Via: Voxy Blog

Best Teacher I Ever Had

by David Owen


Extracted from Reader's Digest (Asian Edition), April 1991, pp. 47-48.


Mr. Whitson taught sixth-grade science. On the first day of class, he gave us a lecture about a creature called the cattywampus, an ill-adapted nocturnal animal that was wiped out during the Ice Age. He passed around a skull as he talked. We all took notes and later had a quiz.


When he returned my paper, I was shocked. There was a big red X through each of my answers. I had failed. There had to be some mistake! I had written down exactly what Mr. Whitson said. Then I realized that everyone in the class had failed. What had happened?


Very simple, Mr. Whitson explained. He had made up all the stuff about the cattywampus. There had never been any such animal. The information in our notes was, therefore, incorrect. Did we expect credit for incorrect answers?


Needless to say, we were outraged. What kind of test was this? And what kind of teacher?


We should have figured it out, Mr. Whitson said. After all, at the every moment he was passing around the cattywampus skull (in truth, a cat's), hadn't he been telling us that no trace of the animal remained? He had described its amazing night vision, the color of its fur and any number of other facts he couldn't have known. He had given the animal a ridiculous name, and we still hadn't been suspicious. The zeroes on our papers would be recorded in his grade book, he said. And they were.


Mr. Whitson said he hoped we would learn something from this experience. Teachers and textbooks are not infallable. In fact, no one is. He told us not to let our minds go to sleep, and to speak up if we ever thought he or the textbook was wrong.


Every class was an adventure with Mr. Whitson. I can still remember some science periods almost from beginning to end. On day he told us that his Volkswagon was a living organism. It took us two full days to put together a refutation he would accept. He didn't let us off the hook until we had proved not only that we knew what an organism was but also that we had the fortitude to stand up for the truth.


We carried our brand-new skepticism into all our classes. This caused problems for the other teachers, who weren't used to being challenged. Our history teacher would be lecturing about something, and then there would be clearings of the throat and someone would say 'cattywampus.'


If I'm ever asked to propose a solution to the problems in our schools, it will be Mr. Whitson. I haven't made any great scientific discoveries, but Mr. Whitson's class gave me and my classmates something just as important: the courage to look people in the eye and tell them they are wrong. He also showed us that you can fun doing it.


Not everyone sees the value in this. I once told an elementary school teacher about Mr. Whitson. The teacher was appalled. "He shouldn't have tricked you like that," he said. I looked that teacher right in the eye and told him that he was wrong.

Syllabication

Syl-la-bi-ca-tion is the di-vi-sion of words in-to syl-la-bles. When there isn't e-nough space for a word at the end of a line, it can be split up in-to small parts in a way that still main-tains its mean-ing. Most words in En-glish con-tain on-ly one syl-la-ble which can't be di-vid-ed in-to parts al-though Por-tu-guese speak-ers might find it pos-si-ble when com-par-ing En-glish to their moth-er tongue (change, clothes, dial, floor, hide etc).

To di-vide En-glish words cor-rect-ly, one must know how to point out pre-fix-es, su-ffix-es and roots of a word. Know-ing how to build words will cer-tain-ly help you to in-crease and en-rich your vo-cab-u-la-ry and your ex-pres-sion skills. You will ac-quire this knowl-edge through prac-tice and time and learning some con-cepts of mor-phol-o-gy. Con-se-quent-ly, you will al-so learn how to di-vide words in-to syl-la-bles. How-ev-er, as you can see in this chap-ter, syl-la-bi-ca-tion is not sim-ple and some-times doesn't e-ven make sense to us, Por-tu-guese speak-ers. It may look rath-er con-fus-ing for us to un-der-stand why we must di-vide "jeal-ous-y" and "sing-er" and "look-ing" and "need-ed" and "strong-er" like this. But here goes: words can-not be di-vid-ed in a way that the roots lose their mean-ings. If we were to di-vide "singer" like this, "sin-ger", "sin" has an-oth-er mean-ing and it has got noth-ing to do with "sing"; "stron-ger" also lose-s its mean-ing be-cause "strong" was the o-rig-i-nal word and "er" was add-ed to it, so "ger" is not a syl-la-ble of "stronger". In short, I ad-vise you not to use syl-la-bi-ca-tion of-ten to a-void such mis-takes.

Separação de Sílabas em Inglês  por Danilo Martelli

Fonte: http://www.webartigos.com/articles/10435/1/Separacao-de-Silabas-em-Ingles/pagina1.html#ixzz1IeE86FsS