"Attitudes Toward Cheating of Self and Others by College Students and Professors." questia.com. questia, n.d. Web. 8 Dec. 2009.
"College Dorm Life." collegeview.com. College View, n.d. Web. 8 Dec. 2009.
"College Freshman Year 101." suite101.com. suite101, n.d. Web. 8 Dec. 2009.
"Did You Know?" campuscalm.com. Campus Calm, n.d. Web. 8 Dec. 2009.
"How to Succeed in College." collegetactics.com. College Tactics, n.d. Web. 8 Dec. 2009.
Laar, Colette Van, Shana Levin, and Jim Sidanius. The Diversity Challenge. New York: Russell Sage Foundation, 2008. Print.
Seaman, Barrett. Binge. Hoboken: John Wiley & Sons, Inc., 2005. Print.
Spitzberg, Irving J. and Virginia V. Thorndike. Creating Community on College Campuses. Albany: State University of New York Press, 1992. Print.
"Time Management Tips for College and University Students." iamnext.com. iamnext academics, n.d. Web. 8 Dec. 2009.
"What Did You Really Learn in College?" srumosaic.com. Mosaic, n.d. Web. 8 Dec. 2009.
Tuesday, December 8, 2009
Monday, December 7, 2009
Journal #4
My Freshman Year: Dec 7, 2009
In chapter 7 and the afterwards part she answers many questions pertaining to her experience. She continues to talk in a negative tone but is starting to realize how different it is between seeing higher education through a student’s point of view rather than a teachers. In chapter 7 she discusses the lessons she learned as a freshman. She tells the reader about her personal experience at AnyU. One thing that surprised us was that she felt a little guilty for lying to her friends she made during her freshman year. In the afterwards part she talks about how she couldn’t expose her identity to her classmates because doing so would ruin the reliability of her research. She was afraid that if her classmates knew she was a professor they would not tell her the entire truth. She is aware that a lot of the information that she received was given to her because she was a student and if the students she talked to knew that she was a professor they would not have answered the way they did.
Something that we found interesting was when she decided to tell Ray that she was a part of the faculty and that she would be willing to write his reference letter for him. This surprised us because we did not expect her to tell anyone her true identity. It was interesting after she told Ray that she started to wonder if she should tell the other students she was taking information from that she was truly a professor. One thing that surprised us is that her first day back as a professor she ran into one of the friends she had made as a student. When asked if she was going to class Nathan told the student that she was teaching it and that she was actually a professor. The student responded by saying that she felt fooled and later Nathan met up with her to explain in detail why she did what she had done. Nathan said that this really moved her and once again made her double guess the fact that she was not telling the other students her true identity. This surprised us because all through the book she stressed how important it was that her true identity was not found out, but now after it is all over she wishes she could go back and tell them the truth.
Now that the book is finished it is easy to see the main audience that Nathan was trying to attract. It is easy to see that the book was written for anyone attending or working at a college campus. She gives both examples throughout the book from both a student and professors point of view, making this book beneficial for both. My Freshman Year gives helpful information for professors to know more on what is going on in their community. It allows professors to know what goes on in a student’s life outside of class and just how much of the information they teach is learned.
Something that we wish Nathan would have addressed in her book is the breaks given to the students throughout the year. We have questions like: Did she stay on Campus? How many breaks did that college give? What did she do on these breaks? It would have been nice to know these questions and interesting to read what happened during this time. Breaks within the school year are important to most students so it would be beneficial if she would have included this information.
This book intersects with The Latehomecomer in many ways. In order to get correct information Nathan had to adapt and become a part of totally different community of that she was living in. A lot like in My Freshman Year, The Latehomecomer was a story of a family coming to live in a new country and how they had to adapt to a new culture. This comparison is interesting because even though these two books seem so different, in many ways they share the same idea of adapting to a new community.
In chapter 7 and the afterwards part she answers many questions pertaining to her experience. She continues to talk in a negative tone but is starting to realize how different it is between seeing higher education through a student’s point of view rather than a teachers. In chapter 7 she discusses the lessons she learned as a freshman. She tells the reader about her personal experience at AnyU. One thing that surprised us was that she felt a little guilty for lying to her friends she made during her freshman year. In the afterwards part she talks about how she couldn’t expose her identity to her classmates because doing so would ruin the reliability of her research. She was afraid that if her classmates knew she was a professor they would not tell her the entire truth. She is aware that a lot of the information that she received was given to her because she was a student and if the students she talked to knew that she was a professor they would not have answered the way they did.
Something that we found interesting was when she decided to tell Ray that she was a part of the faculty and that she would be willing to write his reference letter for him. This surprised us because we did not expect her to tell anyone her true identity. It was interesting after she told Ray that she started to wonder if she should tell the other students she was taking information from that she was truly a professor. One thing that surprised us is that her first day back as a professor she ran into one of the friends she had made as a student. When asked if she was going to class Nathan told the student that she was teaching it and that she was actually a professor. The student responded by saying that she felt fooled and later Nathan met up with her to explain in detail why she did what she had done. Nathan said that this really moved her and once again made her double guess the fact that she was not telling the other students her true identity. This surprised us because all through the book she stressed how important it was that her true identity was not found out, but now after it is all over she wishes she could go back and tell them the truth.
Now that the book is finished it is easy to see the main audience that Nathan was trying to attract. It is easy to see that the book was written for anyone attending or working at a college campus. She gives both examples throughout the book from both a student and professors point of view, making this book beneficial for both. My Freshman Year gives helpful information for professors to know more on what is going on in their community. It allows professors to know what goes on in a student’s life outside of class and just how much of the information they teach is learned.
Something that we wish Nathan would have addressed in her book is the breaks given to the students throughout the year. We have questions like: Did she stay on Campus? How many breaks did that college give? What did she do on these breaks? It would have been nice to know these questions and interesting to read what happened during this time. Breaks within the school year are important to most students so it would be beneficial if she would have included this information.
This book intersects with The Latehomecomer in many ways. In order to get correct information Nathan had to adapt and become a part of totally different community of that she was living in. A lot like in My Freshman Year, The Latehomecomer was a story of a family coming to live in a new country and how they had to adapt to a new culture. This comparison is interesting because even though these two books seem so different, in many ways they share the same idea of adapting to a new community.
Wednesday, December 2, 2009
Afterwords
Summary:
Ashley Brown
1. In this Chapter Nathan reflects on her book. She explains the pieces that she left out, the reasons why and numerous other things. Nathan explains how she conducted her research, and why she did it the way she did. Reflecting on her data, Nathan comes to conclusions about freshman in college. Nathan also explains how with one of her interviews of a college student, she told the student that she was actually a professor. Nathan goes further into depth about the interview, and explains to the reader that she is still good friends with the person she interviewed.
2. Writing this section of the book, Nathan uses three perspectives, anthropologist, professor and student out look. Nathan writes the end of the book in a more analytical way, not necessarily with numbers, but with her words and the ways he explains things. She makes many connections from all of her observations, data collection and surveys.
Vocab:
By Nicki Woitas
I could not get together a list of 10 vocab words, so I found an article that relates to the book instead. Towards the end of the book, Nathan addresses the issue of cheating and gives statistics and students' opinions, but I wanted to read more about teachers' opinions on the subject, that's what this article is about.
http://www.questia.com/googleScholar.qst?docId=5000198166
Discussion Questions:
By Catherine Wagner
Q1. The last section of Nathan's book is all about her experience at anyU as a student and why she did the research that she did. Why do you think it was so important to keep her identity closed to outsiders? Why was it that no one could know what she was actually doing in her research?
Q2. As a reader why do you think that Nathan goes back and questions herself as to why or why not she should have or shouldn't have done some of the research that she did?
Q3. Nathan admits that she wrote with no rules in mind, such as listening in on certain conversations and not telling students she was writing about her research. How do you as a reader think that it would have been different if she had written with these things in mind?
Q4. Throughout Nathan's research do you think that she ever broke or twisted the rule of not ever lieing straight out to students who ever asked her what she was doing?
Ashley Brown
1. In this Chapter Nathan reflects on her book. She explains the pieces that she left out, the reasons why and numerous other things. Nathan explains how she conducted her research, and why she did it the way she did. Reflecting on her data, Nathan comes to conclusions about freshman in college. Nathan also explains how with one of her interviews of a college student, she told the student that she was actually a professor. Nathan goes further into depth about the interview, and explains to the reader that she is still good friends with the person she interviewed.
2. Writing this section of the book, Nathan uses three perspectives, anthropologist, professor and student out look. Nathan writes the end of the book in a more analytical way, not necessarily with numbers, but with her words and the ways he explains things. She makes many connections from all of her observations, data collection and surveys.
Vocab:
By Nicki Woitas
I could not get together a list of 10 vocab words, so I found an article that relates to the book instead. Towards the end of the book, Nathan addresses the issue of cheating and gives statistics and students' opinions, but I wanted to read more about teachers' opinions on the subject, that's what this article is about.
http://www.questia.com/googleScholar.qst?docId=5000198166
Discussion Questions:
By Catherine Wagner
Q1. The last section of Nathan's book is all about her experience at anyU as a student and why she did the research that she did. Why do you think it was so important to keep her identity closed to outsiders? Why was it that no one could know what she was actually doing in her research?
Q2. As a reader why do you think that Nathan goes back and questions herself as to why or why not she should have or shouldn't have done some of the research that she did?
Q3. Nathan admits that she wrote with no rules in mind, such as listening in on certain conversations and not telling students she was writing about her research. How do you as a reader think that it would have been different if she had written with these things in mind?
Q4. Throughout Nathan's research do you think that she ever broke or twisted the rule of not ever lieing straight out to students who ever asked her what she was doing?
Tuesday, December 1, 2009
Chapter 7
Summarizer:
By Catherine Wagner
1. In chapter seven Nathan summed up the information that she learned from being a freshman at anyU. She answers many questions about what she personally learned from the experience. She realizes how much teachers don’t actually realize what it is like to be a student and how much homework a student has in each class. She notices that a student finds many shortcuts around different assignments in order to find time to do other things they need to do. For example if a student needs to read a five page article and there will only be a discussion in class on it with no quiz included, it is likely that the student will not take the time to read it. For Nathan going back to school taught her things she needs to understand more about a student’s life and teachers tricks to making a student’s life simpler and easier.
2. Overall, Nathan admits that she gained a lot of mysterious and foreign knowledge she never would have known before deciding to become a freshman again. Nathan reflects about her experience as a whole. I think that this is important, to answer any readers remaining questions. She wrote this chapter in a way that the reader can relate to and understand.
Vocab:
By Ashley Brown
I could not find 10 vocabulary words for this chapter, so I found a website that provided additional statistics, common questions students have about college, and even some assumptions to compliment the many that Nathan provided throughout the book.
http://www.campuscalm.com/did_you_know.html
Graphic Organizer:
By Dan Lewis
Chapter 7 addresses how students and teachers form relationships and how seriously the students take the teacher. Nathan expresses how if the students don't have any real base reason to do the work then they are not going to read something that they wont be tested on. The chapter then switches to how Nathan could understand from a teachers standpoint better as a freshman and relate it to her college classes. After this the peer to peer relationship and moving into a new setting is talked about. Nathan talks about how in college an 18 year old leaves home and starts a new life in the community of college. She then explains that after 4 years and around age 22 that same student leaves that community and goes into the work force. Once again that student is faced with having to leave the norm and adapt to a new community. This chapter sums up talking about the future. It talks about why people went to college how speakers at the beginning of freshman year are already asking that question.Discussion Querstions:
By Nicki Woitas
1. Do you think Nathan’s lessons from her freshman year were accurate and legitimate, according to your own firsthand experience? Why or why not?
2. Did you expect Nathan to return to her class as the teacher with a new outlook on the students’ actions and work? What things does Nathan have a new point of view on?
3. Do you think this interaction/observation affected and influenced Nathan in a positive or negative way? Explain.
4. Did Nathan wrap up this book in a concise and appropriate way? Did this book discuss everything you hoped it would? Is there anything you would add or take out?
Monday, November 30, 2009
Journal #3
My Freshman Year: Nov 30, 2009
After finishing up through chapters 5 and 6, the book is continuing in the same tone. We feel Nathan is getting kind of repetitive in the way she scrutinizes college students’ attitudes and actions. In chapter 5 Nathan focuses on discussions in and out of class, and how separate the two are kept. She also explains the "perfect class" and what makes everyone like it so much. Her attitude in these two chapters is just as opinionated and condescending as before, but we agree that some of her observations are definitely right. Because this book is so directly related to us, some of the things Nathan chooses to address causes us to look at our own campus and our own lives, and realize that we do or do not fall under the same categories. Sometimes we agree with what she is saying, but other times we are almost offended by what she assumes or states. We agree with how college students want to take the easier classes, but Nathan makes it seem like this is done for all the wrong reasons. Personally, we feel we have three challenging classes, and then choose to take one or two easier classes to ensure success in the classes that work towards our major.
In chapter 6 we feel that Nathan included too many statistics and not enough opinion. She listed percentages, one right after the other, from different studies, however, we feel she needed to expand more on her data. She includes some student interview information, about students’ opinions on college management, skipping class, and cheating, but it would have been really nice to hear some teachers’ opinions. Students explained, or justified, when cheating is acceptable, or when an action cannot really be considered cheating at all. It makes us wonder what her opinion is as a teacher, because while she did offer up some personal comments, they all came from her “being a student” point of view.
We are the ideal audience for this book, because we can relate to, and bring up, interesting comparisons and contradictions from our own experiences in discussion. Some of the things Nathan discusses also can provide some helpful tips and information on how to succeed in college, especially when she gets talking about how formal relationships with your professors should be, and scheduling techniques. We also found it comforting when she provided opinions from students on cheating that were like our own, or that were worse than our own; simply because it is a touchy subject, like some of the others she has brought up throughout the book, and it can be hard to know who to talk to about such topics. This way it got us talking amongst each other our own viewpoints, and in some cases we learned that we felt much the same way about cheating and such. That our own opinions are actually quite the norm, makes you feel confident about how you are adjusting to college life. That’s what a lot of this book was, adjusting to the modern day college life. Nathan very briefly mentioned in the beginning that her age and appearance made it hard for her to even break into the college scene, so that she could set up interviews and student diaries, and to have a chance at reliable information and observations. She managed it though, and has been making progress in her studies and subjects ever since. This book also helped us, when looking at how we are adjusting in our first semester here at UWEC. We don’t always have to agree with Nathan and what she has put in her book, that has been a huge focus of out literature group discussions, we just have to try and understand and analyze her statements in our own way, and interpret them how we want to.
After finishing up through chapters 5 and 6, the book is continuing in the same tone. We feel Nathan is getting kind of repetitive in the way she scrutinizes college students’ attitudes and actions. In chapter 5 Nathan focuses on discussions in and out of class, and how separate the two are kept. She also explains the "perfect class" and what makes everyone like it so much. Her attitude in these two chapters is just as opinionated and condescending as before, but we agree that some of her observations are definitely right. Because this book is so directly related to us, some of the things Nathan chooses to address causes us to look at our own campus and our own lives, and realize that we do or do not fall under the same categories. Sometimes we agree with what she is saying, but other times we are almost offended by what she assumes or states. We agree with how college students want to take the easier classes, but Nathan makes it seem like this is done for all the wrong reasons. Personally, we feel we have three challenging classes, and then choose to take one or two easier classes to ensure success in the classes that work towards our major.
In chapter 6 we feel that Nathan included too many statistics and not enough opinion. She listed percentages, one right after the other, from different studies, however, we feel she needed to expand more on her data. She includes some student interview information, about students’ opinions on college management, skipping class, and cheating, but it would have been really nice to hear some teachers’ opinions. Students explained, or justified, when cheating is acceptable, or when an action cannot really be considered cheating at all. It makes us wonder what her opinion is as a teacher, because while she did offer up some personal comments, they all came from her “being a student” point of view.
We are the ideal audience for this book, because we can relate to, and bring up, interesting comparisons and contradictions from our own experiences in discussion. Some of the things Nathan discusses also can provide some helpful tips and information on how to succeed in college, especially when she gets talking about how formal relationships with your professors should be, and scheduling techniques. We also found it comforting when she provided opinions from students on cheating that were like our own, or that were worse than our own; simply because it is a touchy subject, like some of the others she has brought up throughout the book, and it can be hard to know who to talk to about such topics. This way it got us talking amongst each other our own viewpoints, and in some cases we learned that we felt much the same way about cheating and such. That our own opinions are actually quite the norm, makes you feel confident about how you are adjusting to college life. That’s what a lot of this book was, adjusting to the modern day college life. Nathan very briefly mentioned in the beginning that her age and appearance made it hard for her to even break into the college scene, so that she could set up interviews and student diaries, and to have a chance at reliable information and observations. She managed it though, and has been making progress in her studies and subjects ever since. This book also helped us, when looking at how we are adjusting in our first semester here at UWEC. We don’t always have to agree with Nathan and what she has put in her book, that has been a huge focus of out literature group discussions, we just have to try and understand and analyze her statements in our own way, and interpret them how we want to.
Monday, November 23, 2009
Chapter 6
Summary:
By Nicki Woitas
1. College management, how well you handle your time, registration, professors, and workload, and whether or not you cheat to get everything done, that is what Nathan discusses in chapter 6. Between students’ jobs, classes, homework, hygiene, diets, and sleep, they have a lot to balance. There never seems to be enough hours in the day to schedule all of this in, Nathan notes that students start to cut corners to accomplish everything they want to. It all starts with registration, on a first come first serve basis, the only time students seem to be up at 5 am at AnyU. Nathan says that scheduling is an art, perhaps even a science. Students stress to make sure they don’t have any “early” classes, ones before 11 am, that the class is easy, an easy A, and that no classes fall on Friday, which has become the new Saturday. Once in those classes, Nathan interviews and observes for the best student-professor relationships, stating that some students make a point of sitting in the front of the class to be noticed by the professor, and carry on conversations after class with them, being friendly while keeping their relationship professional. Students comment that it is a good thing to be noticed by your professor, and to be friendly with them, for they will be more forgiving on a late assignment or an unexcused absence later. Finally in this chapter Nathan reveals that students do not spend as much time doing homework as they are expected to, and many students admit to handing in work below their best ability. To ease their workload, many students submit to skipping classes to free up some time, if attendance is not required or the class is a general credit or boring. For classes that don’t help their major, many students will put forth a minimal effort, enough to pass the class but nothing more. Other students subject themselves to cheating to help lessen their workload. Nathan spends the end of the chapter trying to define cheating and the real moral effects.
2. Nathan uses a lot of percentage statistics in this chapter to support what she is saying, and to persuade the reader that her statements are legitimate. Whereas before I thought Nathan was too opinionated, I don’t think she voiced enough opinion in this chapter. I’m not necessarily talking about her own opinion, but she includes student interviews and opinions on skipping class, effort, and cheating, and it would have been nice to hear maybe parents or teachers point of view on the matter.
Vocab:
By: Dan Lewis
In this chapter it was hard to find 10 vocabulary words, so instead we found an article related to this chapter of the book. Click HERE to view it.
In the chapter managing your time in college is a big topic. This article talks about why it is important to manage your time in college no matter the kind of student you were in high school. It also gives helpful tips for you to be able to make good use of your time.
Graphic Organizer:
By Catherine Wagner
Chapter 6 focuses mostly on college management. Throughout the chapter Nathan did a lot of research on basically three different main points. She viewed how different students spend their free time, whether it be on school work or off campus partying. She also took surveys on students cheating and how often different age groups attended class (freshman vs. senior). Nathan observed what a perfect schedule would be for a student to self manage college.
Discussion Questions:
By Ashley Brown
Q1. Think about your own work habits in school. How much time do you spend studying, hanging with friends, chatting on facebook or working out in the gym? Is this enough time to do well in classes?
Q2. The author talks about how students choose to spend their time for what classes depending on the class. Do you find this to be true? If so why or why not. Why are some classes considered “easy” or an “easy A” class?
Q3. Why is coming to class such a major problem for college students? Do you think that professors should be stricter on attendance? Why or why not.
Q4. Nathan talks about students getting to know their professors. Why is it hat students who interact, and get to know their professors are considered “nerds” or not part of the norm? Do you feel like it is beneficial to get to know your professors? Or is it just sucking up, and a waste of time?
By Nicki Woitas
1. College management, how well you handle your time, registration, professors, and workload, and whether or not you cheat to get everything done, that is what Nathan discusses in chapter 6. Between students’ jobs, classes, homework, hygiene, diets, and sleep, they have a lot to balance. There never seems to be enough hours in the day to schedule all of this in, Nathan notes that students start to cut corners to accomplish everything they want to. It all starts with registration, on a first come first serve basis, the only time students seem to be up at 5 am at AnyU. Nathan says that scheduling is an art, perhaps even a science. Students stress to make sure they don’t have any “early” classes, ones before 11 am, that the class is easy, an easy A, and that no classes fall on Friday, which has become the new Saturday. Once in those classes, Nathan interviews and observes for the best student-professor relationships, stating that some students make a point of sitting in the front of the class to be noticed by the professor, and carry on conversations after class with them, being friendly while keeping their relationship professional. Students comment that it is a good thing to be noticed by your professor, and to be friendly with them, for they will be more forgiving on a late assignment or an unexcused absence later. Finally in this chapter Nathan reveals that students do not spend as much time doing homework as they are expected to, and many students admit to handing in work below their best ability. To ease their workload, many students submit to skipping classes to free up some time, if attendance is not required or the class is a general credit or boring. For classes that don’t help their major, many students will put forth a minimal effort, enough to pass the class but nothing more. Other students subject themselves to cheating to help lessen their workload. Nathan spends the end of the chapter trying to define cheating and the real moral effects.
2. Nathan uses a lot of percentage statistics in this chapter to support what she is saying, and to persuade the reader that her statements are legitimate. Whereas before I thought Nathan was too opinionated, I don’t think she voiced enough opinion in this chapter. I’m not necessarily talking about her own opinion, but she includes student interviews and opinions on skipping class, effort, and cheating, and it would have been nice to hear maybe parents or teachers point of view on the matter.
Vocab:
By: Dan Lewis
In this chapter it was hard to find 10 vocabulary words, so instead we found an article related to this chapter of the book. Click HERE to view it.
In the chapter managing your time in college is a big topic. This article talks about why it is important to manage your time in college no matter the kind of student you were in high school. It also gives helpful tips for you to be able to make good use of your time.
Graphic Organizer:
By Catherine Wagner
Chapter 6 focuses mostly on college management. Throughout the chapter Nathan did a lot of research on basically three different main points. She viewed how different students spend their free time, whether it be on school work or off campus partying. She also took surveys on students cheating and how often different age groups attended class (freshman vs. senior). Nathan observed what a perfect schedule would be for a student to self manage college.
Discussion Questions:
By Ashley Brown
Q1. Think about your own work habits in school. How much time do you spend studying, hanging with friends, chatting on facebook or working out in the gym? Is this enough time to do well in classes?
Q2. The author talks about how students choose to spend their time for what classes depending on the class. Do you find this to be true? If so why or why not. Why are some classes considered “easy” or an “easy A” class?
Q3. Why is coming to class such a major problem for college students? Do you think that professors should be stricter on attendance? Why or why not.
Q4. Nathan talks about students getting to know their professors. Why is it hat students who interact, and get to know their professors are considered “nerds” or not part of the norm? Do you feel like it is beneficial to get to know your professors? Or is it just sucking up, and a waste of time?
Chapter 5
Summary:
By Ashley Brown1. In this chapter Nathan talks about how she used to do a sample project in her class, where her students pretended to point out three peers who were witches in their class. She found that the “witched” were the students who sat close to the front, asked questions, and did well in the class. She took this idea and compared it to her classes and found out that there are “right” questions to ask a teacher. Nathan also then talks about how classroom conversations are never really about the class, but rather bashing the professor, asking for answers, or talking about how the class is horrible. She finds that discussion does not take place in classrooms, and professors have to pull teeth for people to talk. Also, students believe that most learning takes place outside of the classroom, and the most common question and interest is in sex. She then takes the “perfect” class, sexuality, and this class confirms that students take classes that may not better them for their profession, but rather for their real world at the time.
2. Nathan is very informative in this section of the book, which I found surprising since it was a very touchy topic, sex. She did not leave out any key points. Also, Nathan wrote this in a way that makes the reader think about what he or she is in college for. When Nathan presents the example of paying for your Bachelor's and being done with college, it makes the reader think what he or she would do.
Vocab:
By Catherine WagnerWe were unable to find 10 words to fill up a vocabulary list, so we found two websites related to the chapter instead. Click here to view one of the sites. Click here to view the second website.
The first website relates to the book, having to do with dorm life and how students can get involved in activities around school. It talks about how life in a dorm can be stressful at times when students have to live with someone they have never met before. This relates to My Freshman Year when Nathan discusses meeting the new students in her hall.
The second website relates directly to the book, asking the question exactly how much did you learn in college. Nathan asks this question when international students comment how much easier college is in America. With shorter sections and multiple choice tests that you can pass without studying, do a lot of students forget the material the minute they put their pencil down?Graphic Organizer:
By Nicki Woitas
Topics that keep the conversation flowing. Students are labeled weird for asking discussion questions during a lecture, or offering up a comment. Only certain subjects are accepted as normal questions, comments, concerns, or suggestions. When asking a question in class, or talking about a class, your remark had better be about how little you care, or simplify the assignment for everyone else. Once out of the classroom, students do not bring up interesting discussions in class, or anything relating to the sort. Once out of class, life and conversations go on about other interesting topics based around more social and personal issues.Discussion Questions:
By Dan Lewis
1.
In the beginning of this chapter Nathan talks about how most students choose the more engaged and active kids in the class to be "witches". She also states that the more active kids, the ones that pay most attention are the kids that sit in the “Reverse T”. Do you as a reader agree with these statements as you look at your classes? If so why?
2. Nathan says that she agrees with the college professor, that most kids will not ask what something means if they don’t understand. As a reader why do you believe this is so in today’s classrooms or why do you believe this is false?
3. When Nathan asked students what they talk about outside of class under 5% had an answer that had anything to do with class discussions or academics. As a reader, and as a student, why do you think this is so?
4. Nathan describes what a “typical” college experience is like to our generation. What do you believe is the best college experience, and what keeps you from leaving?
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