Journal Writing and Adult Learning Essay -- Teaching Writers Authors E

Journal Writing and Adult Learning The value of journal writing to a course with adult students cannot be overemphasized. (Sommer 1989, p. 115) Journals and diaries have a long history as a means of self-expression. Several themes prevalent in adult learning--coming to voice, developing the capacity for critical reflection, and making meaning--are reflected in the way journals can be used in adult education. Journals are useful learning tools in a variety of adult education settings. Dialog journals, for example, have become popular in adult literacy and English as a second language classrooms. This digest focuses on several types of journals, exploring their value in assisting adults through their learning journey and summarizing advice from the literature on effective ways to use journals. Types of Journals One type is the reader response journal or literature log, in which learners record their responses to readings. Used on all levels from adult basic education through graduate study, such logs enable readers to enter the literature in their own voice (Perham 1992), placing themselves in relation to the text and discovering what they think about it. Over time, the log itself becomes another primary text to which they can respond (Perl 1994). Usually, entries are shared with the class, stimulating discussion. In one variation described by Perham, a looseleaf notebook accessible to the whole class becomes a collaborative journal in which learners and teacher make ongoing comments. Both Perham and Perl feel that these response journals have the power to build a community of learners though the process of critical co-reading and co-writing. The learning journal is a systematic way of documenting learning and col... ...462) Roe, M. F., and Stallman, A. C. "A Comparative Study of Dialogue and Response Journals." Presented at the American Educational Research Association conference, 1993. (ED 359 242) Schatzberg-Smith, K. "Dialogue Journal Writing and the Initial College Experience of Academically Underprepared Students." Presented at the American Educational Research Association conference, 1989. (ED 308 737) Schneider, P. The Writer as an Artist. Los Angeles: Lowell House, 1994. Sommer, R. F. Teaching Writing to Adults. San Francisco: Jossey-Bass, 1989. Surbeck, E.; Han, E. P.; and Moyer, J. "Assessing Reflective Responses in Journals." Educational Leadership 48 (March 1991): 25-27. (EJ 422 850) \ Walden, P. "Journal Writing: A Tool for Women Developing as Knowers." New Directions for Adult and Continuing Education no. 65 (Spring 1995): 13-20. (EJ 502 496)

Northern Ireland – source related study

1) Source A depicts the job problems that the Catholics faced in Ulster in the 60's. It Shows the employment figures of a variety of different companies, and then tells us how many of these employees are Protestant or Catholic. The first example of the problems faced is at the Belfast shipyard; where there were 10,000 people employed, of which only 400 were Catholic. Considering this was the biggest source of employment in the town, and wasn't exactly a cushy job, you would have expected a much larger number of people working there who were Catholic. However, this was not the case, and was the same everywhere else. In Fermanagh, the county council employed 370 people. Only 48 of these people were Catholic, and none of those people had decent or upper class jobs. This didn't change with bus drivers either. 75 bus drivers were employed in Fermanagh, and only 7 of them were Catholic. And considering that over half of Fermanagh was Catholic, this meant that there would have been a lot of Catholics left without jobs in the city. Therefore, the difficulties faced by Catholics in the 60's were that they were discriminated against by the Protestants. This only shows the job problems they had, but they did face many other daunting problems in the 60's. 2) Source B helps assess the discrimination of Catholics to a certain extent. This is because it is coming from a reliable source. Billy Sinclair used to be the manager of Linfield football club and saw the sort of discrimination he is talking about with his own eyes. The sort of discrimination he is talking about is that if a football scout for a Northern Irish club spots a good young footballer that is from a catholic school, they won't take him on as a player. This is obviously because he is a Catholic, so he wouldn't be accepted in a protestant team. However, this source only comes from one person, and could be helped by being backed up by other people who also manage football clubs, or even from football scouts themselves. Also, source C says that as many protestant people should be in work during times when job opportunities are poor. They would prefer to keep more protestant, unqualified people in work instead of Catholics who could possibly do a better job. This is clear discrimination against the cleverer Catholic people within Ulster. This is a very useful source in assessing the discrimination against Catholics, as it comes from an organisation, rather than just a single person making a statement about the discrimination against young Catholic footballers. 3) The reason that Londonderry became the centre of a civil rights movement was that the Catholics got fed up with the living conditions (as shown in source D) and the voting system in the city. As source D shows, the living conditions were absolutely diabolical. The picture shows an outdoor bath and outhouse, which was very common amongst Catholics houses. However, the Protestants would have had much nicer, indoor bathrooms and toilets, instead of being out in the cold. So that is why the Catholics were fed up with the housing. Also, the way the voting system was set up was biased towards the Protestants. The Catholics were all crammed into one voting area of Londonderry, while the Protestants were spread over two voting areas, meaning that in those two areas, there would be more Protestant votes, meaning more Protestants councillors. The three sources all agree with each other when it comes to talking about the discrimination that the Catholics faced in Ulster. They all show a factor which proves the way that the Catholics were treated. The Catholics within Ulster do get mistreated by the Protestants, even if they are only out of line slightly. The smallest crime could lead to a beating and even a jail sentence, which is how extreme the prejudice is in Ireland. Londonderry became the centre of the civil rights movement in Ireland because it was the main centre of violence in the whole of Eire and Ulster. There was an equal balance of Protestants and Catholics, but there was an un-equal balance in the society. The Protestants always treated the Catholics with prejudice, and never let go of their stronghold over the weaker community. These factors aggravated the Catholics and eventually led them to start up the civil rights movement. After the civil rights movement had started, people from all across Eire and Ulster got involved and were hoping for a united Ireland. 4) In source G, Rev. Ian Paisley said that the IRA and the people who supported it where behind the Civil Rights movement. What he effectively meant was that the Catholics were behind the civil rights movement, which is not the way that Michael Farrell thought about it in source H. He said that there were some Catholics that believed in civil rights, but it was mainly the Protestants that were in charge of the movement. Therefore, he doesn't agree with the way Paisley saw the civil rights movement. However, Source I Does agree with Paisley more than source H. It says that the membership was mostly Catholic, and that the IRA was closely involved in the civil rights movement. However, it does also say that there were Protestants involved, so it doesn't completely agree with the comments made by Paisley. 5) The picture in source J, which was drawn by a Northern Irish political cartoonist, does help portray why the trouble continued into the 90's. It shows five different groups walking around a never-ending staircase which doesn't lead anywhere. Four of the groups (Religion, Politics, Workers and Civilians) are walking up the staircase, working there way up to a better Ireland. However, the other group (the paramilitaries) is walking down the staircase, as they try to cause trouble and want to keep Eire and Ulster separate. They like to stir up the trouble between the Protestants and Catholics and cause riots. The peace process was being lead by Religion, which is why they are at the front of the staircase in the picture. Then the politics follow the Religion as they wanted the fighting and riots to end as it would mean they would get more votes. Then the workers followed the politics as they were drawn in by the things that the governments promised they would do. And the civilians follow the workers as they are mainly their husbands that are working, and the civilians are mainly women and their children. Also, on the side of the wall it has graffiti that says â€Å"REM 1960 ULSTER† which is referring to the Battle of the Boyne. This was obviously when William of Orange and his protestant followers invaded Ireland and took over what is now known as Ulster. This is to remind people that the rift between the Protestants and Catholics still exists because of this event. Another bit of graffiti says â€Å"1916† which refers to the Easter rising on April 24th. There was also the Good Friday agreement of 1998. Sinn Fein was reluctant to sign the document, but in the end gave in. There was an uprising, however, after the document had been signed. This was because it meant that paramilitary prisoners were released. This caused unrest between the two parties, and caused more riots.

Memorizing Lines - Memorization Tips

From time to time you will be required to memorize lines for a play, a speech, or a skit of some kind. For some students this will come easily, but others may experience anxiety at the thought of memorizing lines. The first task is to separate out any anxiety about speaking in front of others and deal with that apart from the actual memorization process. Realize that memorizing is one source of concern, and speaking to a group is another. Focus on one issue at a time. Just knowing this will ease some of your worry and give you more of a sense of control. We worry about things when they feel out of our control. Memorizing Lines The best single advice for memorizing anything is to study in a way that appeals to as many senses as you can. By seeing, hearing, feeling, and even smelling your material, you reinforce it in your brain. There are several ways to reinforce information through your senses. Your best bet is to combine three of these techniques. Youll find that some techniques are appropriate for your specific assignment and others are not. Memorizing With Sight Visual prompts act as a great tool for reinforcing information and committing them to memory. Use flash cards. Put all your prompts on one side and your lines on the other.Draw a series of pictures that represent your speech or your lines. Remember picture stories from preschool? Be very creative and think of a picture story to go along with your lines. After youve created your picture story, go back and say your lines as you look at the pictures.Say your lines in front of a mirror and move your face or your arms a special way to emphasize specific words or passages.If your lines come in the form of a script, cover over other actors lines with strips of sticky note. This makes your own lines stand out on the page. Read them over several times.Visualize other actors faces saying your cues and follow with your own lines that follow the cues.Use your smart phone to video yourself saying your lines and watch it. Then repeat if necessary. Memorizing With Feeling Feelings can be internal (emotional) or external (tactile). Either type of experience will reinforce your information. Write out your lines. The act of writing the words provides very strong reinforcement.Carry your script or speech with you at all times and read the full text when you get a chance to get a strong emotional feel for it.Get to know your character. Understand why you say and do what you do.Act out your lines as you say them, even if this is an unemotional speech. You can so this in front of a mirror and  exaggerate your words with dramatic gestures. Of course, you dont want to do this during your actual speech, but you will be thinking about it.Try memorizing backward, from end to start. This separates the emotion from the words. Then read the text from start to finish, with feeling. This technique reinforces the emotional aspect.Learn to think like your character (get a feel for him or her). This can save you if you forget your lines on stage. Simply think like the character and say what he would say as close to the real lines as possible. Memorizing With Sound Sound is a very effective tool for memorization. There are a few different ways to incorporate sound into your memorization skills. Read the script and record the lines of the other performers and leave the microphone off as you read your own lines. This leaves blank air space for your lines. Go back and practice saying your own lines at the appropriate times.Record your lines with exaggerated vocal expressions. You may even want to yell your words. Exaggerations leave big imprints in your brain.Record the entire play or performance during a rehearsal.Carry your recorder with you and listen to it as often as you can.

My Teaching Toolbox.. Educ 6513 Teaching Adult Learners.

My Teaching Toolbox. EDUC 6513: Teaching Adult Learners Mohamed Faizalla Yorkville University February 19, 2017 My Teaching Toolbox My understanding of skillful teaching has been formed through my practical teaching experience, and further developed as a master of education student who has the advantage of learning and discussing the most recent literature about education and methodology. I found that I completely agree with, Brookfield’s explanation and understanding of skillful teaching. Throughout his book, Brookfield, (2015) mentioned four assumptions of skillful teaching which included helping students learn, adopting a critically reflective stance towards teaching practice, awareness of how the learners are†¦show more content†¦Moreover, assimilators usually like to evaluate pros and cons, enjoy lectures, use logical and detailed thinking to learn as they prefer thinking to acting. Soylu et al, (2009) noted â€Å"students having assimilator and convergent learning styles have common ability to organize and use the information they acquire from the text.† (p.47). Therefor e, utilizing suitable teaching techniques and methods is an important factor in their success. As a teacher, I can always benefit from understanding my students’ a learning styles in my classroom because this knowledge highlights the strengths of my students and guides my choice of the best teaching techniques. When dealing with divergers, I would focus in my class on methods that include relationship activities, such as role-playing open discussion, and small group work. Moreover, divergers prefer to create their own curriculum and avoid too much paperwork, and when they receive personalized instructions, they perform better. On the other hand, assimilators who prefer to learn through thinking and processing, can perform well in the lecture setting. Therefore, lectures that start from high-level concepts and work down to the detail and include precise and accurate knowledge, presented by an expert engage assimilators the most. They also prefer to receive instructions in informational forms, such as lectures and reading while they tend to be unaware of the emotional cli mate

Essay on The Importance of Marriage - 1017 Words

The Importance of Marriage Many people think that a wedding in a church is important so that the people getting married are under the eyes of God and he will give then the love and guidance against things like marital breakdown and to give the couple the love and support for each other . The love of man and woman is made holy in the sacrament of marriage, and becomes the mirror of your everlasting love, this quote literally spells out what the sacrament of marriage is for . Marriage is the final sacrament of a catholic persons life, but marriage can only be conceived in a church if one or both of the people receiving the†¦show more content†¦Question two asks the couple if they are ready to honour each other for the rest of their lives. The third question asks the couple are they ready to accept the gift of children lovingly from God and bring them up to continue Gods work of creation , this asks the couple if they pursue in Gods gift of sex and child is conceived then the couple should accept it as a gift from god and not pass it up. The marriage vows are the main part of the sacrament of marriage , this is where the couple offer the sacrament of marriage to each other and this is done through the exchange of vows. The bride and groom join hands and the relative of the bride gives the bride away to the groom, the bridegroom make his vows first. This is the actual moment that the sacrament is made , and the couple turn to each other and say I (name) do take thee (name) to be my lawful wedded wife/husband, to have and to hold from this day forward, for better, for worse , for richer, for poorer, in sickness and in health, to love and to cherish, till death do us part. After this the sacrament of marriage is made. After the vows the exchange of rings is made , the groom must put the ring on theShow MoreRelatedThe Importance of Marriage1887 Words   |  8 PagesRunning head: MARRIAGE AS AN INSTITUTION The Importance of Marriage Ana Vertz PS301 Mrs. Kathy Erickson August 30, 2009 The Importance of Marriage From Colonial times to present marriage has been an integral part of American culture. The importance is has been evident in that it is one of the few institutions that started with the country and is still very popular. What makes marriage an important institution? This paper will discuss the perceptions of the importance of marriage for men and womenRead MoreEssay on The Importance of Communication in Marriage2213 Words   |  9 PagesThroughout the last half of the century, our society has watched the divorce rate of married couples skyrocket to numbers previously not seen. Although their has been a slight decline in divorce rates, â€Å"half of first marriages still were expected to dissolve before death.† (Stacy, 15, 1991) Whatever happened to that meaningful exchange of words, â€Å"until death do us part,† uttered by the bride and groom to each other on their wedding day? 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While jealousy of a prior spouse or concerns over children from a p revious marriage can be at the root of the problems, other issues that are closely intertwined with such problems are that of self image and self esteem problems of one or both of the spouses. Communicating these issues and finding resolutions for them before the marriage even beginsRead MoreThe Importance of Marriage in Pride and Prejudice Essay953 Words   |  4 PagesJane Austin ensures that marriage remains a central component to the main plotline throughout the novel. Through the use of Elizabeth as a literary tool, Austen is able to use her in order to portray her own feelings on marriage. In the novel, the opinion that comes through is that she is of the opinion that marriage should only take place on the basis of love. This is evident through the failings of those who marry for something other than love, and Darcy and Elizabeth’s success. The centralRead MoreThe Importance Of Interpersonal Communication For Having A Healthy Marriage1611 Words   |  7 Pagesstar ting any new relationship. Communication becomes vital in continuing and maintaining these relationships.The concepts are based on the importance of interpersonal communication for having a healthy marriage. Our body language and spoken words often get read the wrong way which sometimes has a negative impact on our relationship. Many times you hear that marriage changes the relationship in part because communication and other attributes fall to the wayside, â€Å"about 40 to 50 percent of married couples

Big Brother A Depiction of 1984’s Dystopic Society Free Essays

The term Big Brother was initially coined from George Orwell’s novel 1984. In 1984, Orwell describes the mechanisms of a dystopic society, Oceania. From the start, there is the very real warning that Big Brother is watching over everything happening in Oceania. We will write a custom essay sample on Big Brother: A Depiction of 1984’s Dystopic Society or any similar topic only for you Order Now Big Brother in Oceania is an all-seeing and omnipotent ruler. The society of Oceania lives in miserable circumstances and yet they willingly consent to this form of living believing their conditions are normal. The citizens believe it is normal for Big Brother to be watching their every move. Even the thoughts and opinions of Oceania’s citizens are constantly being monitored by Thought Police. Two-way screens are also present in all public spaces and living quarters to ensure Big Brother’s monitoring of Oceania. George Orwell’s 1984 has become renowned until this day for its clear depiction of surveillance and encroachment of individual rights. In the present-day Big Brother, a television series broadcast in numerous countries around the world, a very similar dystopia is portrayed. Contestants of the reality show enter Big Brother’s house willingly. Upon entrance, they allow themselves to be put under the scrutiny and watchful eye not only of Big Brother but also of the public outside. George Orwell’s two-way screens have been replaced with cameras that have been placed all over the house. The Thought Police have been replaced by Big Brother and the audience of the show. The limitations of the lives of the people in Oceania are also meted out on the contestants upon entrance to the house. They are made to follow certain rules and regulations provided by Big Brother. They are also required to follow all Big Brother’s orders without question. Food, money and other amenities are only available to the contestants if Big Brother supplies them with these and only if he allows them access to the supplies he has placed in the house. Big Brother in the reality show possesses many of the qualities of the Big Brother in 1984. He is both all-seeing and all-powerful. Big Brother not only monitors all of the actions of the contestants but he also dictates the actions by talking to them and ordering them around to perform specific tasks. Rules and regulations are numerous in the house and the contestants themselves are not allowed to secretly communicate with one another. Conversations or written communications that are not audibly heard by the sensors in the house are often met with punishments from Big Brother. Big Brother is indeed a portrayal of dystopia. It does not pretend to be a perfect society gone awry. From the start, the goals of Big Brother has been clear. It aims to create a living society within Big Brother’s house with members that have been stripped of their rights and forced to subject themselves to the watchful eye and unpredictable whims of Big Brother. Dystopia is very much present in the Big Brother house. Outside of its setting as a television show, the goings-on in the house are clearly negative and undesirable to anyone else. No one would want to be subjected to the living circumstances of Big Brother’s housemates. Despite the fact that Big Brother shows the very workings of a dystopic society, the show’s ratings clearly attest to its popularity. Dystopia, it seems, has become a popular notion. Big Brother, in fact, is held in much respect and adoration by the very housemates made to endure the limitations of dystopia. Perhaps this is proof of the show’s success in portraying true dystopia. In 1984, dystopia was only able to continue because of the brainwashing done on the citizens of Oceania. They wanted to be under Big Brother’s surveillance and even loved him for it. The same â€Å"love† for Big Brother is seen in the dystopic reality show. How to cite Big Brother: A Depiction of 1984’s Dystopic Society, Papers

One Autumn Day free essay sample

When I signed up to teach Pre-Kindergarten Sunday school, I received a list of names of children I had known since they were infants. As my eyes scrolled down the list, my breath stopped when I came across the name of a girl, only three-years-old, fighting for her life. She had cancer. During the first few weeks of class, I could not keep my eyes off of the empty seat and the blank row of her attendance column. She had been living in the hospital for over a month, enduring rounds of chemotherapy. I received emails, telling me she might not pull through and she was near the edge. Her family rarely came to church, but when they did, I saw the pain in their eyes. But one autumn day, our prayers were answered. Her mother stood up with tears in her eyes. Her voice quivered as she said, â€Å"After multiple tests, the doctors could not find any sign of the cancer. We will write a custom essay sample on One Autumn Day or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † She broke down along with half of the congregation. The next Sunday, the row had its first sticker and the chair was filled with her small, fragile body. But she would not look at me. She cried for her mother and did not partake in any of the activities I had planned. Her mother came with her to class and she could not be separated for long periods of time. I started to focus on diverting her attention away from her mother, so she would become more independent. When we walked out of the sanctuary, I grabbed her hand and discussed the activities. I comforted her during class when the other children colored. She helped me develop the lesson plan for the following week. I knew it would take time for her to open up, but I did not anticipate the way she would break out of her shell. One Sunday, a soft hand grabbed mine and she hugged me. She strolled right out of the sanctuary without looking once at her mother seated in the pew. She transformed my view on life. She showed me ev ery moment is precious. Working with her, I accomplished more than I had bargained for. And I am thankful for the opportunity because not only was I teaching that little girl, but she was also teaching me.