Rebecca Schuman's Views In 'Neither A Wallflower Nor A Paris Thinker Be'

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According to the article, "Neither a Wallflower Nor a Paris Geller Be" (Rebecca Schuman, Slate Magazine, 14 Oct 14), in order to be a successful student, class participation is the key aspect of college students. Schuman explains that the class participation is not a competition. In fact, the purpose of class involvement is to experiment new idea, share thought and discuss the subject matter. Although some students may feel uncomfortable to participate, Schuman recommended that students should take part in the class. Moreover, Schuman shares her personal experience of teaching and dealing with different genres of students. She hopes that her intended audience will learn a lesson about the importance of class participation. Her views are very …show more content…

Because of appropriate explanations of her teaching experience and references, this article clearly visualized the way students should prepare for class participation. For example, she used this characters Tracy Flick, Paris Geller, and Darrin floen as references to show different categories of students behavior. Although Schuman seemed to be pretty instructive and caring throughout the article, she was very strict and demanding about students' effort. In the last paragraph, she said, "The purpose of college is to create conscientious, thinking individuals who know how to function in society. Which-unless you plan to be a boorish, uncompromising pain in the ass for the rest of your life, in which case good luck". As stated in this statement, we can definitely tell that Schuman seemed cautionary teacher. To illustrate, she cautioned to those students future who did not comprehend the purpose of a college education and failed to the corporate learning …show more content…

how often student have to speak that makes the class great and participation grades take off? According to Schuman and some other professor, who have implemented same teaching processes such as engaging students in a small group presentation, interactive worksheeets, and coerced participation found that class involment helped students to overcome fear. Such activities encourage all kinds of the student to take part in class and establish good participation. However, some Professor didn't care about a students class participation. As a result, the shy student left behind the course. throughout the article, Schuman clearly explains as a mentor to the reticent students and the outspoken students how to plan for course, take part in the lesson and boost grades. For example, Schuman wrote, "The wide-eyed earnestness of a timid but studious young person can melt a professor's overworked little heart." She encourages the shy students to keep touch with the professor and ask a substantive question before or after class, visit office hours and E-mail. In addition, she said, "While you are doing the reading, you will likely find that two or three questions come to your mind. Write those questions down so that you can just ask verbatim during class." She teaches outspoken student how to prepare for a lesson before attending class. She shrewdly contends, that the outspoken student

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