Many people sometimes find it weird to have people coming in to classes. A new face in the class is really something that is sometimes hard to get used to. Many people sometimes feel weird when they are being watched by people that they dont even know. In a class we sometimes get visitors and observe the class and whatever everyone is doing. Students could take it either a bad thing or a good thing to have a visitor come and check whatever the class is doing.
In some cases, students just ignore the fact that they are there; Sometimes they wonder who the person is and why they're there. Most of the time they wouldnt know what to think and how to treat those people. Most people will treat them in a good way to get to know them better and some will try to be rude because they aren't used to the change. There could be many other reasons why students treat them in a certain way.
Visitors could sometimes be treated in a good way or bad. It just depends on the student on how they want to approach them.
Tuesday, March 17, 2009
Monday, January 19, 2009
Communication with Subs
Hi everyone, and hopefully everyone had a great holiday. Today I will be talking about how people communicate towards substitutes in either good or bad ways. Many people take advantages over substitutes because they think that they could get away with it and sometimes they do even though they know they did a bad thing. Substitutes are sometimes soft to students because they don't know them much or tries to avoid any arguments with the students but anyways students could show many rhetoric towards a substitute in either a good way or bad.
There are many different types of subs even good or bad ones but most of what I have seen are good at doing their jobs. Communications between the substitutes aren't that great most of the time because there will be a person who always influence others to do the wrong thing like my class in 6th grade when my class (Ms.Phillip's class if you were in my class) made a substitute cry. I admit I was part of it, I mean everyone had part of it because we took advantage of her. We pretty much didn't pay attention to her because it seemed like she didn't know what she was talking about. This could show bad rhetoric because the students and the substitute didn't have good communication between each other. In the end we were supposed to write an apology letter to the substitute because of our behavior which has to convince the sub that we were truly sorry. I guess that showed a little of good rhetoric because we had to apologize. At the same time, it became harder for us to get substitutes because of what had happened.
Many substitutes are different in every way and most students sees it as an opening for a little bit of freedom because they get to do more than they could with the regular teachers. Unfortunately, some students takes advantage of it too much that it becomes too much. Anyways, hopefully had fun enjoyed reading my little story and probably people from Harvard remembers it.
There are many different types of subs even good or bad ones but most of what I have seen are good at doing their jobs. Communications between the substitutes aren't that great most of the time because there will be a person who always influence others to do the wrong thing like my class in 6th grade when my class (Ms.Phillip's class if you were in my class) made a substitute cry. I admit I was part of it, I mean everyone had part of it because we took advantage of her. We pretty much didn't pay attention to her because it seemed like she didn't know what she was talking about. This could show bad rhetoric because the students and the substitute didn't have good communication between each other. In the end we were supposed to write an apology letter to the substitute because of our behavior which has to convince the sub that we were truly sorry. I guess that showed a little of good rhetoric because we had to apologize. At the same time, it became harder for us to get substitutes because of what had happened.
Many substitutes are different in every way and most students sees it as an opening for a little bit of freedom because they get to do more than they could with the regular teachers. Unfortunately, some students takes advantage of it too much that it becomes too much. Anyways, hopefully had fun enjoyed reading my little story and probably people from Harvard remembers it.
Wednesday, December 17, 2008
Emotional Appeals Inside a Classroom
Hi everyone, I am here to talk about rhetoric of classrooms. I know that I had talked about logos which is another rhetoric that could be used in classrooms. There are 2 other types of rhetoric that i haven't talked about which are ethos and pathos but today i will talk about pathos. As we all know, pathos is a type of rhetoric that is an emotional appeal. This rhetoric can make a person feel good or bad emotions.
Most pathos rhetoric appeals to people because of their word usage to make a person feel a certain way. In a classroom this rhetoric can be used everywhere. Teachers, textbooks, essays, pictures, and such could show such appeal. For Example, when i was in Mr. Del Real's class he talked about how he worked and fixed someone's house and he was proud about it because it was his own work. Apparently he didnt feel proud being in that classroom that one moment because his work isnt showing and didnt show any improvements. He works hard in his job but the feeling of accomplishing anything didnt show. When Mr. Del Real said that to the whole class it made me feel a that i should do better than i should. It appealed to my emotions because it made me feel bad and thought to myself that i should do better.
Pathos could also be used in many ways in a classroom. It makes people feel a certain way in different ways but it will only happen if you choose your words correctly. If you use words that makes a person angry but you want them to be happy then it wont work that way.
HAPPY HOLIDAYS EVERYONE =)
Most pathos rhetoric appeals to people because of their word usage to make a person feel a certain way. In a classroom this rhetoric can be used everywhere. Teachers, textbooks, essays, pictures, and such could show such appeal. For Example, when i was in Mr. Del Real's class he talked about how he worked and fixed someone's house and he was proud about it because it was his own work. Apparently he didnt feel proud being in that classroom that one moment because his work isnt showing and didnt show any improvements. He works hard in his job but the feeling of accomplishing anything didnt show. When Mr. Del Real said that to the whole class it made me feel a that i should do better than i should. It appealed to my emotions because it made me feel bad and thought to myself that i should do better.
Pathos could also be used in many ways in a classroom. It makes people feel a certain way in different ways but it will only happen if you choose your words correctly. If you use words that makes a person angry but you want them to be happy then it wont work that way.
HAPPY HOLIDAYS EVERYONE =)
Sunday, November 30, 2008
Dipper understanding inside the classroom
Hi again everyone, as you have seen I have been talking about rhetoric of classrooms and how people use rhetoric inside the classrooms. Many of us probably don't know that we encounter many types of rhetoric when we go inside a classroom. We already know that 3 types of rhetoric are ethos, pathos and logos. Well today i am mainly going to talk about logos. Logos, as we all know, is the appeal of using logic like reasons to persuade the reader.
We use logos in a classroom to improve our knowledge by using facts and reasons from experts. Examples of logos can be seen in textbooks because they have facts that came from experts. Charts can also be part of it because its facts. In math, 1 + 1 = ? we all know its 2 but what if someone else say its 3? What reasons or facts can we provide him to prove him wrong? Well we could tell that person that if you use your fingers, 1 finger symbolizes 1 and add another finger, then its 2 not 3. Now having that said, did anyone notice whats wrong with my tittle? The word "Dipper" instead of "Deeper" isnt it the same? "I" in short sound? Well I think that it is wrong and the word "Dipper" has a different meaning than deeper. Dipper means a cuplike container with a long handle, used for dipping liquids. Deeper means to or at a considerable or specified depth. Both definition are not similar which makes it wrong. Logos applied to it because i gave reasons why it is wrong by using facts. The Definitions came from the dictionary which is a source that came from experts.
Logos could be everywhere in a classroom and it could be used in many ways. Logos can persuade a person about a topic because you are giving them reasons/facts and they would get a better understanding about it.
We use logos in a classroom to improve our knowledge by using facts and reasons from experts. Examples of logos can be seen in textbooks because they have facts that came from experts. Charts can also be part of it because its facts. In math, 1 + 1 = ? we all know its 2 but what if someone else say its 3? What reasons or facts can we provide him to prove him wrong? Well we could tell that person that if you use your fingers, 1 finger symbolizes 1 and add another finger, then its 2 not 3. Now having that said, did anyone notice whats wrong with my tittle? The word "Dipper" instead of "Deeper" isnt it the same? "I" in short sound? Well I think that it is wrong and the word "Dipper" has a different meaning than deeper. Dipper means a cuplike container with a long handle, used for dipping liquids. Deeper means to or at a considerable or specified depth. Both definition are not similar which makes it wrong. Logos applied to it because i gave reasons why it is wrong by using facts. The Definitions came from the dictionary which is a source that came from experts.
Logos could be everywhere in a classroom and it could be used in many ways. Logos can persuade a person about a topic because you are giving them reasons/facts and they would get a better understanding about it.
Thursday, October 16, 2008
Inside the classroom
Hi everyone, today I am going to talk about rhetoric in classrooms and the different kinds of ways they apply in there. 1st of all, we know that rhetoric is a device to persuade the speaker's audience and we know that there are 3 elements that are called ethos, pathos and logos that makes up rhetoric. Having that said, is there another way we could persuade a person not just in writing or talking? Well today, I had learned something new about rhetoric that could persuade people in a different level and it is using visual rhetoric. Visual rhetoric is also a type of persuasion but using images such as still or moving photographs, graphics, animation, etc.
Images can appeal to the viewer's logos, ethos, and pathos, depending on what the image symbolizes. One way the image can appeal to the viewer's pathos is having a picture of a dirty, hungry, dog and the topic is about evolution, when the dominant traits win. Basically it will show that this dirty, hungry, dog doesnt have the dominant trait to look for food, not like the other street dogs. This could appeal to pathos because it will make the viewer feel sad about the image. Visual rhetoric can also appeal to logos by showing the exact facts. Instead of just saying 2000 people or so died in a certain year, you could show a graph that specifically demonstrates your facts. Ethos can be used in visual rhetoric by showing a graph or link to your source as evidence to prove that homework gives students stress. (Just an Example) Maybe, you could say that homework gives you stress, but teachers will think that you are just saying it to get away. By giving a certain source or image like "According to scientific reasearch, 55% of the studenrs who gets a lot of homework are mostly stressed." This automatically raises your ethos and people would most likely believe you.
Ethos, Pathos and Logos could be used in the classroom in many ways. Visual rhetoric could also be used in a classroom by teacher themselves. They use images so that we could have a visualization of how the topic will be like and a better understanding about the topic itself.
Got info in http://www.auburn.edu/~smitjes/theory.htm
Images can appeal to the viewer's logos, ethos, and pathos, depending on what the image symbolizes. One way the image can appeal to the viewer's pathos is having a picture of a dirty, hungry, dog and the topic is about evolution, when the dominant traits win. Basically it will show that this dirty, hungry, dog doesnt have the dominant trait to look for food, not like the other street dogs. This could appeal to pathos because it will make the viewer feel sad about the image. Visual rhetoric can also appeal to logos by showing the exact facts. Instead of just saying 2000 people or so died in a certain year, you could show a graph that specifically demonstrates your facts. Ethos can be used in visual rhetoric by showing a graph or link to your source as evidence to prove that homework gives students stress. (Just an Example) Maybe, you could say that homework gives you stress, but teachers will think that you are just saying it to get away. By giving a certain source or image like "According to scientific reasearch, 55% of the studenrs who gets a lot of homework are mostly stressed." This automatically raises your ethos and people would most likely believe you.
Ethos, Pathos and Logos could be used in the classroom in many ways. Visual rhetoric could also be used in a classroom by teacher themselves. They use images so that we could have a visualization of how the topic will be like and a better understanding about the topic itself.
Got info in http://www.auburn.edu/~smitjes/theory.htm
Thursday, September 11, 2008
Welcome
Welcome to my blog. My name is James I am currently attending Camino Nuevo Highschool.I am determined to learn what i can as a student even thought sometimes things gets tough. Being a student is really hard if you dont put your effort into it but with hard work and determination it could get you to places you would never even think of. I am a student myself so i know how hard it is to do your homework by staying up all night even though sometimes I dont even get it but it doesnt mean u cant try your best to figure it out. Even though we cant figure something out, it doesnt mean we cant ask any of our teachers for help in the classroom while doing class work or so.
My topic is about the rhetoric of classrooms. This means the way how people talk in a classroom and how it is unique. In a classroom we cant simply say anything we want because we are there to learn and not to fool around. We want a classroom to be a learning environment for everyone so that we could learn easily. Teachers set some boundaries of how we should behave in a class so that we could make it a good learning environment. Teachers might sometimes talk to you in a different way when they are outside of the classroom but when it is school time you somtimes dont know what they are talking about.
We will learn all of these things in the process so that we would understand why we have to act or talk differently in a classroom than we do outside. Most likely in a classroom there are certain boundaries we should keep in mind and we will also be learning that in the process. Everything could go differently in a classroom depends how their rules are made and how the students obey in those rules. Being in a classroom could be tough but learning on the process wouldnt hurt.
My topic is about the rhetoric of classrooms. This means the way how people talk in a classroom and how it is unique. In a classroom we cant simply say anything we want because we are there to learn and not to fool around. We want a classroom to be a learning environment for everyone so that we could learn easily. Teachers set some boundaries of how we should behave in a class so that we could make it a good learning environment. Teachers might sometimes talk to you in a different way when they are outside of the classroom but when it is school time you somtimes dont know what they are talking about.
We will learn all of these things in the process so that we would understand why we have to act or talk differently in a classroom than we do outside. Most likely in a classroom there are certain boundaries we should keep in mind and we will also be learning that in the process. Everything could go differently in a classroom depends how their rules are made and how the students obey in those rules. Being in a classroom could be tough but learning on the process wouldnt hurt.
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