Category Archives: Essays/Readings

This category often, but not always, designates a piece of my own writing on a topic on a variety of topics. So, if you are interested in listening to me bloviate, click on this category! The Essays/Readings category may also include extended quotes from books, particularly on pedagogy, literacy, terms of art, and philosophy.

Nirvana

“The Sanskrit word ‘Nirvana” means ‘blown out’: a profound peace of mind, a freedom from suffering, and union with the Brahma-like symbol for the universe.

As the Lord Buddha explains, ‘Where there is nothing; where naught is grasped, there is the Isle of No-Beyond. Nirvana do I call it–the utter extinction of aging and dying…That dimension where there is neither earth, nor water, nor fire, nor wind; neither dimension of the infinitude of space, nor dimension of the infinitude of consciousness, nor dimension of nothingness, nor dimension of neither perception nor non-perception; neither this world, nor the next world, nor sun, nor moon. And there, I say, there is neither coming, nor going, nor stasis; neither passing away nor arising: without stance, without foundation, without support. This, just this, is the end of stress.'”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Learning Support: The Verb To Be Conjugated

While I’m pretty sure I’ve somewhere on this site posted another version of this document, here, nonetheless, is a learning support on the verb to be. It’s a conjugation table that separates the verb into its parts.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Grammar of Schooling

“The assumption that schools have certain invariable features, such as classrooms, teachers, subjects, textbooks, tests, report cards, rewards and sanctions, a certain architecture, and a certain layout of the classroom. Education historians David Tyack and William Tobin are credited with the phrase and the observation that the grammar of schooling is remarkably resistant to change.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Alliteration

“Alliteration: (Latin ‘repeating and playing upon the same letter’) A figure of speech in which consonants, especially at the beginning of words, or stressed syllables, are repeated. It is a very old device indeed in English verse (older than rhyme) and is very common in verse generally. It is used occasionally in prose. In Old English poetry alliteration was a continual and essential part of the metrical scheme and until the late Middle Ages was of was often used thus. However, alliterative verse becomes increasingly rare after the end of the 15th century and alliteration—like assonance, consonance and onomatopoeia—tends to more to be reserved for the achievement of special effect.

There are many classic examples, like Coleridge’s famous description of the sacred river Alph in Kubla Khan:

Five miles meandering with a mazy motion

Any others less well known, like this from the beginning of Norman MacCaig’s poem Mutual Life:

A wild cat, fur-fire in a bracken brush,

Twitches his club-tail,  rounds his amber eyes

At rockabye rabbits humped on the world. The air

Crackles about him. His world is a rabbit’s size.

And this, from the first stanza of R.S. Thomas’s The Welsh Hill Country:

Too far for you to see

The fluke and the foot-rot and the fat maggot

Gnawing the skin from the small bones,

The sheep are grazing at Bwlch-y-Fedwen,

Arranged romantically in the usual manner

On a bleak background of bald stone.

Alliteration is common in nonsense verse:

Be lenient with lobsters, and ever kind to crabs,

And be not disrespectful to cuttle-fish or dabs;

Chase not the Cochin-China, chaff not the ox obese,

And babble not of feather-beds in company with geese

in tongue-twisters:

Betty Botter bought some butter,

But, she said, the butter’s bitter;

If I put it in my batter

It will make my batter bitter,

But a bit of better butter,

That would make my batter better.

in jingles:

Dingle digle doosey,

The cat’s in the well,

The dog’s away to Bellingen

To buy the bairn a bell.

and in patter beloved of drill sergeants and the like:

Now then, you horrible shower of heathens, have I your complete hattention?

Hotherwise I shall have to heave the whole hairy lot of you into the salt box

where you will live on hopeful hallucinations for as long as hit pleases God and

the commanding hofficer”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Genre

“In a broad sense, the term may refer to a type of art, such as landscape or portraiture, within the general category of painting; in a specialized sense, it refers to the portrayal of scenes from unidealized daily life: domestic and tavern scenes, musicales, Fetes champetres, etc. The term applies especially to painting. Genre scenes can be the entire subject or just a detail in a nongenre picture. Explored as a distinct type of Baroque painting in the Low Countries.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Learning Support: Timeline of World History

Somewhere, and I’ll post it in the future, I have an entire lesson that attends this brief timeline of world history. For now, I think this document has merit per se.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

4 Voices and String Quartets

“Soprano * Alto * Tenor * Bass

The four voices required by a chorus are (descending in pitch) soprano, alto, tenor, and bass. The voices have their instrumental counterparts in the string quartet–one of the abiding images of Western high culture, as if a group of four musicians can aspire to express something beyond our humanity. It was Mozart (who wrote twenty-one string quartets) who perfected the form, using violin, two violas, and a cello, though some argue that with the addition of a third viola and the composition of his six string quintets he perfected the form.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Independent Practice: Charlemagne

At the start of another work week, here is an independent practice worksheet on Charlemagne. I’m hard pressed to imagine he isn’t a part of most if not all world history or global studies (or whatever your district of school calls this area of inquiry.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

What Is Awe and How Is It Evoked?

“In a classroom setting, many students can feel stressed about exams or class projects because they feel as though they may not have enough time. Perhaps by inducing a sense of awe in these students, the successful teacher can allay some of the perceptions of time ‘crunch.’ Though this particular connection is admittedly one without further empirical support, it is intriguing to consider. Furthermore, because awe is a positive emotion, even if it doesn’t help assuage undue test anxiety, it will at least brighten a student’s day for a moment,

How does one evoke awe? Images of natural splendor or beauty, moving musical passages, or brief anecdotes about the successful exploits of famous individuals may all achieve this goal.

Effort actually influences our sense of how soon or far off something feels. Tasks and events that are believed to require effort and be taxing actually feel as though they are temporally closer than easier tasks. This only holds true if there is an actual deadline for completion. With a deadline or due date/time in place, it feels as though there is more time to complete the easy task and less time to complete the challenging one (Jiga-Boy, Clark, & Semin, 2010). Without a deadline, more effortful tasks seem farther away in time than they actually are.

These findings suggest that ambiguous or vague deadlines may actually result in greater levels of procrastination because to the student it feels as though there is more time to complete the project than perhaps is actually warranted. Thus it is recommended that firm deadlines be implemented and adhered to whenever possible.

Finally, time does indeed appear to fly when people are having fun (Gable & Poole, 2012). This fact provides yet another reason (as though any were needed) to introduce as much fun and frivolity as possible into classroom sessions because if hard-to-reach students feel as though the day is speeding by, there is less of a chance of them associated associating the school with tedium and toil. After all, a happy student is likely and engaged one.”

Excerpted from: Rekart, Jerome L. The Cognitive Classroom: Using Brain and Cognitive Science to Optimize Student Success. New York: Rowman & Littlefield Education, 2013.

A Learning Support on the Admission of U.S. States

While rummaging around in the digital attic at Mark’s Text Terminal, I came upon this learning support on when states were admitted to the United States. I can’t for the life of me remember why I wrote it, but if you can use it, there it is.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.