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Essay / Research Paper Abstract
A 3 page essay that pertains to an essay by Mark Edmundson, "The Teacher Who Opened my Mind." The writer provides 1 page that annotates the essay, 1 page that paraphrases it and 1 page that summarizes it. No other sources are cited.
Page Count:
3 pages (~225 words per page)
File: KL9_khedmund.doc
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Unformatted sample text from the term paper:
emotionally checked out and resigned from the learning process. Edmundson describes how philosophy teacher Frank Lears inspired his class by departing from the established curriculum and textbook by bringing introducing
a variety of elements into the classroom. He brought in a variety of outside reading, as well as music and guest lecturers. Initially, as he realized that these students would
not voluntarily read on their own outside of class, Lears had them read aloud, in turn, while sitting in a circle. During this process, he would ask provocative questions designed
to promote critical thinking. By departing from the established school protocol, which included holding class outside during the spring, Lears was able to connect with these students and stimulate
their interest in genuine learning, rather than simply following the factory-like paradigm of memorization and fill-in-the-blank rhetoric that was typical of the school. Lears pedagogy served to awaken Edmundsons mind
from the somnambulance that previously characterized him. Therefore, the essay demonstrates the huge importance of effective teaching in the lives of students. Paraphrased It was clear to Edmundson that
Frank Lears came to Medford High School with ambitious plans for his philosophy students, as he obviously envisioned leading young people to comprehension and appreciation of the truths and wisdom
revealed by ancient and modern philosophers. However, in making these plans, Lears overlooked the mind-numbing aspects of the factory philosophy of public education and the effect that this paradigm had
on students by the time they reach high school. Lears struggled for three months, using the standard text, to gain the attention of his students, but to no avail.
Then, he tried another tactic, which involved bringing in books that he had selected because they would speak to the experience of adolescents. As the students took turns reading these
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