Powerful Symbols in Their Eyes Were Watching God by Zora Neale Hurston

Powerful Symbols in Their Eyes Were Watching God by Zora Neale Hurston       In 1937, upon the first publication of Their Eyes Were Watching God, the most influential black writer of his time, Richard Wright, stated that the novel "carries no theme, no message, [and] no thought."   Wright's powerful critique epitomized a nation's attitude toward Zora Neale Hurston's second novel. African-American critics read a book that they felt satisfied the "white man's" stereotype of African-American culture and the humor which Caucasians saw in that prejudice. However, those critics and most of America overlooked the wonderful use of imagery, symbolism, and thematic application of one African-American female's journey into womanhood and self-identification in a male-dominated society. Hurston introduced Janie Crawford, a strong, articulate, and dramatic character whose life was best empathized by women or by inhabitants of migrant farms and rural Black towns. Their Eyes Were Watching God is permeated with recurring symbols, such as a pear tree, a fence-gate, and Janie's hair, that enlighten a young girl's quest for self-fulfillment, as she discovers the true meaning of love and happiness through two failed marriages and one successful but tragic third.    The strongest symbol in Their Eyes Were Watching God is the pear tree. The pear blossom is a representation of Janie, as she is a young girl blooming into a woman during a spring afternoon. Hurston explains this symbolism at the first of the chapter, describing Janie as à ¬a great tree in leaf with the things suffered, things enjoyed, things done and undone. Dawn and doom was in the branchesà ® (Hurston 8) Janie then lies beneath the tree, observes the bees pollinate a blossom, and ex... ...ecade of prejudice against African-Americans, women, and most importantly, African-American women.    Sources Cited and Consulted: Donlon, Jocelyn Hazelwood. "Power: Spatial and Racial Intersections in Faulkner and Hurston."Journal of American Culture (1996): 95-110. Online. Internet. 8 December 2001. Available: http:vweb.hwwilsonweb.com/ Fetterley, Judith. "Introduction to the Resisting Reader: a Feminist Approach to American Fiction." The Critical Tradition: Classic Texts and Contemporary Trends. Ed. David H. Richter. Boston: Bedford books, 1998. 991-998. Hurston, Zora Neale. Their Eyes Were Watching God. New York: Perennial Classics, 1990. Jacobs, Karen. "From 'Spy-glass' to Horizon: Tracking the Anthropological Gaze in Zora Neale Hurston." Novel (1997): 329-60. Online. Internet. 8 December 2001. Available: http:vweb.hwwilsonweb.com/

The use of teacher questions in learning and teaching

IntroductionQuestioning is one of the most of import accomplishments in effectual instruction. Through oppugning a instructor can assist pupils organize relationships, guarantee success, bring on the engagement of inattentive pupils, and enhance pupils ‘ self-pride ( Eggen & A ; Kauchak, 1996, P40 ) . Research workers overwhelmed with oppugning techniques highlighted the importance of oppugning in learning as an effectual tool in learning. A inquiry is defined as: â€Å" any sentence that has an interrogative signifier † ( Cotton, Undated ) . In a schoolroom, the instructor ‘s inquiries are meant to be a tool intended to pass on the content elements to be learned and the instructions for what they are expected to make and the mode to make it. ( Cotton, ( Undated ) . Aschner ( 1961 ) cited in. Gall ( 1970 ) , for illustration, called the instructor â€Å" a professional inquiry shaper † and claimed that inquiring inquiries is one of the basic ways by which the instructors stimulated pupils believing and acquisition. Purpose: This paper is an effort to look into the usage of the different types of inquiries inside the schoolroom in relation to the cognitive theories. Background and significance: This survey is conducted at Fujairah Institute of Nursing ( ION ) .This institute is one out of three institutes from the Ministry of Health ( MOH ) in the United Arab Emirates ( UAE ) , which are learning nursing sheepskin for local and expatriates. There are three degrees of pupils ; these are diploma one ( DI ) , diploma two ( DII ) , and sheepskin three ( DIII ) . At Fujairah ION, there are 13 instructors ; some of them are Bachelors ‘ grade holders while others are master prepared. The experience of the instructors ranges between two to fifteen old ages. The instructors normally apply two methods of learning harmonizing to the ION policy ; these are Lecture Based and Case Based instruction. The admittance standards of credence of pupils emphasize that pupils must go through the high school with an norm of 70 % in the scientific watercourse. All classs are taught in English. On the footing of my personal instruction experience in the nursing field for the last 10 old ages, seven of them as a senior nursing coach at the ION – MOH – UAE. I have noticed that good inquiring technique is indispensable in the development of pupil ‘s apprehension and critical thought. Furthermore, the chief end of the ION is to develop long life scholar through the usage of Case Based Learning Method and synergistic Lecture Based Method where the instructor showered the pupils with different types of inquiries to ease the treatment in the schoolroom. This could non go on efficaciously if the facilitators have no inquiring technique. Furthermore, because of my personal involvement in bettering the quality of instruction and oppugning technique in ION, and since cipher has investigated the impact of good oppugning on pupil ‘s apprehension. I feel the impulse to analyze the part of this facet to the acquisition procedure. The consequence is expected to br ing out the degree of oppugning ( high- order, low order ) and the consequence of inquiries on pupils ‘ comprehension. Literature reappraisal The usage of oppugning helps instructors to analyze scholars ‘ comprehension. Questioning is besides utile for scholars as it encourages battle and focuses their thought on cardinal constructs and thoughts. Good learning involves how to inquire inquiries for maximal consequence. Some instructors ‘ inquiries are low cognitive 1s that ask pupils to give background information that they already have. Such inquiries have assorted advantages ( 1994, Airasian, et Al ) cited in Omrod, J, E. ( 2007 ) ( P475 ) .First, oppugning gives us an apprehension of the pupils ‘ old cognition and wrong thoughts about atopic. Second, they tend to look after pupils ‘ concentration on the lesson advancement. Third, they help us measure whether pupils are larning hard stuff efficaciously or are puzzled about peculiar accent. Fourth, they give pupils the opportunity to detect their apprehension. Finally, inquiries about the earlier erudite information promote reappraisal of the stuff, which should further greater recollection afterwards. Another type of inquiries is the high cognitive inquiries – those that entail the pupils to believe critically beyond what they have learned ( Minstrell and Stimpsen, 1996 ; Progrow and Londer 1994 ) cited in Omrod, J, E. ( 2007 ) ( P475 ) . Using the higher- degree inquiries help pupils to believe of their ain illustrations of ideas, use new criterions to work out a job or speculate about possible reading of cause & A ; effects relationship and to advance critical thought. One of the basic theories in oppugning was reflected in Benjamin Bloom ‘s taxonomy ( 1956 ) who builds a system of classs of larning behaviour to assist us in planing and measuring educational acquisition. The taxonomy was ordered in grade of trouble from simple callback of facts on the lowest degree, through progressively more complex and abstract mental degrees, to the highest order making ( synthesis ) after being modified by his informer pupil Anderson ( 1994 ) . ( See Appendix E ) . An of import rule of Bloom ‘s Taxonomy is that each degree must be mastered before doing advancement to the following. The cardinal component of Bloom ‘s taxonomy is in its prompt that we want pupils to hold many degrees at accomplishments. Bloom found that over 95 % of the trial inquiries require the pupils to believe merely at the minimal degree. Teachers should be professional in the preparation of the inquiries and pay attending to their dictions as wide or narrow diction could restrict pupils ‘ response. Furthermore, instructors ‘ inquiries should be based on the cognitive degree of pupils instead than their classs. Piaget, another psychologist, stated that larning and believing involve scholar ‘s engagement. Knowledge is non strictly transmitted verbally but must be constructed and reconstructed by the scholar. Intelligence is good kept through assimilation and adjustment ; hence, experiences should be considered to give opportunities for assimilation and adjustment. Harmonizing to Piaget, scholars need to research, to pull strings, to experiment, to inquiry, and to seek out replies for themselves – activity is indispensable. Direction should be individualized every bit much as possible and scholars should pass on with each others, to challenge and discourse issues. Piaget considers instructors as facilitators of cognition – they instruct, engage and motivate pupils. Learning is much more meaningful when larning springs from their experiences. Consequently, instructors can utilize assorted types of inquiries to excite the scholars ‘ believing about abstract constructs taking into consideration their developmental degree since development precedes acquisition. Teachers should carefully be after their inquiries and move from one phase to another depending on the cognitive procedure of the scholar, Therefore, there should be a correspondence between the cognitive degree of instructors ‘ inquiries and the cognitive ability of the pupils ‘ replies. Harmonizing to Vygotsky ( 1920s-1934 ) , rational development takes topographic point in term of societal history and sociocultural background ( Luria, I 976 ) . That is, cognitive accomplishments and forms of thought of an person are non congenital factors, but are gained from interaction within his sociocultural environment. Vygotsky believed that larning takes topographic point when kids are working within their zone of proximal development ( ZPD ) . That is, the ZPD describes undertakings that a kid has non yet learned but is capable of larning at a given clip. A cardinal thought derived from Vygotsky ‘s impression of societal acquisition is that of staging ; the aid provided by more competent equals or grownups. Typically, scaffolding agencies supplying a kid with a great trade of support during the early phases of acquisition. The instructor should see prosecuting pupils at the upper degrees enthusiastically without overpowering them. Vygotsky considered that the instruct or as a scaffold that can assist the persons learn by seting his instructions and inquiries harmonizing to the kid ‘s degree of public presentation — is an effectual signifier of learning. Unlike Piaget, Vygotsky believed that larning returns development. Vygostyan psychological science ( Vygotskij, 1978, 1999, 2002 ) ; any cognition is based on a peculiar degree of abstraction. As a consequence, the proper usage of instructors ‘ inquiry even in the signifier of fact could take to abstraction which is contrary to Bloom. A considerable figure of research workers have studied the usage of inquiries in the schoolroom by the instructors and their findings were congruous. The figure and types of inquiries asked by instructors during the instruction procedure varies. Harmonizing to Gall, ( 1970 ) the usage of inquiries in the schoolroom over a 50 twelvemonth period reveals that the chief tendency has been the development of techniques to depict inquiries used by instructor. It is clear for pedagogues that inquiries play an of import function in learning. Aschner ( 1961 ) called the instructor â€Å" a professional inquiries shaper † . Flander ( 1970 ) cited in Gall, ( 1970 ) P3 ) stated that inquiring inquiry is one of the 10 major treatments for analyzing instructors ‘ behaviours in the widely used system for interaction analysis. Hastings ( 1912 ) cited in Gall ( 1970 ) P3 ) . An mean instructor asks 400 inquiries in a twenty-four hours, this means that most of the instruction clip is occup ied with inquiries and replies. Educators by and large see oculus to oculus that instructors should emphasize the development of pupils ‘ accomplishment in critical thought instead than in remembering facts. Harmonizing to Gall, Approximately 60 % of instructor ‘s quest on callback facts, approximately 20 % require pupils to believe and the staying 20 % are procedural. In another survey by Hussein ( 2006 ) , three instructors observed asked a sum of 782 inquiries consisting academic, non-academic, and pseudo inquiries in 16 observation Sessionss. The perceiver documented ( 526 ) inquiries, three hundred fifty four ( 354 or 67.3 % ) of these inquiries were in the academic class. The bulk of the academic inquiries were low-level ( 458, 87 % ) and the staying 68 inquiries ( 13 % ) were high-ranking. In the survey of Graesser and Person ( 1994 ) , 96 % of the inquiries in a schoolroom environment are instructors ‘ inquiries. In add-on to being rare and short, student inquiries are besides simple ( Dillon, 1988 ; Flammer, 1981 ; Kerry, 1987 ) cited in Graesser & A ; Person ) . That is, they are usually superficial, short-answer inquiries that deal with the content and reading of distinct stuff ; they are seldom high-cognitive inquiries that involve illations, multistep analysis, or the averment of critical judgement. Research Question: This paper is an effort to reply the undermentioned inquiry: What types of inquiries are used by the instructor? How different or similar are these inquiries to the researches findings? Methodology Design A descriptive survey design will be used to analyze the degree of inquiries posed by the instructors, based on the revised Bloom ‘s taxonomy of the inquiry degree. The consequences will be tabulated utilizing simple statistical analysis to advert some: Sums, and Percentages, Sample and Puting The research worker will carry on two Sessionss of observations in two nursing categories. These are: DI & A ; DII ; each category consists of 25 and 28 grownup pupils severally and learns through talk based method. They lie in the ( Formal operational phase of development ) harmonizing to Piaget. Two instructors will be observed are: first is a holder of a maestro grade in Medical surgical nursing, has an experience for two old ages in nursing instruction ; the 2nd possess a Bachelor ‘s Of Nursing Science, and has seven old ages of learning experience. The oppugning technique of the instructor will be assessed and evaluated through direct schoolroom observation in relation to the cognitive theory ( Bloom, Piaget and Vygotsky ) The revised version of Bloom ‘s taxonomy ( updated by Anderson, 1994 ) will be used as a process to measure the degree of oppugning. ( See appendix E ) The ethical considerations of carry oning this piece of research were carefully considered. Three consent letters were obtained from the Branch Manager every bit good as the concerned instructors. Procedure: 1. A missive will be sent to the principal to acquire permission for observation. ( Appendix C ) 2. A missive will be sent to the concerned instructors that I will go to their categories. ( Appendix D ) 3. The schoolroom oppugning observation clip will be 100 proceedingss, 50 proceedingss for each Class session.4. The findings of the survey will be compared with the consequences of the surveies done by Gall, 1970 ( The usage of inquiries in learning ) , Graesser and Person 1994, ( Question inquiring during tutoring ) and Hussein, 2006 ( Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia ) .Datas Analysis The figure and type of instructors ‘ will be counted and analyzed. I calculated the frequence of inquiries asked by the instructors and categorized them harmonizing to high cognitive order and low cognitive order based on bloom ‘s taxonomy. The per centum of the entire figure of inquiries was calculated to ease readability and comparing between two categories. Consequences Degree of inquiry Class I Class II Low Cognitive Remembering 25 ( 66 % ) 17 ( 63 % ) Understanding 10 ( 26 % ) 6 ( 22 % )92 %85 % Using High Cognitive Analyzing 2 ( 5 % ) 2 ( 7 % ) Measuring Making 1 ( 3 % ) 2 ( 7 % ) 8 % 14 %Sum3827Discussion: With regard to this figure of inquiries: The findings of this survey showed that the figure of asked inquiries ( C1 =38, C2 =27 ) falls in scope with the findings of the survey of ( Graesser and Natalie ) '30 to 120 inquiries per hr ‘ With regard to the frequence of low cognitive inquiries: It is obvious from the findings that the bulk of inquiries ( C1 =92 % , C2 =85 % ) prevarication in the low cognitive order. Compared to the findings of ( Gall. 1970 ) and Hussein ( 2006 ) who severally found that 77 % and 87 % of instructors ‘ inquiries are of factual type. The figure of inquiries which lie in low cognitive order is rather higher based on my personal category room observations ; even the inquiries asked at the higher degree ( C1 =8 % , C2 =14 % ) were non answered right by the pupils. Teachers were noticed to feed the pupils with appropriated responses which will non excite abstract believing but contrary to that recalling and memorisation will ; term to be the existent term fro eg. 1. Scaffolding Teacher: What is the consequence of pneumonic high blood pressure on the right side of the bosom? Students: did non react to the inquiry. Teacher Scaffold them: Could depict the pneumonic circulation. 2. Formal operational: How is the clinical presentation of right ventricular failure different from the left side ventricular failure? Students: No response Traveling rearward from formal to concrete was quoted in the undermentioned event: Teacher: What are the maps of the left and right side of the bosom? Although the instructor was inquiring inquiries at frequent manner there was no adequate attending to the degree of the asked inquiries ; most of the inquiry did necessitate recalling and rote memory acquisition. This is an indicant that either instructors are non good trained or the higher order cognitive inquiries are non decently formulated or the pupils are non good coached to react to such types of inquiry. Students ‘ readying plays a function in reacting to higher degree of oppugning. If pupils are non good prepared, they will non be able to group the indispensable subject of the asked inquiry and therefore they will non catch up the higher cognitive degree inquiries. Connection with learning Theories: During my schoolroom observations, I was able to happen a nexus between many of the instructor ‘s inquiries and the cognitive theories from illustration. 1. Vygotsky /scaffolding: – Teacher: what is the consequence of left ventricular failure on the cardiac end product? – Students: did n't react to the instructor and seemed confused. – Teacher gave them a intimation by simplifying the inquiries what are the determiners of Cardiac out? – Students answered: † Blood force per unit area, and contraction. – Teacher: What is the consequence of contract on CO? 2. Formal a Concrete ( Piaget ) Teacher: What is the principle behind dypsnea in platinum holding left ventricular failure? Students: did n't reply Teachers: ( moves to concrete ) What causes dypsnea? Student: lung upset Teacher: What is incorrect with lung? Recommendations: Teachers must be cognizant of the different degree of inquiries. Teachers should be watchful to the importance of effectual schoolroom inquiry technique in advancing pupil apprehensions. Training plan should be conducted for instructors. Students should be trained and coached on how to react to higher order inquiries. Teachers should be cognizant that even higher order inquiries could be misused to fall in the low cognitive order. Teacher should see that each pupil does non larn in the same manner. Teachers should excite all the pupils to inquire and take part in the treatment. Teachers should do certain that appropriate waiting clip is given to reply the inquiries sing the degree of the inquiry. Teachers should inquire inquiries that encourage pupils to utilize schemes and critical thought accomplishments. Contemplation: Good inquiring technique improves the apprehension of the pupils and accordingly the result of the cognitive acquisition when the inquiries match the cognitive abilities of the pupils. Consequently larning and cognitive theories should be implemented in the schoolrooms. Furthermore, the consequence of this survey supports the recommendations of Gall that instructors do necessitate in-service and professional development programmed to better their inquiring accomplishments. Furthermore, the findings of Gall and Hussein are prevailing in the current survey. There are no indispensable alterations from 1970 boulder clay 2010. The research worker noticed that the inquiries were non distributed every bit among the pupils even a considerable portion of pupils were non engaged in the treatment particularly in DII. This could be due to hapless or unequal readying of the pupils, although it is the duty of the instructor to excite all the pupils. Furthermore, there was a noticeable job in the question-answer waiting clip ; for e.g. the instructor gave 15 seconds for a low cognitive inquiry whereas a high cognitive inquiry was given 12 seconds. The great majority of the inquiries were administered by the instructors and pupils were non encouraged to inquire inquiries. Restrictions of the survey It is worthy to advert that the range of this survey is limited to two instructors of nursing in one school in an educational zone. Some variables like instructor ‘s readying which influence the oppugning accomplishments were non measured. Students ‘ readying and inquiries were non measured besides.

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