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You are also correct!

You are also correct!. Two monks who came out of a lecture by their master went on a hot debate regarding what they heard during the lecture. Each of them insisted that his understanding was the correct one. To settle the dispute, they went to

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You are also correct!

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  1. You are also correct! Two monks who came out of a lecture by their master went on a hot debate regarding what they heard during the lecture. Each of them insisted that his understanding was the correct one. To settle the dispute, they went to see the master for a judgment.

  2. hj After hearing the argument put forth by the first monk, the master said, "You are correct!" The monk was over-joy. Casting a winner's glance at his friend, he left the room. The second monk was upset and started to pour out what he thought to the master. After he finished, the master looked at him and said, "You are correct, too." Hearing this, the second monk brightened up and went away.

  3. kk A third monk who was also in the room was greatly puzzled by what he saw. He said to the master, "I am confused, master! Their positions regarding the issue are completely opposite. They can't be both right! How could you say that they are both correct?" The master smiled as he looked into the eyes of this third monk, "You are also correct!" http://www.ic.sunysb.edu/Clubs/buddhism/story/correct.html

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  5. student interaction with text • Linguistic competence text accessibility • Literary competence • connection between the studied text with other texts • Connection between the studied text with real life experiences

  6. Student – Teacher Interaction

  7. What students expect from teacher • Guidance • Explanation • Choosing student to give answers • Approval • Feedback • Fun

  8. Student – Peer Interaction Positive effects of group work • Supportive • Sharing • Testing and Forming new ideas • Feeling safe

  9. Negative effects of group workd • Different views • Confusion • Dominant peers • Passive peers

  10. Engagement vs. Disaffection Signs of engagement in students • Actively involved in learning activities • Find literature worthwhile to learn, i.e. making more connection between literature and life • Read and talk about literature outside class • Take pleasure in reading and discussion • Independent learners: seeing teacher as a fellow enthusiast and helpful mentor

  11. Signs of disaffection in students • Passively involved in learning activities • Might feel bored, depressed, anxious or angry • Look for short-cut, simplify tasks, and minimise time spent on reading or doing homework • Find reading (for literature class) an unpleasant chore, come to class without reading assigned texts completely or carefully • Find LS or teacher’s expectations unrealistic and unfair • Form a belief that literary analysis is difficult, so stop trying and are not able to use the existing knowledge or skills • Find literature irrelevant to academic improvement and/or real life experiences • Dependent on teacher’s explanations and/or answers

  12. Signs of engagement in teacher • Knows their teaching material intimately • Is willing to adapt their teaching to the needs of all students • Helps students equip with skills in reading and literary analysis • Helps get students engaged and experience the pleasure and value of literature • Provides students with challenging tasks, clear goals, and quick and unambiguous feedback

  13. Signs of disaffection in teacher • Strips off literary elements of texts by transforming reading into grammar and vocabulary lessons • Gives up trying to reach the disaffected students, dismissing them as unworthy, and take refuge in conversation with a few students who are the best in class • Begins to invest less in teaching tasks or encouragement for whole class participation • Reluctant to change their ways of teaching

  14. Outcomes Productive outcomes For students: • Improvement in linguistic competence and skills • Improvement in literary competence and general knowledge For teacher: • Improvement in teaching performance For both students and teacher: Pleasure and satisfaction in LS

  15. Less productive outcomes For students: • See no improvement or even decline in linguistic competence and skills • Struggle to catch up with peers or fall behind their competent peers • Find literature class boring and literature studies a waste of time For teacher: • Declines in their teaching performance For both students and teacher: • Frustration and dissatisfaction

  16. Some Teaching Strategies • Help students access the studied text • Help students analyze the studied text • Be open-minded to different interpretation • Appreciate students’ efforts • Value students’ contribution • Be attentive to students’ needs • Create a supporting and safe learning environment • Make learning/teaching as much fun as possible

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