In today’s society, it is essential to learn proper speech and diction techniques in order to communicate effectively build lasting relationships and become self-sufficient adults. A proper speech gives the person security in human relationships

This course consists of 16 lessons, delivered once a week in classes of 2 hours in length. The purpose of this course is to teach the appropriate parameters for a proper locution; from reading, breathing, speed, rhythm, gesture vocalization and body language, tone, silence, the correct pronunciation of words, improvisation, the importance of the recipient or stage fright, among others. Classes are mostly practices, developed in group work for a more flexible and effective training.

Exploring the World of Gentrification 101

Have you ever wondered what happens years after gentrification has taken over a community? What happens to the lives of minorities who experience gentrification first-hand? According to PBS, gentrification is a “general term for the arrival of wealthier people in an existing urban district, a related increase in rents and property values, and changes in the district’s character and culture.” Exploring the World of Gentrification 101 dives into gentrification all around the state of New York. Students are provided with the opportunity to become more aware with the phenomenon that is taking over communities one step at a time.

Unlike most Urban Studies courses that generically cover gentrification briefly during poverty related lectures, Exploring the World of Gentrification 101 sets out with a mission to become knowledgable on the topic and ultimately take action for those negatively affected. Rather than the professor holding only lectures, students will part-take in readings and presentations that inform their peers in an active way for all to equally hear on the subject from each other. Students will be divided into groups for the semester according to a borough. Although there will be small quizzes and written assignments that cover the topic, the final is quite different. Groups are expected to have come up with a plan on how to help those negatively affected by gentrification. This must be a professional proposal and backed up by plenty of research. Get ready to fight the negatives of gentrification one borough at a time!

“Flag Wars.” PBS. PBS, n.d. Web. 03 Nov. 2016.

Extra Credit

This learning method course will be a placement for freshman.  In this course the school will be evaluating a student’s ability to learn through various types of learning methods.  These methods will involve technological and old fashioned aspects.   This will allow students to improve or overcome their inability to do something.  Learning methods will include educational online games, presentations, group work, independent writing, exit tickets, think-pair-share, educational games, acting out readings, audio readings, and lectures.  This class will also examine different testing methods.  Testing methods will include multiple choice, short response, verbal quizzes, listening quizzes, and online exams.  

This course is important because it will determine a student’s learning ability and strengths in each method.  This will be a placement as to which classes a student will be taking in their future years at college. Every student learns differently.  Using visuals, audio, verbal, social, and logical approaches can aid a student towards their strengths and weaknesses.  This is what most students struggle in and find out too late.  This class will only focus on methods so that students don’t struggle later on.   Each student should realize their ability and focus on improving other methods.  

Extra Credit: Philosophy or Poetry or Music Appreciation of the Doors 105-1

Imagine with me for a moment. You are walking down a college hallway. The hallway is crowded and loud, as usual, with what seems like a million conversations going on around you. You push, shove and squeeze your way through what seems like a million different people. You finally get to your classroom and push the door open. You are greeted with the sound of a rainstorm. Your eyes adjust to the dimmed lights. You take your seat and settle in. You hear the voice of the late, great Jim Morrison, the Lizard King, Mr. Mojo Risin’, his soft projection, empowered by his deep, clear voice. “Riders on the storm”, the rhythm setting piano and drums mix with the smooth guitar and a deep, slightly echoed four note bass tab. You focus, take a deep breath, even relax as you allow the music to sink into your mind and your body. “Riders on the Storm… into this house we’re born… into this world we’re thrown…”, you listen to all two hundred and seventy five seconds of the masterpiece and the lights are turned back on. The teacher stands before the class, “What did you guys think?”. The next part of the class is spent examining the lyrics, what do they mean what were they thinking ect. The class then delves into the feeling of the song. Did you feel uplifted? Did you feel on edge? Does the lyrics fit the feeling, if not, why not?

The forming of The Doors is the stuff of legends. Jim Morrison and Ray Manzarek formed the band on Venice Beach in Los Angeles after Morrison read Manzarek a poem he wrote, a poem that eventually became “Moonlight Drive”, one of their most famous songs. The name The Doors is a reference to the book The Doors of Perception by Aldous Huxley, a renowned philosopher, who named the book based after “Between the known and the unknown, are the doors”, a famous quote from William Blake, a renowned English Poet. This perfectly represents who the doors were. A band who was deeply entrenched in philosophy and poetry. David Lehman, a poet in his own right and series editor of The Best American Poetry, is quoted to have said, “The lyrics Jim Morrison wrote are wonderful and chilling and moving” (Nester, “When You’re Strange: Jim Morrison, Great American Poet?). The Doors are, save maybe Led Zeppelin, the most mysterious band there is. Through music they conveyed messages and feelings that are not easily understood. The Doors were the band who brought poetry and philosophy to Rock and Roll.

The class number is 105-1 in reference to one of their deepest most mysterious songs, “5 to 1”. The class will delve deep into many of their most famous, most mysterious, most poetic and most philosophically leaning songs. Any person attending college can gain from this class. Learn some philosophy, learn some poetry and listen to some damn good music. Unravel the mystery that was The Doors.

Snacks will be provided. Additional recreational herbs will be optional.

Works Cited

Nester, Daniel. “When You’re Strange, Jim Morrison Great American                         Poet?”. Huffington Post.                                               /2011/10/20/jim-morrison-poet_n_1021692.html

“The Doors Bio”. Rolling Stone.                                // –                                                  poet_n_1021692.html


Extra Credit

I would like to take a course about species. Material of this course is the book,”The Origin of Species”, and some articles related to different species. In this course, students will be divided into several groups, each group can choose one species and do research about its evolution. They can also go to zoos or other places to observe them.”The Origin of Species” will help me recognize more about this course. The teacher  can combine the book and articles in this course, and ask several questions then let students discuss.

This course is valuable to me because I need to research evolution of one species. So I can know what improvement have the species done to adapt changing environment. Human beings also have  evolution  process so people can survive. From this course, I want to gain the idea that every species is valuable and they made surprising adaption for their survival.We need to protect them because it’s also protecting us.  People can also use some extinctions of species as reference. It might help protecting other species,even human beings.

Do we need technology in class

As we can see, from the first article “it’s about class” by Lee Skallerup Bessette, the biggest issue with new digital divide is that the students from poor regions don’t want to use technology for their study. They can’t afford the data plan, the technology, the required software or internet access. It’s truth that these stuffs are expensive for many families. Other reason is that students are discouraged from using technology at home, and some schools take no count of it because technology is just a tool that they use to impose the banking concept of education on students, “The message from the university is clear, tech doesn’t or shouldn’t matter”. The author tried hard to get students use the technology for their class, but finally she realize that, “One of the reasons they disdain the technology is because many of them don’t see how it will help them get a job in their low-tech worlds”. Students don’t understand the advantage of using technology for learning.

In another article “Why Start With Pedagogy? 4 Good Reasons, 4 Good Solutions” by Cathy N. Davidson, as she mentioned, education is free and controllable, teachers can change how to teach and how their students going to learn withing their control and make a difference in their students. She showed 4 ways that teachers can make a simply change in class and “You can use as much or as little technology as you want”. For example, if you let everybody put their hand up when you are asking a question, it will helps them be more concentrate on class cause they know they cannot hide behind their shame. Also, things like question stacking and the exit ticket are useful for learning. They can turn the any class into a student-centered, engaged class.

From my opinion, I prefer the 4 ways for leaning from Davidson. The purpose of education is to help students to be successful, “rather than despair about the things too big to change”, maybe without using technology, just change from the little things that you can change, then these little things can bring a big different.


  1. Do you think technology is really necessary in class today?
  2. Do you think the ways as Davidson mentioned in her article, like, “everyone raise your hand”, “question stacking” “the exit ticket” are useful for you?


Works Cited

Bessette, Lee S. “It’s About Class: Interrogating the Digital Divide.” Digital Pedagogy Lab, n.d. Web. 2 July 2012.


Davidson, Cathy N. “Why Start With Pedagogy? 4 Good Reasons, 4 Good   Solutions.” Digital Pedagogy Lab, n.d. Web. 8 July 2015

Adjust and Adapt

In her article, “It’s About Class: Interrogating the Digital Divide”, Lee Skallerup Bessette, Instructional Technology Specialist at the University of Mary Washington, attempts to explain the challenges that her area has to live with. Poor cell phone coverage, old white boards and the overall lack of access to technology that her students have to deal with are just some of the horrors her area faces. The main problem Bessette finds with the situation is that her students and the overall population in Eastern Kentucky, see technology as purely a tool and a luxury, because of their limited access and limited bank accounts. This attitude prevents play and exploration with technology, nothing short of a tragedy in the eyes of Bessette.

Why is playing and misusing technology so important? I don’t know. No one who read Bessette’s article would know. She spends the entirety of her article delving into how rough and poor the area is. Explaining how her English department has no computer labs and so on. Bessette at no point explains why she believes playing with technology is important. She gives no real reasons. She just explains the divide between the two worlds. She examines the contrast between her area, where computer science majors do not necessarily have computers and the upper echelon, the Harvey Mudds’ of the world, where technology is an available resource, where it is played with and explored. I understand there is poverty and classes in the United States. Before reading this article I knew that we live in a capitalist society, where there are areas and groups of people that have different levels in quantity and quality of resources. Bessette restates the known and leaves the unknown standing on nothing at all.

In Cathy Davidson we find the converse. “Why Start with Pedagogy? 4 Good Reasons 4 Good Solutions” does exactly what it says. She examines what goes into a good, efficient, new-age classroom. Davidson explains that Pedagogy is achievable with no extra resources at all. That through discussion and certain exercises such as an exit ticket, question stacking and other exercises, classrooms can be changed for the better by involving students in the class. This is coming from one of the leaders of the iPod experiment at Duke University. She shows that technology is not the only way to involve students in the classroom and to see them succeed and learn in a more successful manner.

Unlike Bessette, Davidson recognizes the difference between the mean and the goal. The goal is not integrating technology into the classroom; the goal is to create a more effective and more efficient learning environment. The mean could be technology, but it does not have to be. As Albert Einstein said, “The measure of intelligence is the ability to change.” Davidson embraces change, Bessette whimpers and complains at the thought of it.


  1. What are your thoughts on the necessity of technology to fuel Pedagogy in the classroom?
  2. Do you think a classroom can be as effective without an abundance of technological resources?

Works Cited

Bessette, Lee S. “It’s About Class: Interrogating the Digital Divide.”

       Digital Pedagogy Lab, n.d. Web. 2 July 2012.


Davidson, Cathy N. “Why Start With Pedagogy? 4 Good Reasons, 4 Good                   Solutions.” Digital Pedagogy Lab, n.d. Web.               8 July 2015

How Important Is Technology In Our Everyday Lives?

In these two readings, I found many interesting points that were upsetting to a teacher according to Skallerup Bessette, whose intention is to better a student in every way possible.”It’s About Class:Interrogating the Digital Divide”is focused on technology and social networking. The teacher is explaining her experience in a school that she was working in which was in America’s poorest region in Appalachia,Kentucky. The  administration of the school doesn’t feel that the internet should be a main focus on education. She let’s us believe that a lot of students don’t have computers and data plans because they can’t afford it and also if something breaks they wouldn’t be able to fix it. The truth is that students just don’t want to use their computers even if they do have access. Their understanding is that using Twitter and writing to blog will not benefit them in getting a job. According to SK,” Technology is a tool they have been taught to fear”(3). For the students it would be “better to know how to hunt, grow gardens, slaughter cows, sew quilts, fish, forage, weld, etc”(3). They have two computers in the lab that were used by students but were taken away. “The message from the university is clear, tech doesn’t or shouldn’t matter”(3). The students truly believe that social network, is still going to their local churches. They don’t understand the true advantages of learning the technology available today. Teachers are expected to get their students college-ready but it is very hard to accomplish if there is no help from the school or the students. It’s a digital divide that discourages teachers.

In the second article “Why Start With Pedagogy 4 Good Reasons, 4 Good Solutions”. This is a teacher trying to get the word out of how the internet/HASTAC and the new Futures Initiative program should be. Our goal for changing the way we teach and learn. Cathy N.Davidson is sending a message to the teachers which is the audience when pointing out her views. According to Davidson, “Start with your classroom as a place in which to model a better way”(2). She also wants the teacher to teach the students that they have the opportunity to change the world for the better of society. Give lessons that will follow them forever. We need to accomplish what we can in a classroom believing that all people are equal and deserve equal rights and opportunities. Davidson explains that “You can use as much or as little technology as you want”(3). By giving the teachers different teaching methods that will motivate some students more than others it will most likely have an impact in their learning experience.

What stands out to me the most is why technology should be used as a tool everywhere for easy access to information, but at the same time the students should be given the opportunity to express themselves in a classroom by using the methods that work for everyone. Students thoughts should be written down as soon as they come to mind. Expressing their feelings will bring out the best in people. That is why I find that in our English class a lot of students are engaged in the discussions because of the methods used. A brilliant teacher will express her ideas in a way that every student will listen and want to learn. These methods put together are to improve the ability to some children that are not able to express their feelings to their classmates and teachers.

What method would you come up with for the teachers to bring into their classrooms having the position to do so?

Do you think the Think-Pair-Share method is an adequate approach into the students involvement?

Works Cited

Bessette, Lee S.  “It’s About Class: Interrogating the Digital Divide.” Digital Pedagogy, n.d. Web.2 July 2012

Davidson, Cathy N. “Why Start With Pedagogy? 4 Good Reasons, 4 Good Solutions.” Digital Pedagogy Lab, n.d. Web.8 July 2015

A Missionary Of Technology

          Digital Pedagogy Lab is a peer-edited journal focusing on the discussion of education methods and their implementation in academic institutions. They discuss what some may consider to be unorthodox methods of teaching as compared to the traditional sense and have the ultimate goal of “… advocating for the elevation of the student and the contingent teacher, the proliferation of voices across education, and the ongoing investigation and creative implementation of digital and critical pedagogies.”

          The audience of this journal is very clear- that is individuals currently involved in, pursuing, or considering to be a part of the force of educators in the modern world. This audience is inevitably the new generation of teachers and open minded teachers of older age, all sharing the common openness to changing the system and state of modern education. The audience has seen the decades of predictable results from the rigid system currently in place and is willing to try new methods in the classroom as an experiment to possibly generate better results among student engagement and motivation.

          In the articles prompted in this classes blogs, two topics are presented to the reader- the current problems and limitations imposed on students due to geographical or socioeconomic status, and methods of making a class setting more engaging. What seemed to be very interesting to me is the contrast of these two articles, as “It’s About Class: Interrogating the Digital Divide” focuses on the needs of technology in a classroom and the effects of its unavailability, while “Why Start With Pedagogy?” focuses on methods of schooling which require no technology. To my surprise, it was stated in the latter article, “You don’t need any technology to transform your classroom from a credential-centered or professor-centered environment (information and ideas emanating from you to your students) to a student-centered, interactive, engaged, research-based, goal driven, egalitarian classroom.”

          The author of “It’s About Class” didn’t seem to do a very good job at convincing the audience to why technology is needed in a classroom. For starters, she begins to say that in school, students must be given time to “play” as students are simply instructed to do and use technology in “drill-and-kill” manners. This “playing” would be through the form of blogging or using social media platforms such as twitter. It is with this idea that I find her ideas on changing education to be rather farfetched. While technology is important and can be extremely helpful in aiding the learning process, students are in school to learn. Encouraging students to experiment with Twitter and other social media platforms is simply a large investment with no real tangible or substantial return in comparison to other methods of learning with technology. Furthermore, Bessette contradicts herself by stating that her desires of what she wishes for her students is not what the students want for themselves. Contradiction is seen as she states, “One of the reasons [her students] disdain the technology is because many of them don’t see how it will help them get a job in their low-tech worlds; better to know how to hunt, grow gardens… etc. I am constantly in awe of all they do know how to do, versus what I (unfortunately) think they should know how to do. To these students, living in an area that seems to have most employment through labor and trades, Twitter would serve very little if any real good.


  1. What are your thoughts on the idea of allowing students to “play” with or “misuse” their technology and the possible effects on productivity/engagement of a classroom using this practice?
  2. Is technology truly a necessity in modern education? Why or why not?

Works Cited

Bessette, Lee S. “It’s About Class: Interrogating the Digital Divide.” Digital Pedagogy Lab, n.d. Web. 2 July 2012.

Davidson, Cathy N. “Why Start With Pedagogy? 4 Good Reasons, 4 Good Solutions.” Digital Pedagogy Lab, n.d. Web. 8 July 2015

Blog prompt 10/27

Davidson’s “Why Start With Pedagogy? 4 Good Reasons, 4 Good Solutions” and Skallerup Bessette’s “It’s About Class: Interrogating the Digital Divide” are both articles published in Hybrid Pedagogy, a scholarly, peer-reviewed journal that you will all be submitting writing to for your final project. Using specific examples from the readings, please answer 1-2 of the following questions (you do not need to address them all):

  1. What arguments are advanced in each of these pieces, and what kinds of evidence are used to support these arguments?
  2. How are these arguments organized?
  3. What stands out to you about the writing style?
  4. What can you tell about the journal’s audience from these readings?