The Contribution Of Developing A Theory From This Standard Of Care Is That It Can Express A New Unifying Idea About The Phenomenon Of Peaceful End Of Life For Terminally Ill Patients. It Allows For Generating And

1831 words - 8 pages

Discrete Structure

To be submitted to: Mr. Roger Intong

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 If they could get away with it, they would spend almost all of their day focused on one gadget or another, just like I used to be with books.  Instead of bookworms, perhaps we should call these kids “gadgetworms.”
So, how can we keep them focused on our lesson when they would rather text their friends?  We can return to the very first principle of good lesson planning.
1. Start from Where the Students Are
Student-centered teachers take their students’ interests, capabilities, and goals to heart.  Their lessons tend to be more successful as a result.  The successful lesson plans I have created are a result of what I predict my students will enjoy, based on what I know of them.  I could never use that exact same lesson plan again, because it was tailored toward a particular group of students.
A fellow teacher felt that her students were not responding well to Romeo and Juliet.  After reflecting on the problems she was having, she decided to give them a project using the famous balcony scene.  She asked them to rewrite the scene as if Romeo and Juliet were texting each other.  The results were hilarious – and showed true understanding of the scene.  Shelly simply incorporated one of their interests – texting – into the lesson, acknowledging their love of this form of communication while also requiring them to learn Shakespeare.  I was observing from the back of the room and did not see any real texting going on because the students were having fun learning.
Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.
For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University–Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the Web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing earbuds.
Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.

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