How To Be A Great Student...thoughtfull English

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Hi, friends!

I’m writing today’s post in response to an assignment to review a journal article related to my teaching field, social studies. As I browsed through various journals, an article in the May 2015 edition of The History Teacher, the journal of The Society for History Education, caught my attention. In “How to Make Field Trips Fun, Educational, and Memorable: Balancing Self-Directed Inquiry with Structured Learning,” Dr. Gregory Rohlf, a professor of Asian history at the University of the Pacific, examines the pedagogical effectiveness of field trips as an active learning component of history classes. This topic appealed to me because I’ve been thinking about field trips after visiting the National World War II Museum in New Orleans, Louisiana last month. Although I’m from Louisiana, I had never visited the museum before, and it proved to be a truly fabulous experience. From the film showing, to the exhibits devoted to different aspects and theaters of the war, and even to the on-site restaurant, I enjoyed every minute of my time there. And, as I passed through the galleries and interacted with the various displays and artifacts in the museum’s collections, I kept thinking, “this would be a fantastic field trip one day.” Now, I know what you’re thinking–“DUH, Kat! Of course it would be a great trip!” But, there are challenges to making a field trip a helpful learning tool and not just a time for students to space out while being away from the classroom, and I wondered how exactly I would structure a trip to such an extensive museum to provide the best possible experience for my students. It’s not quite as simple as packing the students on a bus, filing them into the museum, and letting the tour guides take over. So, I found Dr. Rohlf’s at a very good time, and it’s been very helpful for considering how I can make field trips a relevant, valuable component of my teaching in the future.

#2 The greater good. As you are reading these lines you should have made some thoughts about the purpose you attend college/university and have found some goals that motivate you! Now once you have found some goals you can steadily try to pursue these goals and finally attempt to reach them! 28 Critical Thinking Question Stems For Any Content Area by TeachThought Staff Critical thinking isn’t a skill, nor is it content knowledge or even evidence of understanding. While it involves and requires these ideas, critical thinking is also very much a state of mind — a willingness and tendency to sit with an idea and. The personality of Havelock Ellis is that of a student, thoughtful, preoccupied, bookish, deliberate; yet unlike most students he has a sort of grand air of Nature about him - a fine free head and figure as of some great god Pan, with distant relations among the Satyrs.

Dr. Rohlf acknowledges that part of the reason history teachers often rely on active learning strategies (like simulations, games, movies, and the case of this study, field trips) is that students tend to think that learning about history means just memorizing a bunch of facts and regurgitating them on an exam. Based on my own experience, I’d have to agree with him: all too often, history gets a bad rap for being boring and irrelevant. Rohlf points out that part of the reason that this stigma has followed history around is that there is no active learning element for the historical field in the same way as there is in the sciences (biology labs, geology field work, archaeological digs, etc.). Relying on his own experiences with and analysis of the annual field trip he organizes to the Asian Art Museum in San Francisco, California, Rohlf suggests that history teachers start viewing field trips in the same way that scientists think of field work–they should be the “lab components” of history courses. While there are those who question the merits and effectiveness of field trips, Rohlf argues that field trips can and do facilitate advanced learning and have long-term impacts on the lives of participants. In order to utilize field trips as tools for promoting students’ critical learning and deep thinking, Rohlf recommends that teachers use them in conjunction with structured pre- and post-trip study and discussion, so that students are prepared for what they will see at the site and encouraged to make connections to what they have learned in the classroom and to their own lives. When placed in this context, Rohlf maintains that field trips afford students a chance to “gain knowledge and skills through both physical and cognitive interactions” (p. 519), especially when students are allowed unstructured time to peruse the site at their own pace in addition to the guidance of an on-site expert. According to Rohlf, these elements, coupled with the fun and novelty of spending a day away from the classroom, are what make field trips truly memorable and worthwhile experiences for students. By supplying students with the proper context for what they will experience and by providing them with the time to interact personally with the field trip location, history teachers can make field trips a truly positive experience, and can use them to build a lifelong love of learning in their students.

How To Be A Great Student.thoughtfull English Dub

How to be a great student.thoughtfull english dub

I found all of this information really interesting, and, as I said, very relevant to things I’d already been thinking about on the subject of field trips. As I look forward to beginning my own career in the classroom, I hope that I will be able to make field learning a truly memorable element of my own pedagogy. Free youtube to mp3 converter download. After all, history is all around us. We just have to stop and take the time look at it in the right way, and we can all learn something!

Rohlfe, G. (2015, May). How to Make Field Trips Fun, Educational, and Memorable: Balancing Self-directed Inquiry with Structured Learning. The History Teacher, 48(3), 517-528. Retrieved June 3, 2015, from


If you’re interested in checking out Dr. Rohlfe’s article for yourself, here’s the link:

How To Be A Great Student..thoughtfull EnglishHow To Be A Great Student..thoughtfull English
  • (open access)
  • (through the University of South Alabama’s library)

Thanks for stopping by!

How To Be A Great Student.thoughtfull English Subtitles


How To Be A Great Student.thoughtfull English Learning

How to Be A Good Student
To become a success in life, we all need to learn to become a good student in every aspect of life. Becoming a good student takes much work and self-discipline. There are many ways that a student can stand out from the rest of the class. These good students are distinguished by their attitude, intellectual skills, consciousness, and achievement.
Attitude is primarily a genuine desire to learn and the will to do hard academic work to achieve understanding. It is also shown by how well you apply yourself even to subjects in which you have little interest and how much you can achieve even when a teacher’s style is not what you are used to. Also attitude can change the way you percieveperceive things
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No one else can help you to attain a good attitude, you must decide and make it a goal to have a good attitude in your student life. (CS)
Intellectual skills is (S-V Agr) another important aspect of becoming a good student. This skill includes the ability to read and understand, intelligent use of resources, mathematical and logical skills, efficient study habits, and the ability to communicate clearly and fluently. Intellectual skills include time management, exam strategies, study strategies, and goal setting.
Consciousness, or awareness, is another helpful aspect of becoming a good student. The good student must be aware of their (agr) surroundings and know what is going on in the world around them. We must strive to relate what is happening around us to what we are learning. This should be important to us because we should care about what is going on politically, academically, socially, and spiritually. Being aware and paying attention is a good trait to continually learn and apply.
Achievement is demonstrated by successful application of understanding. This aspect includes using correct and confident knowledge, effective communication, and continuanceing of education through out your life. Achievement gives you a sense of accomplishment and meaning. To become a good student, this must be a goal that you wish to accomplish.
Becoming a good student can be time consuming but well worth