IN CLASS TODAY:
We covered the first five words of Unit 5: Acuity, Delineate, Depraved, Enervate, Esoteric.
Then, Groups 2 and 4, we spoke about the reading for today: pages 229-257 in Watership Down. Group 6, as half the class did not finish the reading, we did not progress. Group 2, our conversation was lackluster at best. What gives, folks? Why the significant number of weak links? It seems ironic that after two weeks of addressing the critical elements of a functioning team, our own teams show signs of disarray. While I see great potential in you to steer the ship, I'm getting the sense you want me to take back the wheel. At least, that's what I saw today. Is this so? You've been most impressive in previous classes. Is the format merely losing its novelty?
Please comment on this because I would:
A) like to know what is causing the problem;
B) like to know your suggestions for solution.
We've got half of the novel to go; let's make a great go of it! I've been very impressed with the way you analyze the dynamics between characters, extrapolate larger, applicable meaning from the book, challenge each other to develop your ideas and create a meaningful, useful record of your conversation. How can we keep that going?
HOMEWORK:
WRITE SENTENCES ON THE WIKISPACE FOR THE WORDS COVERED TODAY.
WRITE DOWN TWO CENTRAL LESSONS TO BE LEARNED FROM EACH OF THE FOLLOWING EPISODES:
1. The River Crossing: Pages 36-39
2. The Time in Cowslip’s Warren: Pages 70-118
3. Creating an Alliance with Kehaar: 178-193
4. The Nuthanger Raid: 197-229, 242-253
You should have a list of 8 lessons overall.
In class tomorrow, we will create a list of Top Ten Rabbit Commandments. Leaders, YOU design the classes tomorrow. Rely on everyone to help you reach the goal, and structure activities/create roles that you think will help.
Again, please comment on the post above if you have an insight or suggestion. Today took me by surprise, and I'm sure no one wants a replay.
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The problems at our round table discussions (group) are several. For one, most of the participants (and I admit that at times I am too guilty of this) feel that side conversations are okay. They are not as they a) fail to incorporate the entire group into what you are saying b) don't even apply to point "a" most of the time as they are not on the book and c) cause other people to lose focus...very...easily. Also, a large portion of the class also feels that they are the exception to the no interruptions or disruptive talking. This results in carrying-on side comments and disrespectful behavior, long past when Mrs. Zarwell has crossed her arms and waited much longer than necessary for the class to be quiet. Last, if I had a dime for the number of smart-*** comments that were made at the english discussions, I could very well pay for my tuition myself. It has to be my biggest pet peeve. The fact that some feel the need to receive attention for a comment you may think is hilarious or that you said because you have to be right and contradict everything, is somewhat sad. If you were 4, it would be cute and I'd call you very perceptive. Since we are all 15, it is somewhat annoying and monotonous (by the way, the "you's" refer to the class...just clearing that up). The solutions to these problems are simple. Talk only when you have something positive to contribute. Not what you "think" is a contribution, but something you have deliberated over since the previous night (when we should be reviewing the discussion questions) and that you know will either be well-received, taken into consideration, or cause further questioning. Whenever a point is made at the round table, 99% of the time, I'd better be able to challenge you and be convinced, or in the very least satisfied with the sophistication of your answer. If you think Hazel is a bad leader just because that's what everyone else in the group is saying, but you don't really have a great reason, it is not as helpful to our discussion. Also, we must all realize that we are indeed the problem and the only cause of the problem. Everybody at the table (with the exception of some wonderfully composed individuals whom I myself aspire to emulate in certain areas, mainly those of composure and universal inclusion) is the reason that our group is dysfunctional. The first step to solving a problem is realizing the cause and the flaw. Once we can realize that are lack of self-control and negligence to put forth more effort into what we bring to the ERT, we can take steps to improve our discussions. I really believe our class has the potential to be outstanding. We have such a diverse group of people; we have so much intelligence and so many different types of thinkers that could bring so many different view points and good contributions. If we can nip our flaws in the bud, we can start to grow as group (somewhat of a paradoxical metaphor, but you get what I mean). If this fails to convince my peers, then think of it this way: The less our discussions accomplish, the more we'll have to rely on ourselves for the exam.
ReplyDeleteWhat caused the problems for me today was simple... chess tournament and two tests monday morning after a late night of homework and studying leaving my brain a complete pile of mush... that along with an extreme "case of the mondays." I found the topic of our discussion today completely pointless nonetheless. We spend a good half hour on a simple question that on a good day we could've wrapped up in 10 minutes and moved on.
ReplyDeleteShorty pretty much sums up anything i can think of for a solution extensively. Those problems reflect well what happened today, but I'm convinced that today was simply a bad day.
I felt like our topic wasn't very interesting. Also, our section seems to go back to that same things every day. One person says a sarcastic comment, and the whole class gets sidetracked. People don't listen to the students actually trying to contribute, and they feel like their views aren't wanted, so consequently, stop participating all together.
ReplyDeleteTo sum of Short's wall of text...
ReplyDeleteTALK BECAUSE YOU HAVE SOMETHING TO SAY, NOT BECAUSE YOU HAVE TO SAY SOMETHING.
In response to Mrs. Zarwell's question, I believe a fairly significant reason for our lackluster performance was, as Drew said, an "extreme case of the Mondays." I also agree with Drew about his impression of the discussion today. I did not find it very interesting nor productive. It seemed that we were reviewing plot review that everyone already knew. The discussion didn't really have any value. I think the time could have been much better spent on assessing and interpreting something that happened in the reading.
Finally, I also think that the system of the previous leader picking the new one will significantly improve our discussions. That process alone takes about 10-15 minutes of class time.