Question

autobiography of yourself to appear inthe class journel​

Answer 1

Answer:

One good way to start an autobiography is by immediately diving into a particularly significant or meaningful incident from your life. You might choose to describe a life-changing or unusual experience, the first time you discovered something you love, or any story from your life that is important to you.

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Answer 2

Answer:

In September, I’ll begin my third year working with target cluster ninth graders at Hillhouse High School. These are students who are reading four to five levels below their grade level. They are clustered together in English, science and social studies classes in order to keep a close watch on academic progress and attendance. These students fall into the developmental track due to their deficiencies in reading and writing skills.

During the 1981-1982 school year, 38% of the sixty-five ninth graders I worked with failed for the year. An astounding 89% of those who failed did so because of attendance policy violations. Coming to school on a regular basis is a major task for some of these students. Some show for the first weeks of school and then vanish. Some take off at regular intervals during the first half of the year and reach their allotted twenty days sometime in the third marking period. One student “bugged out” on me towards the end of the second marking period, showed up for the mid-term exam and received the highest grade in the cluster and then vanished for the rest of the year.

A severe lack of order and of continuity exists in these students’ lives. This is why I emphasize the use of a step-by-step process in this unit. I need to establish in the classroom some sense of one activity naturally following another. I need to reinforce the idea that what we do today is a result of what we did yesterday and effects what we will do tomorrow.

Based on my observations in other areas, these students exhibit the following characteristics. They are eager readers. No sooner do I have the Read magazines in sight when the competition begins for the first oral reader of the day. Verbally, they are very active and this becomes a main problem in the classroom. The amount of insults and cutting in on others’ reading and speaking time far outweighs constructive comments. Class discussions have to be interesting and highly structured in order to succeed.

Writing skills seem to be where “target” students need the most help. Most students respond with tortured looks when a writing assignment is announced. A common problem concerning writing is students coming to class unprepared to write—without pencils or pens, paper or notebook. This shows to what extent writing fits into their role as students. A teacher, as a result, has to play parent in providing writing materials for the chronically unprepared students.

In combating these problem characteristics, I have used journal writing to focus students’ attention on their writing problems. Individual grades are given for being prepared to write and for following the format of the writing process being taught (notes, rough draft, revision, final draft). Envelopes and folders are provided to keep writing materials in. These are stored in a box in the classroom for each period. Students are encouraged to decorate their folders to make them their own, to give them an identity. This is an attempt to change the punishing nature of writing which has already been learned.

Explanation:

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