Response to Classroom Strategies

In response to Tannen’s article, through discussion I found that her weave of arguments, use of supporting evidence and her choice of tone most noteworthy, apart from the content itself.

I was reminded back when we were taught essay writing, where the importance of tone and choice of words were repeatedly stressed. Every paragraph must contain thesis statements and supporting evidence, along with explanation. And we were taught a myriad of acronyms to remember them. The drone killed the fun in writing and the countless essays that we churn out killed the joy in reading them as well.

However, Tannen has applied everything we used were taught, but instead of the same monotonous paper, it is different. She presented her arguments to her intended audience from a softer and less intimidating position using a less formal tone for easier acceptance. As discussed, teachers who have taught for years will most likely find a direct accusation of their teaching methods a slap across the face. By posing it as a discussion, like “Hey I observed that this happens to my classes…”, makes it seem more inviting as compared to “Your teaching methods are wrong…”. An article serves its purpose only when it is read, Tannen has gone an extra mile, almost as if opening a park on free admission, her visitors need not pay any emotional toll.

Furthermore, Tannen’s purpose of seems to be to raise awareness in the teaching audience that such a problem exists. She did not offer solutions to the problem, because it would be too audacious and will definitely be challenged. All she wanted was to plant that idea, to highlight the existence. With that, I think her article has served its purpose well.

Content-wise, I find that her arguments are a little too generalizing, making it seem that difference in gender communication is the main element that hinders effective classroom participation. In today’s context, especially in higher education, this disadvantage to the females being more reserved is increasingly less prominent, due to a myriad of reasons, feminism, globalisation…etc. Moreover, just as Tannen mentioned, it is often the fastest student who could formulate the answer who gets noticed, this is not a gender attribute, but this observation is more universal in all classrooms. At other times, it could also be that students are just apathetic about the topics discussed, or they did not prepare beforehand therefore they have no input. This is from my point of view as a student, and from what I observed girls talk as much as guys, and there are guys who don’t speak up as well. I do think that Tannen could attribute the problem difference in personalities instead of gender.