Just Do It For Me: The Roles and Responsibilities of A Teacher Essay

As new teachers leave the world of the University for the world of teaching, they often do not fully understand what is expected of them. The roles and responsibilities of a teacher can be vague and hard to understand when a new teacher is unwilling to ask questions of a mentor teacher, or the mentor teacher is unwilling to aid the new student. As Cathrine Le Maistre states in her paper, titled â€Å"Mentoring Neophyte Teachers: Lessons Learned from Experience† there is a much higher level of attrition after the first year of teaching than in any other year (2000). She believes that new teachers should be taught how to use their own minds, and not simply be given â€Å"manila folder of notes† (La Maistre, 2000. p. 84) and be expected to follow them. At first she believes that experienced teachers are unwilling to help a new teacher, but later discovers that there is â€Å"lot of sympathy for a newcomer needing help† (La Maistre, 2000.p.85). La Maistre portrays b eginning teachers as overly confident in their own teaching abilities when they first leave their Bachelor or Education program. However the realize later that they are not yet ready, and still have a lot of learning to do before they become an experienced teacher. While Le Maistre was on her co-operative teaching program, her mentor teacher had handed her notes that he had used to teach Chemistry for a long time. Le Maistre believes that this does not help her learn to be an independent thinker, or to learn to plan lessons on her own. I believe that her mentor teacher should have made a bigger effort to teach her to be more self-reliant, instead of the large envelope of notes; he could have explained to her the process of making her own notes and given her his notes as an example, ra... ...eachers. If teachers are not responsible for their actions and the way they teach their students, then nobody will be responsible for the fate of the child. Bacon’s writing suggests that he believes that certain roles in the child’s life, are the responsibility of the parent, and other members of the community; without these values, which include personality development and a sense of right and wrong, children would not be fully developed as people, and would have a harder time serving a higher purpose in society (2005) I agree with Bacon in that Alberta’s teaching system is more of a business plan, as it is even entitled â€Å"Three-Year Business Plan† (Bacon, 1995. P. 89) and seems to centre around the idea that children are mass produced objects that teachers are simply supposed to produce for the world, as if a school is little more than a factory for children.

An Analysis of George Orwell’s Essay Why I Write Essay

George Orwell and Joan Didion, in their essay, â€Å"Why I Write,† imply that writing has affected each author to abdicate adversity and to accept failure. Orwell and Didion support their implications by explaining how each author attempted to embrace the abstract ideas in writing, but learned to view themselves as mediocre writers, neither good nor bad, whose self-reflection in writing produced a solemn atmosphere. Their purpose is to educate the reader on relevant motives and authenticity associated with writing to help them conceive a profound piece of work through self-reflection. Both authors establish a formal but moderately depressing tone, appealing to young Americans who hope to become writers. George Orwell, in the essay, â€Å"Why I Write† utilizes the rhetorical strategy of explanation in order to effectively deliver his message to the attending audience. Orwell, at first, introduces a statement about his childhood and his ambitious goals to become an inspiring writer. Suffering from depression and solitude during his adolescent years, Orwell often constructed solemn pieces of literature in order to reflect upon his current lifestyle. This idea of self-reflection assisted Orwell in becoming an exalt writer. Through exemplification, Orwell introduced the â€Å"four great motives for writing.† Orwell reflects upon the subject of sheer egotism, arguing that writers often write to be remembered. The author further elaborates on this idea, stating that serious writers care more about personal self-reflection than making money. In the motive of aesthetic enthusiasm, Orwell views himself as a moderate writer, illustrating how writers make their writing sound and look good by appreciating the aesthetics. The author eventually provides an  example for these motives, by appealing to the pathos in his Spanish-civil war poem, often concentrating on emotion and expressing remorse. Through explanation, George Orwell was able to effectively deliver his message to the attending audience. Joan didion, in the essay â€Å"Why I write,† utilizes the rhetorical strategy of explanation to appeal to her audience. Joan introduces her essay with the topic of self-reflection, by illustrating the act of saying I. In addition, Joan elaborates on this idea of self-reflection, explaining how writing allowed her to create a mind of abstract ideas. Similar to Orwell, Joan experienced several obstacles that impeded her writing. The author focuses on a particular issue, in which Didion became distracted while writing. The author reflects upon this idea, by providing an example of how her attention diverted simply to a â€Å"flowering pear outside her window† or the â€Å"lights on in the Bevatron† while writing at Berkley. Didion additionally conveys her attitude towards these distractions, often wondering why such events occur. As a result, Joan often ponders upon the abstract ideas in order to enhance her writing. Through the use of explanation, Joan didion was able to effectively deliver her message to the attending audience. George Orwell and Joan didion, in their why I write, employ the rhetorical strategy of explanation in order effectively attend to their audience. Though each author provided examples in order to support their implication, their appeals to pathos and emphasis on pondering the abstract ideas in writing further attracted their audience.

Battle of Gettysburg research paper - Free Essay Example

Sample details Pages: 6 Words: 1663 Downloads: 7 Date added: 2019/07/08 Category History Essay Type Research paper Level High school Topics: Battle of Gettysburg Essay Did you like this example? The Battle of Gettysburg lasted from July 1st through the 3rd. The commander of the Confederate army was Robert E. Lee. Don’t waste time! Our writers will create an original "Battle of Gettysburg research paper" essay for you Create order Lees plan was to strike through the North, and make his way to Washington D.C for a peaceful negotiation, and therefore the end of the war. He had already had a failed attempt at Antietam. However, Lee was still confident, because of his earlier victory in Chancellorsville. The Union Army had recently gotten a new general because their earlier general, Hooker, could not be trusted. Their new general was General George Gordon Meade. Just three days after Meade was appointed, they met up with Lees army at Gettysburg, a very small town that practically no one had ever heard of until this battle. First, an division lead by southern general Henry Heth marched into Gettysburg. However, an army lead by Union general John Buford had already arrived, as Buford saw Gettysburg as a key place with all the crossroads meeting there. When Heths army arrived, Buford held them o? ¬? successfully for two hours while waiting for back-up. Eventually, MajorGeneral John Reynolds arrives on the scene and relieved Bufords army. Unfortunately, not even one day had passed before Reynolds was shot in the head and killed. The fighting ensued, growing in violence every minute. A Union Army army who called themselves the Iron Brigade arrived to fight, and lost many men in the process. Not long after, Lees army arrived, and the Yankees began to retreat towards the safety of the Gettysburg Cemetery. The fighting continued. The Union were confused as they retreated, and about two or three thousand soldiers were captured. The Confederate army got the Union army cornered. One of the generals, Richard Ewell, had a choice to attack and to maybe finish o? ¬? the Union. However, Ewell though it impracticable, and his men needed rest, so he chose not to attack. Near the end of the first day was when General George Meade arrived. Another plus was that the Union still held the high ground. This was critical. The Union could move and communicate quicker. By holding an incredible defensive position o n Culps Hill, Cemetery Hill, and a hill called Little Round Top, the Union had a very good chance of winning the battle. The second day of the Battle of Gettysburg was quite brutal. Somewhere between 46,000 and 51,000 soldiers died on both sides. Union casualties alone was 23,055. This day started when Lee mentioned his plan to one of his most trustworthy generals, James Longstreet. His plan was simply to attack the Union and gain control of the high ground. Longstreet was against this plan, as it seemed too foolhardy. He had another, and, in his mind, a wiser, plan. Longstreets plan was to sneak around to the Unions left, where they could gain ground between them and the capital. However, Lee was very strongly against this, and the army ended up carrying out Lees plan. Longstreet carried out Lees plans and had the army ready to attack by 4:00 on thesecond day. However, the Union was no longer where they expected them to be. Union General Dan Sickles was not holding the left ? ¬Ã¢â‚¬Å¡ank like he should be. Though not very famous as far as the Civil War goes, Sickles was, in fact, an important charac ter with some interesting background. Before the Dawn of the Civil War, Sickles was a lawyer and a legislator. In 1859 he was serving in U.S Congress. It was this year that Sickles shot and killed a man named Philip Barton Key. Key, who was apparently doing some wrong to Sickles in regard to his wife, thereby being the motivation for the murder, was in fact the son of Francis Scott Key, the composer of our national anthem, The StarSpangled Banner. Sickles was then judged in court, with Edwin Stanton as his defense attorney. Stanton would later become Abraham Lincolns Secretary of War. Sickles was declared innocent with the claim that he had been temporarily insane when committing the murder. Sickles then forgave his cheating wife. Unfortunately, this outraged the public (because the public was understanding and sympathetic of him at the time, for him to suddenly forgive his wife and brush it all o? ¬? his shoulder was simply too much for them to take.), so Sickles political career ended. When the Civil War started, he saw it as a fresh start for him, so he took the chance and entered the war. After a success at the New York Brigade, he was promoted to Colonel. By the time the battle of Gettysburg began, he had been promoted to General. In the Battle of Gettysburg, Sickles made a move. However, he took it upon himself to do this- he consulted with no one. He had been ordered to hold the left ? ¬Ã¢â‚¬Å¡ank, a crucial place on the hill. Instead, Sickles moved over to higher ground, as well as along a road leading out of Gettysburg. In this place there was a great helping of rocks and boulders. This place was called Devils Den. By doing this, he protected his army much better. However, he also left a whole side of the hill undefended and open to attack. General Meade was absolutely furious, and ordered Sickles back to his position, but Sickles did not do so. Not long after that, Longstreet attacked the Unions left side. The second day of battle started. Two men, General Warren and Lieutenant Washington Robeling to scout the situation. They saw that the Union wasnt doing well in this attack at all, especially Sickles in the Peach Orchard (Devils Den). Warren called for reinforcements.Four regiments from the Union 5th Corps were sent. The Little Round Top was crucial. The Union had to keep hold of it at all times, or everything would be lost. Fortunately, one of the reinforcement sent was the 20th main, led be Joshua Lawrence Chamberlain. Chamberlain had been ordered to hold the Little Round Top at all hazards. Chamberlains men took cover behind rocks. Soon, the southern Colonel Oates beat hard against Chamberlains men for almost two hours. Near the end, one third of Chamberlains men were either killed or injured. Those that still survived had practically run out of ammunition. As the confederate troops prepared for another attack, Chamberlain ordered part of his regiment to form a right angle with the rest of the Union line. Chamberlain knew he could advance, or he could retreat. He chose to advance. Part of his army held their position, while the other portion advanced down to the Confederates. The south were surprised by Chamberlains decision. Some surrendered while others ran. As they ran, Chamberlains men continued to fire. With this success, Chamberlain had fulfilled his orders to keep Little Round Top at all costs. Sickles was still being heavily assaulted, and Sickles lost a leg. It had been blown o? ¬?, right at the knee. Elsewhere, Union reinforcements were sent. This opened a gap in the Union Army. The south saw this opportunity and took it. However, a Union Regiment, the 1st Minnesota, a small regiment with only 262 men, r ushed to defend against the south. Of the 262 men, only 47 were alive and unhurt. This was highest casualty number of a Union regiment in all of the Civil War. Despite their losses, they defended the gap in the Union army. Just before the day ended, southern general Ewell attacked the Union on the right. However, his attempts were fruitless. After this attack, night came, and the second day of the Battle of Gettysburg ended. July third, 1863, was the third day of the Battle of Gettysburg as well as the last. Combined, the North and South causalities added up to about 35,000 already. Today, more blood was to be shed. This day particularly is what made the Battle of Gettysburg so famous in the history of America. General George Meade decided he would wait and see if Lees army attacked his. If not, Meade would attack him. Lee was indeed planning an attack. Whereas on July second he attacked the sides, this time he would go for the center of the Union Army. General George Pickett would lead this charge. Another Southern general, Jeb Stuart, would lead his division around the Union Army and attack them in the rear. With the Union surrounded on both sides, Lee expected his division to cut through to the middle of Meades army like butter, thereby winning the battle. First, however, the middle of the Unions front lines must be weakened, so Lee ordered General Longstreet to use 150 guns focused on the middle of t he Unions front lines for two hours straight. The Union reacted by doing the same to the South in return. The shooting was crazy, and was heard 140 miles away in Pittsburgh. This artillery fire is regarded as the loudest noises ever to be heard in North America. However, Lees attempt to weaken the middle of the Unions front lines proved to be inefeective. The Union brought down the quantity of their firing. By doing so, the Union saved ammunition and was able to keep their guns ready for the Souths later advancement. After the firing, the Union waited anxiously for the South to attack. Finally, at 1:45 in the afternoon, the South were ordered to move in. 15,000 Confederate soldiers ran forward, guns ready, to meet the Union army. The Union Artillery opened fire. Union Infantry protected themselves as they waited their turn to fight. The Union Artillery continued their fire, destroying the Confederate Army, bit by bit. The Confederate Army, however, kept coming. Surprisingly, about two or three hundred southern soldiers broke through the Union lines. Hand-to-hand fighting ensued. It lasted only half an hour before the Confederate gave up, seeing that they were finally defeated. Lee left the town, and Meade half-heartedly pursued. However, he let Lee go, seeing the chase as pointless. As Meade said, chasing after Lees army was like an old woman trying to shoo her geese across a creek.