4000310515center Essays - The Great Gatsby, Film,

4000310515center 9/28/20173300095000 9/28/2017420003263900880008851265 Sanvir Gill 450000 Sanvir Gill 420003263900175001760220 The Great Gatsby Journal Assignment450000 The Great Gatsby Journal Assignment Chapter 1-3 Summary The novel opens with the narrator of the story, Nick Carraway. Nick introduces his fathe r's advice that had received when he was younger, and it has stuck with him ever since. The advice Nick's father gave him was "Whenever you feel like criticizing anyone, just remember that all people in this world haven't had the advantages that you've had." Nick states that this advice from his father has made him inclined to reserve judgement. By Nick narrating that he reserves judgement, it gives the reader the first piece of information on a character. We now know that Nick reserves his judgement, or at least attempts to. Further into the no vel, Nick moves to west egg to begin his career as a Bond man. Nick rents a small house in the middle of 2 huge neighbouring homes, more signifi cantly, beside a man as Gatsby. Nick visits his distant cousin Daisy, who lives with his Yale class member Tom. Jordan is introduced to Jordan Baker, a famous golfer. Nick is also introduced to the oppression that Daisy adheres on a daily basis from Tom. After visiting Daisy, Nick returns home and sees his neighbour, Gatsby staring and reaching out for the green light on Daisy's dock. In the following chapter, we are taken to a new setting, known as the valley of ashes. This new setting represents poverty. Subsequently w e are introduced to Tom's mistress Myrtle and her husband George Wilson , as well as an important symbol known as the billboard of the eyes of doctor T.J Eckleburg, that watch over the valley of ashes like the eyes of God. Nick is forced to spend the day with Tom and Myrtle and he later witnesses Tom hitting her and breaking her nose for mentioning Daisy. Afterwards, Nick realizes that one of the reasons behind Gatsby's popularity is because of his huge parties. Nick is the only person to receive an invite, so he is intrigued and decided to go. Nick finally meets Gatsby for the first time and he is surprised by the way Gatsby acts like such a gentleman. Gatsby then tells Jordan something privately but is not able to tell Nick just yet. Following the party, Nick be gins a relationship with Jordan, however he also claims that she is dishonest. Personal Response In my opinion the beginning chapters of the novel are very thought-provoking and demonstrate the true potential of the novel. I believe that the advice Nick's father had given him as a child is solid advice and could be used to prevent early judgement towards a person. The advice has really stuck with me because now when I begin to judge somebody right away I remember that I may have some advantages that they do not and therefore I should reserve my judgement. This has really helped me grow and will prove to be very helpful in the future because it has changed my perspective on judgement. This advice from his father also revealed what I think is a very important part of Nick's personality. He believes that he reserves his judgement however in his actual life he creates judgements of people very quickly. Knowing that Tom is cheating on Daisy and abusive to Myrtle makes me feel angry. This is because I know the novel takes place in the 1920s and in this time, a man of power and wealth such as Tom had the ability to do anything he wanted. However, his actions really demonstrate that he has a very aggressive and deceiving personality. Another thing about this situation that makes me angry and sad is that Daisy does not have the ability to leave Tom even though she knows perfectly well about the other woman. In these 3 chapters, various symbols are also introduced including the green light. The green light symbolizes Gatsby's desires and dreams and Gatsby often attempts to reach out and grab it. This tells us that Gatsby is set on his goals and wants to achieve them very desperately. I feel that having an

Pros and Cons of Whole Group Discussion

Pros and Cons of Whole Group Discussion ​ Whole Group Discussion is  a method of teaching that involves a modified form of classroom lecture. In this model, the focus is shared between the instructor and the students throughout the information exchange. Typically, an instructor will stand before a class and present information for the students to learn but the students will also participate by answering questions and providing examples. Pros of Whole Group Discussion as a Teaching Method Many teachers support this method as whole group discussions typically provide greater interaction between teacher and students. It provides a surprising amount of flexibility in the classroom, despite the lack of the traditional lecture. In this model, instructors give up the format of dictating the lecture and instead control what is being taught by steering the discussion. Here are a few other positive outcomes from this teaching method: Auditory learners find them appealing to their learning style.Teachers can check on what students are retaining through questions posed.Whole group discussion is comfortable for many teachers because it is a modified form of the lecture.Students have a tendency to stay focused on the lesson because they might be called on to answer questions.Students may feel more comfortable asking questions during whole group discussions. Cons of Whole Group Discussion as a Teaching Method: Whole group discussions can be unsettling for some teachers, as they require setting up and enforcing ground rules for students. If these rules are not enforced then there is a possibility that the discussion could quickly go off-topic. This requires strong classroom management, something that can be a challenge for inexperienced teachers. A few other drawbacks of this option include: Students who are weak in note-taking skills will have trouble understanding what they should remember from group discussions. This is even more so than in lectures in many cases because not only the teacher but fellow students are talking about the lesson.Some students may not feel comfortable being put on the spot during a whole group discussion. Strategies for Whole Group Discussions Many of the strategies below can help prevent the cons created by whole class discussions. Think-Pair-Share:  This technique is popular in the lower elementary grades to encourage speaking and listening skills. First,  ask  students  to think  about their response to a question, then ask them to pair up  with another person (usually someone nearby). The pair  discusses their response, and then they  share that response with the larger group. Philosophical Chairs:  In this strategy, the teacher reads a  statement that has only two possible response: to agree or to disagree. Students move to one side of the room marked agree or to the other marked disagree. Once they are in these two groups, students take turns defending their positions. NOTE: This is also an excellent way to introduce new concepts to the class to see what students know or do not know about a particular topic. Fishbowl: Perhaps the most well-known of classroom discussion strategies, a fishbowl is organized with  two-four students who sit facing each other in the center of the room. All the other students sit in a circle around them. Those students seated in the center discuss the question or predetermined topic (with notes). Students on the outside circle, take notes on the discussion or on the techniques used. This exercise is a good way  to have students practice discussion techniques using follow-up  questions, elaborating on another person’s point or paraphrasing. In a variation, students on the outside may provide quick notes (fish food) by passing them to students on the inside for use in their discussion. Concentric Circles Strategy:  Organize students into  two circles, one outside circle and one inside  circle so that each student on the inside is paired with a  student on the outside. As they face each other, the teacher poses a question to the whole group. Each pair discusses how to respond.   After this brief discussion, the students on the outside circle move one space to the right. This will mean each student will be part of a new pair.  The teacher can have them share the results of that discussion or pose a new question.  The process can be repeated several times during a class period. Pyramid Strategy: Students begin this strategy in pairs and  respond  to a discussion question with a single partner. At a signal from the teacher,  the first pair joins another pair which creates a group of four. These groups of four share their (best) ideas. Next, the groups of four move to form groups of eight in order to share their best ideas. This grouping can continue until  the whole class is joined up in one large discussion. Gallery Walk: Different stations are set up around the classroom, on the walls or on tables. Students  travel from station to station in small groups. They perform a task or respond to a prompt. Small discussions are encouraged at each station. Carousel Walk:  Posters are set up around the classroom, on the walls or on tables. Students are divided into small groups, one group to a poster. The group brainstorms and reflects on the questions or ideas by writing on the poster for a specific duration of time. At a signal, the groups move in a circle (like a carousel) to the next poster. They read what the first group has written, and then add their own thoughts by brainstorming and reflecting. Then at another signal, all groups move again (like a carousel) to the next poster. This continues until all the posters have been read and have responses. NOTE: The time should be shortened after the first round. Each station helps students to process new information and read the thoughts and ideas of others.   Final Thoughts: Whole group discussions are an excellent teaching method when used in conjunction with other methods. Instruction should be varied from day to day to help reach the most students possible. Teachers need to provide their students with note taking skills before starting discussions. It is important that teachers be good at managing and facilitating discussions. Questioning techniques are effective for this. Two questioning techniques that teachers employ is to increase their wait time after questions are asked and to only ask one question at a time.