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¶ … instructor teaching the course, you are revising syllabus for next semester. Which story WOULD you NOT use again and why?
If I were the instructor next semester, I would definitely eliminate "Young Goodman Brown" from the syllabus. Yes, it is important to read and appreciate different literature from different time periods, in this case a 19th century American author writing about colonial, Puritan New England. However, I think there are many other Nathaniel Hawthorne stories that contain similar themes without being so simplistic in their characters and use of symbolism. Hawthorne stories like "The Minister's Black Veil" or "Rappacini's Daughter" also contain the literary device of symbolism, but contain more humor or more drama, in terms of how the religious community is portrayed or what is at stake for the narrator.
Young Goodman Brown" seems to function more as a simplistic fable written for a magazine rather than a complex work of art that can provoke discussion on the level of the other stories on the syllabus. Also, it does not really fit very well with the rest of the syllabus. The other stories on the syllabus have three-dimensional characters that show a mix of good and bad characteristics, and face moral dilemmas. But the 'good man' of the title is suddenly confronted with a vision of hypocrisy, of the good people of the town showing their evil side. He does not come to this encounter with any soul-searching, or because he has done something particularly extraordinary, in terms of the story's plot. The story is heavy-handed and does not make much of a 'case' for the effective use of symbolism or the use of stories with clearly moral tales. Most people in the class have already encountered fables and morality tales in their other reading, even as children, and the more complex modernist works are a better spur towards better writing and critical thinking.
It also is striking in the way that it uses dialogue and silence to create the relationship between the man and the girl, rather than description. However, the details of the story, like the types of drinks the couple have together and the luggage stickers on their suitcases tell a tale and characterize them just as much as long passages of dialogue or narrative. A also enjoyed "Cathedral," another story
Teacher Performance Evaluation: The University of Arizona Teacher-Course Evaluation (TCE) The University of Arizona's Teacher-Course Evaluation, or TCE, is a tool that aims to evaluate not only teacher performance, but also the course being offered by the University in general. The tool seeks insights from students about specific course features that must be improved and if necessary, modified to further enhance the curriculum. At the same time, the teacher performance evaluation
Comparison of the effectiveness of the students' grades and evaluation ratings between the two groups -- traditional as the control group and online as the experimental group -- completed the experimental design of the study. Internal Validity Threats. History- Yes, because of the differences in the time period in which traditional and online classes are conducted. Can be remedied through determination of fixed time schedules for each day or class meeting. Maturation-
Teaching at the university level and at the grade school level can be vastly different. Institutional differences account for the largest part of the disparities between these ostensibly similar careers, but methodological differences also exist. Teaching is considered the primary focus of the grade school teacher's career, whereas university professors are often academic scholars rather than educators and teaching for such people is far less important than academic research. According to
Convergent questions seek one or more very specific correct answers, while divergent questions seek a wide variety of correct answers. Convergent questions apply to Bloom's lower levels of Knowledge, Comprehension, and Application and may include questions like "Define nutrition," "Explain the concept of investing," and "Solve for the value of X." Divergent questions apply to Bloom's higher levels of Analysis, Synthesis, and Evaluation; are generally open-ended; and foster student-centered discussion,
Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their