Rhetorical devices in the classroom


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I am currently enrolled in a Foundations of Education class that assigned me to complete thirty hours of observation inside of a high school classroom. I just completed my thirty hours of observing, and I fond that there are MANY rhetorical devices used by teachers inside of every single classroom. English 3050 helped me discover so much more of the rhetorical world. I now realize that there is so much more rhetoric used in every day life than I had ever realized. Furthermore, taking that knowledge and applying it to my observing in the classroom brought to the light all of the secret devices teachers use to effectively teach students the information that they need to know. For example, teachers create handouts to give students to make it easier for students to read and understand information. Handouts are a rhetorical device used by educators. They are able to use the tools as a way to get their point across. Also, the way that the information is formatted on the handout is also a rhetorical device. Many teachers use headings to show the different importance’s of information. Headings make it easier to remember information and see what descriptions correspond with what key words. Teachers also use rhetoric when they determine how they need to say certain things. It is a rhetorical device to raise your voice at a student that is misbehaving. Teachers know that raising their voice will create a sense of fear in students and will allow the students to see that they are upset. Rhetoric is also hidden in the decorations on the walls of every single classroom. Teachers make a rhetorical decision when they decide what is important enough to make onto the walls of their classrooms. The walls inside of a classroom are seen every single day by students and what teachers choose to place on those walls will also be seen every day. Teachers usually choose to place rules, student work, and important dates on the walls of their classroom. The decision on what to place on the classroom walls hold an extreme rhetorical importance. Placing student work on the walls is a rhetorical device because it allows students to see that their good work is actually being seen and it is importance. Putting great work on display makes students want to work hard and create work that is worthy of being placed on the wall. Using rhetorical devices such as this to create a way to make students want to work to your expectations is a rhetorical tool that I had not thought of before. Also, keeping your classroom rules portrayed on the wall where they can be seen every single day gives credibility to the teacher. When a student acts up in class, the teacher is able to say that they knew better because the rules are right there in front of their face every single day. This appeals to the ethos of a teacher. Displaying rules every day acts a rhetorical tool to make sure that every student is constantly reminded of what is expected from students. It was extremely amazing to be able to realize just how much rhetoric was placed in a classroom.


Helpful Reaserch

Thurston Domina wrote an article called “Leveling the Home Advantage: Assessing the Effectiveness of Parental Involvement in Elementary School.” This particular article has proven to be extremely helpful with my efforts to complete my research project. The article, written in 2005, is filled with incredible information to help with my understanding of parental involvement in school. The article itself takes the stand that parents should be left out of all student activities. The speaker states that it is completely unfair to judge the success of a student based on things like homework and projects because it is ridiculously impossible to know whose parents completed the project for them, and whose did not. Also, the article goes into great detail to explain that even if no student’s project is completed by their parents there is a total difference in the projects completed by students with no help and students that were given guidance. It explains that many students are given credit for projects they themselves did not complete; whereas, other students receive a very poor grade because the work they truly did on their own was being compared, and graded accordingly, to work that was truly completed by an adult. I will use this article in my work to show that parental involvement can be both a negative and positive contributor to the education of students. This article will also be helpful with making the argument that parental involvement should not be a factor in some areas, the article will make that much easier to see and much easier to read.  The article breaks down the theory, and provides many easy to understand examples.

This article helped me to understand that there really is areas within education and schooling that parents should not be involved in. More importantly, I began to see that there are many areas where parents are involved but they are actually more involved negatively than positively. Positive influence is extremely important within our school systems and I believe that this arrival helped me, as a reader, to more clearly understand where parents hold a role within the educational system and where they absolutely shouldn’t hold any importance. The article also helped to me understand that we have to realize that not every student comes from our same background, there are students facing issues that we didn’t have to face. Many students are growing up facing hardships we have never had to deal with before and it is important for teachers to realizer that they are dealing with an incredibly diverse student body.


Finally, there were rhetorical devices placed throughout this article everywhere. The article appealed to the emotions very quickly and caused the reader to create a connection with the reader. However, even though the article created an emotional connection it also came in quickly and made it clear that it was factual based. The author integrated writings from other authors and even supplied statics to show that he knew the topic well and wanted to provide evidence of that.