Top PDF Teaching Autoethnography: Personal Writing in the Classroom

Teaching Autoethnography: Personal Writing in the Classroom

Teaching Autoethnography: Personal Writing in the Classroom

Such a relationship between me, myself, and I gave way for insecurities to develop. In order to preserve and keep secret what was happening inside of me, I became all too conscious of my actions and surroundings. I always monitored myself, constantly checking to ensure that I didn’t give away too much information or say anything that might trigger concern in someone. If I was feeling a certain way, I did my best to conceal it. I didn’t want anyone to give me any more attention than I was comfortable with. This is something that has been with me through the entirety of my life. One of my mottos for this thing called living is not to influence and not to be influenced. I think in terms of how I affect other people and catalyze their course of action. People tend to emotionally burden themselves with the dilemmas and personal happenings of another when it isn’t needed or rather consensual, and this causes turbulence for all involved. With this kind of rationale, however, you inadvertently push people away. The more I kept to myself and steered shy of letting other people in, the easier it became for people to look past me and not want to involve themselves. It’s funny because at a young age I didn’t realize I was causing that result. I didn’t realize how much I actually wanted to open myself up to other people. I didn’t and couldn’t relate my personal experience with someone else’s because I didn’t allow it. I made myself a lone stranger with alien feelings when really
Show more

282 Read more

Bourdieu and Critical Autoethnography:  Implications for Research, Writing, and Teaching

Bourdieu and Critical Autoethnography: Implications for Research, Writing, and Teaching

Conclusion Although educational institutions are themselves sites of power and conflict in stratified societies, in which competing claims for dominance are enacted, they are also potential locations for intellectual growth and discovery, as many of us employed as professors hope to be the case in our own teaching activities. The term ‘‘critical autoethnography’’ may help distinguish between autoethnography that is focused primarily on the self of the researcher or writer and autoethnography that captures more of the reflexive approach of “self-analysis” endorsed by Pierre Bourdieu (2008a). With a critical and reflexive approach, we examine our own institutional and professional contexts with an eye not only toward a better understanding of ourselves as ethnographers, but also toward a more vigorous reflection on the institutional practices and fields in which we operate. By using both critical ethnographic and autoethnographic perspectives in our scholarship and teaching, we can potentially move beyond an insider/outsider dualism, better understand the ways in which stories of personal experience are “strategic,” and interrogate the broader contexts of social inequality that shape life trajectories and the stories told about them.
Show more

11 Read more

Personal computer as a teaching aid in classroom teaching

Personal computer as a teaching aid in classroom teaching

II SUMMARY With the development of information and communication technologies and gradual implementation of computers as teaching aids into schools, the need for additional instructions for teachers occurred, regarding the use of computers in teaching junior primary school classes. Using computers in teaching provides a great variety of possibilities, but it is of the utmost importance to choose those that will improve the teaching process and motivate students to assimilate new educational contents by their suitable utilization .There is a variety of different educational software on the market today. It is important to select the one that can be used in the teaching process in order to make the offered educational contents easier to use and more interesting to students. It is extremely important to notice that the use of computers in teaching must not be effusive but “appropriately dosed” for quality classes. This Master’s thesis is divided into two larger units: the first unit dealing with theoretical analyzing of usage of information-communication technologies, demonstration of educational software usage through examples; whereas the second unit shows the results of the research that has been conducted at “Juraj Dobrila University” in Pula and with the aim to examine how much future teachers are ready to use computers as a teaching aid in their future work with children in the junior classes of primary school.
Show more

64 Read more

Teaching Writing: Genre Lessons for Teaching Writing in the Homeschool High School Classroom and Beyond

Teaching Writing: Genre Lessons for Teaching Writing in the Homeschool High School Classroom and Beyond

TEACHING WRITING: GENRE LESSONS 6 When it comes to writing materials, however, resources for home educators are lacking. In many states, homeschoolers can use local district curriculum, but it has already been established that texts used by the public schools often do not have separate or robust writing curriculum (Gilliland, 2015). Given the weak curricula available at public schools, it is unsurprising that home educators rarely use public school resources and if they do, it is often for equipment or involvement in teams (Hanna, 2012). As for specific curricula created for homeschoolers, many publishers have created homeschool- specific curriculums (Pearson, 2018) and some publishers have arisen specifically for the publication of homeschooligng supplies (Sonlight, 2018). These publishers include such names as Sonlight, Pearson, Bridgeway Academy, Christianbook.com, and more. However, once the researcher of this project previewed the materials offered by such publishers, it became clear that much of the high school curricula offered from these publishers for Language Arts are either literature or syntax/grammar based. Publishers may offer handbooks with information on various writing genres, but there are few writing-specific curriculums offered. Full writing curricula are often limited to creative writing, or essay and research writing, which in turn limits the skills and experiences of students. More robust ones may also include literary devices and arguments, like the
Show more

78 Read more

Teaching Writing with Authentic Video in EFL Classroom

Teaching Writing with Authentic Video in EFL Classroom

perceptions of how video use engaged them and increased their interest and understanding. Then, they concluded that the videos helped to keep students’ attention, generated interest in science, supported conceptualization through visualization, provided students with memory cues and connections, and clarified understanding. In addition Greenberg & Zanetis (2012:3) found online videos to be an educational “enabler and complimentary tool” in the teaching and learning process that stimulates greater interactivity with content, increased engagement, more rigorous discourse, and enhanced knowledge transfer, and memory building the result of which is increased neural development and academic performance. A further conclusion of the study that shorter video segments had greater appeal than longer segments recommending that videos refrain from exceeding 15 minutes in length. By considering the length of video that will be used in this research, the researcher will select the various kind of authentic video from youtube.
Show more

11 Read more

Teaching Writing Recount Text Through Personal Journal Writing

Teaching Writing Recount Text Through Personal Journal Writing

Regarding to the previous research about the application of personal journal by Tuan (2010) from University of Social Sciences and Humanities by letting the students possessed their note books for journal writing, he emphasized that through personal writing, the students can develop both writing skills, develop greater awareness and interpersonal understanding, increasing the ability to relate to others. As the result, he found that the students in the experimental group demonstrated the better improvement in the extent of writing task completion than those in the control group. Personal journal technique impact the VWXGHQWV¶ ZULWLQJ IOXHQF\ DFFXUDF\ DFKLHYHPHQW DQG PRWLYDWLRQ 7KH VWXGHQWV can grow out of the writing difficulties by engaging in journal writing activity. 7KH\ DUH JLYHQ PRUH FKDQFHV WR ZULWH DERXW ZKDW LV UHOHYDQW WR WKHP LV ³DQ DFWLYH OHDUQLQJ WHFKQLTXH´ %\ NHHSLQJ MRXUQDOV WKH VWXGHQWV FDQ UHFRUG WKHLU SHUVRQDO RU life activities. The application of journal writing as an extensive activity helps the students to nurture their writing motivation and boost their writing skill. This research will also be beneficial to the English teacher at school. They can refer to this research as one of alternatives technique to teach writing recount text. Besides, it will help the college students who are doing the same research as a reference and also inspiration to improve English writing skill as college students.
Show more

10 Read more

Writing Lives, Writing Loss: An autoethnography on the death of a teammate

Writing Lives, Writing Loss: An autoethnography on the death of a teammate

My experiences will grief happen all the time, but of these five other funerals I’ve attended in the last two years, none of them felt the way Taylor’s funeral did. For these other funerals, I had another safe space – CrossFit St. Catharines (CFSTC). This is where I worked out, and became employed (volunteered for a free membership) six months later. When I was grieving my personal losses, I had CFSTC to escape to. I could lose myself lifting double my body weight, listening to music so loud I will be deafening in a few short years. I didn’t have that when Taylor died because rugby was my out. When Taylor died, I felt numb but how painful is it to feel nothing at all? The emptiness poured out of me like a boiling pot. The nothingness I felt took up so much mental and physical space. I’ve learned that everyone deals with unimaginable pain and loss in their own way, and we’re entitled to that, without judgment. I’ve also learned that people, like oceans, have vast boundaries, and whilst they sit quietly, looking like a calm ocean on a sunny day, somewhere, in the same ocean, there is a storm.
Show more

123 Read more

The Use of Flipped Classroom in Teaching Writing: An Experimental Study

The Use of Flipped Classroom in Teaching Writing: An Experimental Study

To make a good writing, the students must follow the process of writing. There are several steps of writing process, they are: prewriting, writing the first draft, revising, editing and proofreading [9]. First, there are five techniques in prewriting : (1) free writing, (2) questioning, (3) making a list, (4) clustering, and (5) preparing a scratch outline. With those techniques, they support the students to get ideas and develop a topic and find words on paper and also assist the learners to express about and create material because they are the important part of writing process. Second, the students need to prepare writing extra ideas in details about what they want to write, when the students write the first draft, and they do not need to take time to correct their first draft. Third, the students must to rewrite their writing to make it be better. The process of revision is divided into two steps, they are revising content and sentences. Fourth, editing means the students edit or check their writing for mistakes in grammar, punctuation, usage, and spelling.
Show more

6 Read more

The use of autoethnography in classroom based practitioner research

The use of autoethnography in classroom based practitioner research

Educational research has ethical implications both in relation to writing about young people within a setting or individual colleagues/schools; to be able to identify individuals or settings from a piece of auto-ethnographical research would be both unprofessional and highly unethical. However the benefit of auto-ethnography where there is a focus on the message and emotions of the research means that fictionalised narratives can be used to protect participants without loosing the rich data that is produced. For example Hannula exemplified the fictional writing style to demonstrate how it could be used to give a deeper insight into the problematic relationship of a student with their maths teacher without making either identifiable (Hannula, 2003).
Show more

16 Read more

Undergraduates' personal constructs : Classroom teaching and the role of the teacher

Undergraduates' personal constructs : Classroom teaching and the role of the teacher

Unsure R embarked on this placement knowing that she wanted to teach and she felt she had a good idea what to expect. She returned to her former school and worked with her favourite teacher when she was a pupil, who became her mentor. She viewed this teacher as hardworking and dedicated and she felt that any teacher not like that was obviously lazy and uncaring. After spending 15 days in her old school as a pre-training teacher she changed her view of teaching as a career in a number of ways. While still confirmed in her ambition to teach, her explanation construct changed as she became more aware of flaws in her favourite teacher. She now had no illusions about the areas she needed to develop and she saw confidence as vital to the role of teaching. This was something she had not considered before, ‘It's a lot more daunting standing up there in front of a class than I ever thought it would be.’
Show more

292 Read more

Writing the Intersection: Feminist Autoethnography as Narrative Collaboration

Writing the Intersection: Feminist Autoethnography as Narrative Collaboration

African American Reform Rhetoric and the Rise of a Modern Nation State. Michael can be reached at Michael.Stancliff@asu.edu; Natasha Behl is Assistant Professor in the School of Social and Behavioral Sciences at Arizona State University (ASU). Her book, Gendered Citizenship: An Intersectional Understanding of Gendered Violence in Democratic India, is forthcoming with Oxford University Press. Her research is also published in Feminist Formations, Space & Polity, Politics, Groups, and Identities and Journal of Punjab Studies. She was awarded the Outstanding Teaching Award at ASU where she teaches Global Feminisms, Feminist Action Research, Navigating Academia, Comparative Politics, Politics of India, and Everyday Forms of Political Resistance. Natasha can be reached at nbehl@asu.edu; Michelle Téllez, an Assistant Professor in Mexican-American Studies at the University of Arizona, is an interdisciplinary scholar whose writing and research projects seek to uncover the stories of identity, transnational community formation, gendered migration, autonomy, resistance and Chicana mothering.
Show more

15 Read more

Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity

Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity

The result of the research imply that Inquiry Based Teaching relying on group learning gives different touch when Guided Writing are not effective anymore in the teaching process. Inquiry Based Teaching has been able to make students become more active to participate in the writing classroom learning. Inquiry Based Teaching as a student-centered method has changed the students’ way of thinking and acting in which students as the learning agents must be aware that the learning can be successful and meaningful in the class as a result of their active involvement in that learning process. In addition, the strength of students’ psychological aspects, creativity, has also affected the teaching methods to work maximally on the students in learning. This has been proved by low creative students tend to learn in passive situation with the teacher which is supposed to be more active to teach and guide the students’ activities in the learning. Meanwhile, high creative students are open to student-centered learning to solve their learning difficulty and enhance their learning achievement.
Show more

21 Read more

Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom

Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom

Applying sociocultural principles of mediation, collaboration and scaffolding as the underpinning theory, combined with the integrative teaching of reading and writing method, [r]

452 Read more

THE USE OF PERSONAL PHOTOGRAPH IN TEACHING DESCRIPTIVE TEXT WRITING TO MTsN

THE USE OF PERSONAL PHOTOGRAPH IN TEACHING DESCRIPTIVE TEXT WRITING TO MTsN

3 and simple way in writing descriptive text. Photograph also like pictures that have high artistic value which is colorful and importantly they are rich with information. Especially personal photograph, this media had another extra value, in which the learners’ feeling is involved. Using personal photograph the students had something to do with their personal experience. They can describe person, place, or thing that their really like. According to Raimes (1983) picture can brings the outside world into the classroom in the other words student can imagine something in the outside and write it in a written form. Photograph also encourages students to brainstorm words and ideas before they write it in more details. This means that from photograph students will have sense to think critically about the interpretation of image and write it in ideas. Because of that reasons and also personal photograph has never been used in MTsN Jongkong, the writer conducted this media to improve the students writing and vocabulary in descriptive text writing.
Show more

10 Read more

The Use of Personal Photograph in Teaching Descriptive Text Writing to Mtsn

The Use of Personal Photograph in Teaching Descriptive Text Writing to Mtsn

Writing is an ability to create words, ideas and also to criticize the words and ideas itself in order to decide which one to use in context. According to Harmer (2004) in writing process that are the stages to produce something in final written form. The process has four main elements. The first is planning. The experienced writers plan what they are going to write. Before starting to write or type, they try and decide what it is they are going say. When planning, writers have to think about three main issues. In the first place, experienced and the content structure that is how best to subsequence the facts, ideas, or arguments which they have decided to include. The second is drafting. We can refer to the first version of a piece of writing as a draft. The third is editing (reflecting and revising). Once writers have produced a draft they then, usually, read through what they have written to see where it wor k and where it doesn’t. Perhaps the order of the information is not clear. Perhaps the way something is written is ambiguous or confusing. They may move or write the new one. They may use a different form of words for a particular sentence. The last is Final Version. Once writers have edited their draft, making the changes they consider to be necessary, they produce final version. Collin (2002) states there are six traits to make an effective writing. They are: the ideas or content should be clear, the structure should suit the topic, the tone should be obvious, the word choice should be appropriate with the topic, the flow of the language should be vary, and the mechanical correctness of the writing should be accurate.
Show more

10 Read more

Teaching Writing-for-Publishing Practices to Language Teacher Trainees: A Classroom Experience

Teaching Writing-for-Publishing Practices to Language Teacher Trainees: A Classroom Experience

In addition to discussing theories and research, and to illustrate how the writing process does not happen in a linear fashion but is recursive and somewhat chaotic, students read and discuss some materials such as a fragment of Bird by bird: Some instructions on writing and life (Lamott, 1994), where the author tells the reader about her writing habits. They also read a book chapter in which an acclaimed author in the Second Language acquisition field shares his early experience with academic writing (Matsuda, 2003). Students tend to show surprise after reading these materials and to declare that they never thought that writing was a difficult endeavor for famous and prolific writers. As a matter of fact, this is understandable: they always get in contact with the finished written product and never learn about all the things authors did to laboriously create those pages. This is the basis for a common misconception: the idea that good writers produce their texts at once and without effort. Reading Lamott´s fragment and/or Matsuda´s chapter allows students to start conceptualizing writing as an inherently difficult task for everybody and to abandon the romantic notion of authorship associated with the believe that writing is a gift possessed by few (Gere, 1987). On the contrary, reading about famous authors´ experiences and writing habits helps students to demystify this activity as something innate and to start seeing it as something that can be learnt.
Show more

12 Read more

On The Importance of A Socio-Culturally Designed Teaching Model in an EFL Writing Classroom

On The Importance of A Socio-Culturally Designed Teaching Model in an EFL Writing Classroom

Finally the last means namely, questioning, helped students activate their minds and think more about the topic in order to share their ideas to the class. In all, the collected data from interview revealed that the most useful type of the teacher's application means was feedback and used to a highest level. As the results of Table 2 depictured, among the six scaffolding means, feedback had the highest frequency of 269 as the mostly used means while modeling and instructing ranked at the bottom of six scaffolding means. Furthermore the result of figure 3 is in line with the findings of table 2 which demonstrates, all of the means during the writing tasks were applied but the rate and amount of their implementation was differeded. Among the scaffolding means, feedback ranked first which was used in a high level in comparison with the other means. By the way, one contributing finding which was not predicted by the researcher and wasn’t considered as part of this research objective is related to the extent of scaffolding which the figure 3 demonstrates the decresing the level and amout of scaffolding over time. The application of these means in writing the first task were higher than writing the fourth task wich evidenced that the teacher provided students with the optimal amount of supports to complete the task, and then progressievly minimized the rate of supports untill the students became able to perform the task with a little guidance of their teacher. It was the process of loweing supports and increasing students' individuality in writing.
Show more

10 Read more

Research on the Application of Flipped Classroom in the Teaching Reform of Business English Writing

Research on the Application of Flipped Classroom in the Teaching Reform of Business English Writing

Third, in accordance with their aptitude, pays more attention to the individual development of students. The implementation of the flipped classroom, change the teachers as knowledge to explain the role of classroom teaching, the key changes in the flipped classroom teaching writing, teachers are no longer repeated on a large number of knowledge, need to pay more attention to whether students have mastered the provide knowledge before class, received attention to each student's knowledge, and give individual guidance according to individual differences in learning. At the same time, the class before the class to encourage students to participate in knowledge of good teacher study to help other students in the group of problem analysis, problem solving, and common progress.
Show more

6 Read more

Writing the PhD Journey(s): An Autoethnography of Zine-Writing, Angst, Embodiment, and Backpacker Travels

Writing the PhD Journey(s): An Autoethnography of Zine-Writing, Angst, Embodiment, and Backpacker Travels

Epistemologically, autoethnography can be seen as the pursuit of “creat[ing] verisimilitude rather than making hard truth claims” (Grant 2010, p. 578) while it also, perhaps primarily, “seeks to elicit caring and empathy, [as] it dwell[s] in the flux of lived experience” (Ellis and Bochner 2006, p. 431). This results in the appearance of quirky, unconventional texts far from the “standard boring writing of the academy” (Sparkes 2007, p. 541). So, for instance, animal totems are included in the following autoethnographies: “For my spiritual guide animals, I chose snail and turtle” (Boje and Tyler 2008, p. 179) and “I adopted puffins (Fratercula artica) as my guardian angels” (Nicol 2012, p. 6). In another genre-bending example, Ellis and Bochner present an article written as dialogue, about their emotional reactions to watching news coverage of survivors’ stories in the aftermath of Hurricane Katrina (Ellis and Bochner 2006). In contrast to this vivid, visceral experience, Ellis says reading scholarly analysis makes her feel like “a detached spectator. I become only a head, cut off from my body and emotions. There is no personal story to engage me” (Ellis and Bochner 2006, p. 431). In autoethnography, then, there is textual playfulness and
Show more

15 Read more

Autoethnography of “My Autoethnography”

Autoethnography of “My Autoethnography”

The purpose of this paper is to reflect on “My Autoethnography” that I performed during writing dissertation for M.Phil. in Education at a university in Nepal. For this, I reflect on my experience of doing autoethnography with four turning points – a connection to mentors, a presentation of poetic narrative in a class, a proposal for this research, and the dissemination of “My Autoethnography”. I present an evocative narrative of ‘the parallels’ connecting childhood experiences with blissful eternal dance. I analyse it from the perspective of methodological, relational and ethical lenses. I present some merits and caveats of autoethnography as a method of research based on my experience of using the approach. This also helped me to see not only to the past and present, but it also opened my eyes to envision the future in terms of learning and teaching mathematics. The other merit was access to my private world through the construction of thick and rich evocative narratives with a variety of textual expressions and a sense of mental emancipation. The major caveats of this approach were associated with the extent of focus in writing the narratives, vagueness with mystical expression and imaginative connections between the events of different time, an indulgence on personal stories making forceful connection with theories, self-disclosure of sensitive issues, and ethical issues related to the narratives about the others. I conclude the paper with a reflection and poetic reminiscent of
Show more

20 Read more

Show all 10000 documents...