Abstract
In this article, the writer discusses a trend appearing over the past several decades in the classroom and within the dynamic of teacher and student roles. The writer studies the beliefs of Mark Edmundson and Gloria Watkins, both of whom are of the opinion that teachers certainly need to connect with their students and make classrooms a gratifying experience. However, both also feel that many teachers are confusing education with entertainment in many ways and in order to be popular and affable they are not challenging students to learn and grow. The writer maintains that hence they may have become too cool for the classroom. The writer concludes that in the current era of political correctness and the feeling that children have suddenly become too sensitive to risk challenging, many teachers have taken the popular stance of familiarizing themselves with the new culture of making learning enjoyable, but to the extent that it may not challenge.

From the Paper
"Teacher as the disembodied mind is the same as the role of doling out information for students to absorb, or not. There is often no real interaction in the classroom that sparks the mind of the student to think on his or her own.
"In an article that Edmunson wrote entitled, "How Teachers Can Stop Cheaters," he regards teachers as a primary cause for not making student think, or understand that what they are learning is important to their lives and not just their careers. He cites a rather famous teacher from the past in this regard..."

Tags:teachers, students, classroom, careers

Abstract
This paper analyzes the role of critical thinking in dealing with the concept of political correctness. The paper applies structural concepts to societal prejudice, identifying the flawed logic and various fallacious arguments that are often used in forming assumptions and stereotypes. The paper explains that the ultimate values conflict inherent in the debate of political correctness is the conflict between a "freedom" to insult or marginalize, or a "censorship" in the interest of respect, equality, and common decency. The paper further clarifies that the two opposing sides of political correctness both idealize some form of unity; one insists on holding on to the unity of the privileged and the power to marginalize those who are perceived as lower, and the other calls for a genuinely inclusive unity of all groups. The paper concludes that even in a world where the concept of political correctness still comes into question, conducting oneself with that level of decency and fairness in all forms of interaction is a quality that ultimately leads to more effective exchanges in day-to-day living.

From the Paper
"There are three recommended ways of attacking a logical fallacy (2). The first approach is to allow the argument to destroy itself by restructuring it in a way that exposes its flaws, for example: "So you're saying that based on five Latino people you know, you're certain that all Latino people are Enrique Iglesias fans?" The second approach is to provide a previously established, well-known counterexample that follows the same logic and leads to a bad conclusion, for example: "That's the same argument Don Imus used in the controversial speech that got him fired from his job." This is structurally similar to the third approach, the absurd example method, which involves using the flawed logic of what you're attacking to construct an argument that leads to a conclusion that is clearly false, for example: "You think homosexuality is a disease? Well, as an extension of your definition of that word, I'm allowed to skip work tomorrow because I'm 'sick,' right?""

Tags:demographics, diversity, tolerance, epithet, racism, insult, classism

Abstract
This paper examines political correctness in relation to campus speech codes. It also looks at the media enforcement of PC on writers and gives an example of the "Los Angeles Times" guidelines. It discusses the issue of whether college campus speech codes violate free speech.

From the Paper
"One of the important issues today is described under the title "Political Correctness," or "PC." It is defined as efforts by certain political groups, primarily those on the left, to enforce a form of speech code so as to regulate speech to ban any term ..."

From the Paper
" "Political Correctness," frequently abbreviated to PC, refers to a movement, particularly associated with university campuses and the social community of academia, that in the view of its supporters seeks to actively resist cultural tendencies toward racism, sexism, and the domination of traditional elite attitudes and in the view of its critics seeks to impose a new totalitarianism of words that cannot be said and ideas that cannot be expressed.


The most familiar form that the PC debate has taken relates to campus "speech codes" that seek to bar or restrict language felt to be racist or to be demeaning and stereotyping of other groups. Thus, "one school requires that short people be called the "vertically challenged" (Beckwith & Bauman, 1993, p. 12 n. 3). However, the PC speech debate is only one aspect of a much..."

Abstract
This paper presents a detailed literature review on the topic of "responsive classroom approach". Using sources that research the responsive classroom approach to teaching, the author explores the approach and evaluates school climate when the approach is implemented. The author also examines the perception of school climate using responsive classroom approach from the standpoint of teachers, students and parents.

Outline
Create Rules with your Class
Keep the Rules Simple
Teacher Language is Powerful
Take Time for Reflection
Childhood Education

From the Paper
"The responsive classroom approach is one that has recently received attention nationwide in American schools. The approach deals with the social patterns of students in school. In recent years there has been attention given to school problems, including bullies, schools shootings and self esteem. With the more recent problems that have garnered national attention, school systems have turned to experts to determine how best to create a warm and welcoming school climate. Social skills may not fall under the four R's but if educators do not address the problem the repercussions could be tragic."

Tags:academic, enablers, attitudes, behaviors, instruction, classroom, motivation, interpersonal, skills, engagement, study

Abstract
The paper explores the concerns of a number of researchers that the inclusive classroom is something for which the current education system is ill-prepared to facilitate (at least properly) and the paper also considers the argument of nay-sayers that the inclusive classroom creates the potential for damaging disruptions. On the other hand, the paper looks at those who favor the inclusive classroom and substantiates their favorable opinion by examining the emotional and (especially) scholastic benefits to LD students because of placement in an inclusive classroom.

From the Paper
"The following paper will examine eight scholarly sources which explore whether or not inclusive classrooms that permit learning-disabled children to learn alongside unimpaired children is worth the considerable cost of training and equipping teachers to address the special needs of these young people. As one might expect in an issue of this complexity, both sides of the debate must examined. Consequently, the first half of the paper will explore the difficulties that the inclusive classroom creates - at least in the considered view of critics."

Tags:inclusion, classroom, education

Abstract
The paper discusses community, classroom and student characteristics that include geographic factors, community and school population, socio-economics, race/ethnicity, community stability and classroom rules and routines, grouping patterns, scheduling and arrangement and how they affect the teaching/learning process. The paper explains that contextual factors also acknowledge the impact of aspects like attitudes, perceptions, expectations, abilities, gender, socio-cultural background and maturity on every learning experience. The paper also looks at how community, classroom and student characteristics influence instructional planning and assessment.

From the Paper
"It generally goes without saying that contextual factors play an important role in mathematical classroom via the way they affect the teaching/learning process. Among these factors are environmental (geographic location), community and school population, socio-economics, race/ethnicity, community stability, political climate and community support for education as well as classroom factors represented by rules and routines, grouping patterns, scheduling and classroom arrangement. Student characteristics should also be examined when designing instruction and assessing learning, such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities and skill levels."

Tags:community, classroom, student, instructional, planning, assessment

Abstract
This paper examines whether violent experiences outside of the classroom have an influence on a student's development inside the classroom. The paper focuses on how students suffering from Post Traumatic Stress Disorder (PTSD) adapt in a classroom setting. The paper also presents a number of suggestions for educators to assist these students.

From the Paper
"The American Psychiatric Association defines Post-traumatic Stress Disorder(PTSD) as an anxiety disorder that develops after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened..."

Tags:PTSD, student, classroom

Abstract
This paper presents an introduction and discussion of classroom discourse. The paper discusses the types of discourse situations in classrooms and analyzes current thinking about classroom discourse.

From the Paper
"Teaching is a demanding profession in which no two students are alike and no two days are alike. Teachers are responsible for motivating, liberating, educating and inspiring their students. Ira Shor, in "Empowering Education", suggests that good teachers do not talk at their students they talk with them. Similarly, a good teacher will not impart information unilaterally to students but will dialogue with students and encourage students to share their opinions. Ideally, such discussions will be simultaneously spontaneous and structured. David Reynolds, in "Educational Review" disagrees with..."

Tags:education, classroom discourse, participative, IRE, inquire, respond, evaluate