21st Century Essay
Etiquette Problem in the 21st Century Children
The major difficulty and matter of the 21st century children is their etiquette. Manners and etiquette for children is graded as the most significant value to nurture in the family home.
Instilling good manners in some adolescence will feel like an approximately not possible job. But don't misery, just keep at it. You will be amazed how much of your nearly and irritating about being well mannered stays with them.
Bad manners and etiquette are the bane of survival for many parents, but it is generally not until they are displayed exterior the home that parents will take the difficulty seriously sufficient to work on it. Even worse, children who perform perfectly well affected inside the home emerge to disregard all of the appropriate lessons learned as soon as they set one foot external, and the little gentleman or lady you have been training up is barely identifiable.
There are the several troubles that are so ordinary connected to the manners problems in children 21st century children that are require of moldiness, ego problem, self consciousness, anger, Defiance.
If parents are motivated about some harmful behavior of their child, they should indicate their frustration rather than smiling quietly hiding their annoyance. This would only communicate pretense and not compassion. Parents as a rule should not hide their anger but express it efficiently without creating bitterness and a sense of retribution. However angry the parents may be, they should never insult the young people behavior or character or use an insulting term which gets resolutely embossed in the youngster's mind.
Defiance and moodiness
Children behavior is hardly ever steady. One instant he is eager...
Loading: Checking Spelling0%
21st Century Advertisement Tactics Essay747 words - 3 pages 21st Century Advertisement Tactics At first glance you see an incredibly handsome man embracing an enchanting young lady. The two appear to in love. They are all alone, kissing in a dark gloomy subway station. How can this be an advertisement for men¡¦s shoes? Most advertisements use appealing visuals like these to sell their products. Many of those techniques are illogical, deceptive, and some may even be considered too erotic. The attached...
21st Century Slavery Essay846 words - 3 pages PhilpotMs. SteinAP Lang; P. 2Madison PhilpotSeptember 23, 201421st Century SlaveryWhat comes to mind when you hear the word slavery? Most people think of early American history when slave trade was a large part of American life, some think of modern day slavery like human trafficking...
21st Century Slavery846 words - 3 pages PhilpotMs. SteinAP Lang; P. 2Madison PhilpotSeptember 23, 201421st Century SlaveryWhat comes to mind when you hear the word slavery? Most people think of early American history when slave trade was a large part of American life, some think of modern day slavery like human trafficking...
The 21st Century Elections3368 words - 13 pages The 21st Century Elections United States of America has been the country that was always seen as a powerful and strong by other countries. Our nation that was perceived before as a symbol of modernity and as a sign of example to follow was soon to change throughout the years and demonstrated on the elections of 2000 and 2004 where our nation set in stone the failure to maintain a quality on its political life as well as its elections. The...
Utopias of 21st Century9963 words - 40 pages PAGE Utopias of 21st CenturyFeminist UtopiaPhilosophers provided this careful and spirited defense of utopian thinking and practice, arguing that we must approach the twenty-first century with renewed hope for our common future rather than with despairing disengagement from public life. (McKenna,125) Acknowledging that utopian thought is too...
21st Century Classrooms and Learners1567 words - 6 pages 21st Century Classrooms and Learners Defining a 21st Century Classroom The term, 21st century classroom, might at first thought, seem easy to define; however, as one looks deeper, the simplicity of a definition seems at best, a challenge. Is a 21st century classroom one which houses a variety of technologies readily available to the teacher and students? Or, as might seem obvious, one in which the teacher and students are capable of...
A 21st Century Learning System1468 words - 6 pages Introduction Learning is a relatively permanent change in behavior due to experience according to Ormrod, 2004 beside that, the definition of 21st century learning it is all about collaborate with others and connect through technology. Discussing the implementation of technology in learning it’s referred to the teaching, learning and thinking tools that can change the way of cognitive process. Technology has a great potential to enhance...
The 21st Century School Librarian1420 words - 6 pages The 21st Century school librarian is no longer just the caretaker of the book collection. Technology is transforming the education system and the way children are taught. This paper discusses the many roles and issues that the teacher-librarian plays in creating a flexible 21st Century learning environment. 21ST Century School Library Media Specialist The roles discussed in the articles written by school librarians Mashriqi (2011), Ballard...
The 21st Century School Librarian1426 words - 6 pages The 21st Century school librarian is no longer just the caretaker of the book collection. Technology is transforming the education system and the way children are taught. This paper discusses the many roles and issues that the teacher-librarian plays in creating a flexible 21st Century learning environment. 21ST Century School Library Media Specialist The roles discussed in the articles written by school librarians Mashriqi (2011), Ballard...
The 21st Century School Librarian1419 words - 6 pages The 21st Century school librarian is no longer just the caretaker of the book collection. Technology is transforming the education system and the way children are taught. This paper discusses the many roles and issues that the teacher-librarian plays in creating a flexible 21st Century learning environment. 21ST Century School Library Media Specialist The roles discussed in the articles written by school librarians Mashriqi (2011), Ballard...
Cosmology and 21st-Century Culture2219 words - 9 pages Nancy Ellen Abrams is a lawyer, writer, and performance artist, and her husband Joel R. Primack is a professor of physics at the University of California, Santa Cruz. They have been teaching a course at UCSC on Cosmology and Culture for 6 years. Primack currently serves on the executive committee of the American Physical Society Division of Astrophysics and chairs the...
Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.
In my English classroom, this looks a lot different than in my biology and chemistry classrooms (which you can read about here). My English curriculum is largely skills-based, which provides a fair amount of flexibility. Many people ask me how I have the opportunities to do what I do in my classroom. My answer? It’s all in how you look at the curriculum.
MEETING CURRICULUM AND TEACHING GOALS
My curriculum states that I need to develop skills in 5 areas: reading, writing, viewing and representing, listening and speaking. The curriculum also suggests themes. Our grade 11 theme is childhood, but nowhere does it state whose childhood. So this year we read Patricia McCormick’s novel Sold, which chronicles the childhood, or more specifically the loss of childhood, in a young girl who is trafficked. A powerful story. This was the springboard into our unit on modern slavery and creating a social media campaign.
Whenever we begin a new inquiry unit, research is always involved. We start by sitting in a circle to talk through what we want, and need, to know about slavery in the contemporary world. From there the research begins. The first thing my students do is open a Google doc, access their Diigo or Delicious account, and sign into Symbaloo, a site that houses all of their favorite tools. We spend approximately one week on our initial research. Any more than this and students tend to become overwhelmed.
After researching, we come back together to discuss what needs to happen next. What is the best way to present our learning? What will be the most powerful? What do we want others to learn from us? Throughout this process, my students do most of the talking and leading. I tend to sit and listen, and at critical moments, draw out the nuances or similarities of what is being said. And when things aren’t working, sometimes I need to suggest a new direction.
This semester, we’ve chosen to create a social media campaign to raise awareness around modern slavery. This is the project-based part. It’s not enough for my students to learn about slavery, they need to do something with it, specifically “real world” projects that matter.
One of the most important things we can do is teach our students how to use social media wisely, and how social media can be used for social good. My students started by creating a Flickr feed, Facebook page, a YouTube account, a Tumblr blog, and a Twitter account.
They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.
Teaching this way also allows me to teach real writing to my students. Before we started to create videos, my students looked at numerous YouTube videos about slavery. They focused on those they found powerful, and conversely, those that weren’t very effective. We analyzed the differences between the two. My students talked animatedly about how the powerful videos touched your emotions.
I grabbed a piece of paper and drew a triangle. On each tip I wrote one of three words: Logos, Pathos, and Ethos. When you write for an audience, you can appeal to knowledge, emotion, or ethics — the Aristotelian triad. A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students. So we designed our videos with the triad in mind.
My students decided to create Common Craft-styled videos to educate viewers about slavery. These videos took hours. First, students needed to distill all of their “fact” knowledge into a compelling story. Then they needed to write the script, create paper characters, and finally begin to practice moving their papers on the whiteboard. My students soon discovered there is only a very small area to use on the whiteboard while filming these videos, otherwise you move out of view of the camera. In the end, it took hours to coordinate movement with script, film & then edit our videos. The remarkable thing is that these videos fulfilled many objectives across all 5 strands.
Here’s one example:
As part of this project, my students have also Skyped into classrooms to teach what they have learned, so that other students can begin this enormously important discussion in their own communities. This is the connected part. My students believe that what they have learned is valuable, for themselves and for others too. They also believe they have a role to play in teaching others.
My student are also creating a Museum Box, a project inspired by the work of Thomas Clarkson, who spent most of his adult life trying to abolish the trans-Atlantic slave trade. Clarkson carried a box to support his argument. The Museum Box site allows you to build an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.
For our second novel, we’re reading The Secret Life of Bees. For this unit, my students are engaged in wiki work. In pairs, my students are responsible for identifying the major themes in each chapter, and how they are developed. The first week I model this skill, and throughout the novel I coach my students as necessary. They’re also responsible for posting and responding to the discussion questions for each chapter.
My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class. Both Dr. Seuss & Christmas literature were mentioned as possible study topics. But one student wasn’t sold on either.
“Could we do something entirely different? Something that you haven’t done before?”
“Sure. What are you thinking?”
She thought and then said, “What about a movie unit? Could we study movies of different genres and then analyze them for themes and other different features? Is that possible?”
I explained that, with the English curriculum, we have more flexibility than with chemistry or biology. In those subjects, I’m specifically told what content I need to teach. In English, the concern is mostly around teaching skills, although the curriculum does stipulate how many novels, short stories, poems, etc. we need to include.
I further explained the five “strands” that we use in English and that there are multiple skill objectives for each strand.
“So yes, it’s possible to do something with movies.”
I asked them to talk a little bit more about what it might look like. My students brainstormed various possibilities. Maybe dividing into groups to show clips from various genres. Each group would be responsible to facilitate the discussion around the analysis. Maybe creating a digital space to post movie critiques, and other connected classrooms could join us. And, of course, there would be writing involved too.
After hearing a number of ideas, and seeing a plan beginning to formulate, one of my students looked at me and said, “Can you help us create a unit plan for this?”
Wow. Never in a million years did I think my students would ever say those words. Another student remarked, “Yeah, I only know how to teach swimming lessons.”
I looked at him and said, “Well, it’s not that much different.” When he gets in the pool he doesn’t just splash around for 30 minutes. He knows exactly what he’s going in there to accomplish. Not only that, he knows what it looks like when someone has mastered the skill and when someone isn’t even close. He agreed. Curriculum & teaching is pretty much that. We need to know what our outcomes are, the content we’re using to get there, and what we’re using to show our learning.
My students are always a bit surprised to see what curriculum actually looks like. They pulled out the objectives we are meeting with this unit. They chose six genres that they will look at with films as diverse as The Princess Bride, A Time to Kill, and Hitchcock’s North by Northwest. In groups they will analyze six elements in each film: themes, writing, character development, film techniques, setting and plot development.
Once students have watched the film, they will meet with their group to discuss their findings. A group summary of their findings will be posted to the wiki. Students will also write a short analysis rating the film, including their basis for doing so. Ratings will be published to the wiki.
The next day, there will be an in-class discussion of the movie. Each group will contribute their observations. From the list of movies chosen, students will need to write a longer critique, much like an essay.
Students are excited about this unit because they designed it around something of interest to them. I’m excited about this unit because film is the medium of the future, and our students need to be astute at critically evaluating it.
MY TEACHING, THEN AND NOW
Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking.
Instead, inquiry and technology are a natural part of our English classes. It’s what my students have come to expect and have started to design themselves. Instead, of saying, “hand in your assignments,” I say, “publish your assignments and send me the link.” They think about connecting and sharing their learning in the larger world.
That’s the 21st century difference.