Education Transforming Leadership and Teaching in the Classroom Break the Rules of War Break the Rules of Teaching
Even a teacher's potential first reaction to the phrase "broke therules of war" in the chart about depth and breath in education might be,"oh I know what that means"-a state violated a treaty or a ceasefire,perhaps. (Wiggins & McTighe, 2000, p. 102, Figure 7.2) However, the innateabsurdity of the phrase in the example, highlighted by stressing theconstruction of the phrase in a chart, rather than tucking it into themiddle a paragraph, suggests that by giving the assignment about uncoveringthe connotative and denotative meanings in such a phrase as "broke therules of war" can also be a pedagogical tool-for one's students as well asone's self as a citizen and as a teacher. (Wiggins & McTighe, 2000, p. 103- Another, similar verbal "uncoverage" idea for a unit devoted to astate content standard or competency regarding mastery of language andvocabulary in social studies could be the phrase of "military
Consider how even something as simple as 'good-by' may be viewed inAmerican culture, contrasted with the Japanese linguistic sense of good-by'sayonara' (since it must be so). Language gamessuch as understanding the structure and evolution of words, and how wordsdo not have a singular meaning in various historical and cultural contextsencourages this creation of a narrative of one's culture and life throughgreater understanding of the cultures and histories of other peoples. The language games of one's childhood, even something assimple as pairing homonyms, synonyms, and antonyms or constructing one'sown similes and metaphors to better understand the use of such linguistictropes in the context of constructing and creating student poetry can beuseful-even the Mad Libs-style games, of a teacher's own childhood, ifproperly deployed, can have their pedagogical uses. This may indicate different attitudestowards bidding someone farewell as well as simply being differenttranslations. The question on page 176 of Turning Points in Curriculum by MarshallJ. H, Upper Saddle River, New Jersey, 2000suggests that all teachers make use, or should make use of what the authorsterm metanarratives in education, in other words, that a child's educationmust be holistic, and tell students a story about the world, and help allstudents tell their own personal narratives or stories. This gives as awell a better emotional and intellectual understanding in terms of how theworld intelligence is used in regards to secrecy in the newspaper, and theissue of intelligence testing and how students feel about this issue on apersonal level. Ultimately, the notionof transformative curriculum leadership must be to reach and teach thewhole child, and to give him or her a sense of his or her own education,over time and beyond the classroom, as a continuing and exciting process. " What is an oxymoron' Why ismilitary intelligence called an oxymoron, in the media and historically,and is it really an oxymoron' Who originated this phrase or joke and it isreally a joke' Also, one could ask, from a psychological perspective, what is"intelligence'" What do the students consider intelligence-is it beingbook-smart' Or street smart' Or a combination of the two' Theexamination of what is meant by "intelligence" by students andpsychologists of education alike is not only a social science issue, butone that is emotionally near and dear to many student's hearts in school,and to try to research the use of the word, and its antonyms such as"foolish," might be useful in a classroom context to do this with commonstories about "fool's journeys" in literature and myth.
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Acceptance Essays
