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This split archetype enables us to identify with and enjoy our students despite vast differences in background and experience.
“The growth of new connections changes learning from a short-term, functional shift in the effectiveness of a synapse to a long-term, structural change in the bunches of the nerve cells, as well in the number of synapses between the two cells” (Vaughan 62). ” experience for me late one night while I was visualizing the students who had written the essays piled high on my worktable. ” he asked—and named a rare bird whose song he had just heard.
Some students, I imagined, were sleeping; others were working late shifts, watching TV, texting, or partying. I recall a story that helped me understand how much potential lies undeveloped within most human brains: Two men were walking down a busy street in Manhattan on a weekday afternoon. Amazed, his friend asked how it was possible to hear a bird in the clatter of weekday traffic.
But I gradually came to believe that rather than doing their editorial work for them, I had to find ways to empower students to solve their own writing problems.
Our profession needs to find out: a) why some students write poorly, and b) which teaching practices will give them the confidence and skill needed to overcome those difficulties.
To do that, we need to emphasize formative assessments that encourage students to make changes and corrections Gary R.
Hafer describes an approach to teaching that is all too common (I know I’ve been guilty of it myself)—the type of professor who complains that “students commit the same errors over and over, unaware that his constant grading never communicated what he wanted his students to learn” (215).That ornithologist heard the bird song because his brain was constantly running a high-quality mental software program for bird identification.Similarly we English teachers possess sophisticated mental software for writing and editing. that need careful proofreading: They just looked at me helplessly.Finding ways to break that pattern is the goal of this article.a book about the contradictory forces that often operate in secret as ministers, teachers, physicians, and social workers strive to fulfill their mission of serving humanity.The author, a Jungian analyst, is intrigued by archetypes—ancient mythic patterns, personified in figures from old stories and traditions, that humans re-enact all their lives.All too often students’ revisions show little improvement, and subsequent assignments demonstrate that our pleadings about spelling, fragments, and comma splices have fallen on deaf ears.The uncomfortable truth is that teachers have power over students, no matter how hard we try to be encouraging and helpful. Horvath sums up the fears of many instructors when she warns that students may be “alienated, antagonized, by our thought-heavy marginalia and terminal remarks” (243)., notes that many students see us as authority figures rather than guides and helpers.Happily, the opposite is much more likely to happen as instructors, remembering their own school days, reach out with compassion and encouragement to the students in their classrooms. Guggenbühl-Craig’s most important insight, I think, is that the same teacher/student archetype is present in our students.If he is correct, then a wise and nurturing teacher lies hidden within the psyches of the students who drive us to despair with their overdue assignments, misplaced commas, and reckless attempts at subject-verb agreement.Neuroscience has discovered that the brain is not the static organ we once believed it to be. Vaughan explains, “learning occurs through changes in the strength of connectors between various neurons” (40).When stimulated, neurons can migrate, connect, and increase at any stage of human life.