We are not immune to the outcome of things which is inextricably bonded to our life, impermanence defines that. People resented that word, and were proud of the way they opined their lifestyle, their unwavering spirit of living, their pursuit of their teenage life.
The nexus between us and impermanence is that we are the so called victim of that word. many dejected people of our age were subjugated by disappointing and malignant denigration of others. While a MYP/IGCSE candidate input 100 percent effort into his/her ‘Summative Assessments’, ‘Final term exams’, and were so fretful to have a quick and elate glimpse of his/her score…
That hurts :0
I remembered that once I pestered Dr. Terrett for my Grade 8 English exam result, my consternation had transferred itself into temerity, which is quite pathetic. I knew I’m that kind of bothering person who have excessive energy but nowhere to exasperate, combined with my unreasonable demand for a satisfying result. To be candid, that time when I got my paper back, that was completely a fiasco, an unadulterated debacle. Once a person berated himself pejoratively the second time he forget what his most expletively spoken condemn was.
But that’s not the biggest misfortune a person could have undergo, the thing that really unsettled the person is that he/she is no longer aplomb when their intuition herald the angst prospect of the outcome. One could still feel optimistic of the future, and plummet inevitably to his nadir.
One shall reduce the disposition of excessive amount of positivity such as jests and heart-lifting stories, and stop telling others that the word ‘tragedy’ or ‘death’ must be expurgated, our conversation lacked profound thinking, we devoid the ability to accept pessimistic philosophy than to be appealed by wantonly-told events. By this token, when is the education able to present and elucidate the truth of death to high school, or even middle school students?
Sorry Dr. Terrett, I didn’t know that you changed your user’s name :1:1:1
I’ll post the new comment here:
That’s a good question indeed.
According to Albert Camus, most existentialist are getting LUNATIC and unrealistic, I don’t recommend you to bring your students into the Oracle of superman, Nietzsche, transcending old morality etc, I don’t want accidents to happen.
(As existentialism is too fascinating, I’m psychologically afflicted when I’m grade 9, don’t try these things, be realistic.)
（By the way, long time no see :):)）
😮
A good final question there. How deep into existentialism should we go in class?
This’ll be a nice read for students keen to learn some new vocab 😆
That’s a good question indeed.
According to Albert Camus, most existentialist are getting LUNATIC and unrealistic, I don’t recommend Dr. Terrett to bring you guy into the Oracle of superman, Nietzsche, transcending old morality etc, I don’t want accidents to happen.
(As existentialism is too fascinating, I’m psychologically afflicted when I’m grade 9, don’t try these things, be realistic.)
So you are saying I should keep literature class pragmatic and practical, right?
In most cases the literature class devoid PRACTICAL AND SUBLIME content, I’d recommend adding small vocabulary quiz, while delving a deeper into the figurative language and rhetoric methods.
By the way, do not neglect grammar practice! the paucity of complex sentence would affect the audiences’ judgement on the writing. I’m not a native speaker, but everybody here knew that GRAMMAR is AN INTERGRAL PART of your COMPOSITION, even C1 speakers should work on that. I think making EXCESSIVE posters frequently is a waste of time, why not having more seminars and DEBATES? What about adding short articles into the curriculum? that is the way to improve students’ comprehension techniques！
In addition to that, doing SHAKESPEARE all the time is boring, try Albert Camus or American authors, you could also try Conrad, his colonial age stuff is marvelous!
Thanks! Great feedback 😀
As it happens, now I’m teaching all three grades for my second year and so have the opportunity to build on the study of rhetoric and figurative language much more than with your cohort, and for sure we have many more seminars 😆
We still don’t focus on grammar beyond those structures used specifically for rhetorical impact.