a first person account from the perspective of the classroom pet.
This is how the Humphrey book series is written. Humphrey is the class's pet hamster. You could even choose to write a first person account from the perspective of an classroom object like the whiteboard.
The point of view could be third person. This will use "he," "she," and "they. Finally, the essay could be written in second person. This point of view uses "you"—"you walk into the classroom late only to find that the teacher is gone.
Once you have the audience and narrative point of view figured out, I recommend brainstorming about five different categories. The essay is a descriptive essay. It needs to describe things in detail. A plot that has conflict and resolution isn't the focus. The descriptive experience is the focus.
Since this is a descriptive essay, the main point is to describe as many objects as one can see in the classroom. One could begin by describing the things that one easily observes whenever one enters into the classroom.
You will write a narrative essay that responds to these questions. A Descriptive Title a compelling introduction that both provides the reader with an overview of your topic as well as begins with an interesting picture of you as a learner. 3/5(8).
My classroom is clean and tidy, And it is also airy, My classroom has a front door, It has a clean and tidy floor. My class has a big blackboard, It also has a small cupboard. Descriptive essays, derived from the word describe, is a genre of essay that asks the student to describe something—object, person, place, experience, emotion, situation, etc. Writers use the descriptive essay to create a vivid picture of a person, place, or thing.
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