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Crow Lake Analysis

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How a teacher has taught and how students receive and react to the learning can change the dynamic of a classroom and their lives. If a teacher cannot teach, the students will not retain information but if the students won't learn the teacher cannot teach. The relationships between the teachers and their students is crucial for learning but depends on who is willing to put in the effort.

In both pieces of writing is shows from the beginning that both teachers or professors have a passion for their job and work that cannot be distinguished easily. In the poem “students” the teacher shows interest and devotion to his students success. The teacher beggs “ Adopt The Kung Fu Theory of Education/ Learning as self-defence. The more you understand …show more content…
He does the best he can to keep his students engaged and learn as much as possible. In contrast, the teacher in “Crow Lake” does not show as much interest in their students “ Teaching I don’t enjoy at all. This is primarily a research university, and I only have four hours a week in front of a class, but it takes me almost a week to prepare each lecture and it eats great chunks out of my research time.” (Lawson para 5) The teacher's reaction to teaching shows how she sees it as an inconvenience to her research and work rather than an opportunity to share her knowledge. The relationships of the teacher and the student differ in each other in both pieces, one being negative while one is positive. An additional contrast of the two essays is how the teacher perceived their students and their actions. In crow lake, a hyperbole shows the professor's reaction of their students “ In the front row a girl yawned so massively that she seemed in danger of dislocating her jaw.” (Lawson para 13) The teacher over exaggerates her students responses to her lectures. In “students” the teacher shows that even though his students may try not to show interest he still tries “ Finally at term’s end /Wayman inscribed after each now-familiar name on the list /the traditional single letter. / And whatever pedagogical approach/ he or the students espoused , /Wayman knew this notation would be pored over / with more intensity than anything else Wayman taught.” (Wayman lines 39 - 46) It shows that even though Wayman’s students were skeptical and stubborn, his work and effort impacted the students

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