#congitive

Trump just bragged his childish cognitive test proves he’s smarter than Obama, Clinton, and Bush http://washingtonpress.com/2018/01/17/trump-just-bragged-childish-cognitive-test-proves-hes-smarter-obama-clinton-bush/ #lesamisdhaiti2010 #touthaitinews #touthaiti #radiotouthaiti #trump #donaldpigtrump #mentalillness #congitive

Trump just bragged his childish cognitive test proves he’s smarter than Obama, Clinton, and Bush http://washingtonpress.com/2018/01/17/trump-just-bragged-childish-cognitive-test-proves-hes-smarter-obama-clinton-bush/ #lesamisdhaiti2010 #friendsofhaiti2010 #foh2010 #trump #donaldpigtrump #mentalillness #congitive

I don't know how I ended up posting an entry of only the letter 't', but this is my official response to chapters two and three of The Reading/Writing Connection. I found both chapters had a lot to say in terms of what teachers can do in order to ensure students are more conscious of their reading and writing, how effective they are at each, and how they can improve in the construction of meaning. The cognitive strategies presented in these chapters seem so elementary to us as English majors and soon-to-be-teachers, but they really are important and are things we should all focus on in our own classrooms, right at the very beginning of the semester. Teaching students how to think, and how to think about their thinking, can serve as the foundation they can use to become effective readers and writers. I was particularly struck by the "Play-Doh" activity found in chapter two. It seemed like a really interesting and fun way to give the students a chance to practice monitoring their own thinking processes. And connecting the construction of the play-doh animal to the construction of meaning in reading and writing would be a fantastic way to cross the bridge from the activity to the skills needed to be effective users of language. Personally, I plan on emphasizing cognitive skills as often as I can with my own students. I may not get them to love literature and writing, but I can, hopefully, send them out of my class with the ability to think critically and with more awareness of how the thinking process works.      I've been introduced to scaffolding in other education classes and it makes plenty of sense to incorporate it in day-to-day instruction. Students will need help from the teacher at the beginning of a new task, but eventually the student needs to learn how to be successful without the teacher's assistance. This is the only way students will take anything of value away from the class; they need to be independent learners, capable of solving problems on their own. I hope to include scaffolding in my lesson plans when at all possible, much like the example provided in the chapter.