Brewer challenges students to improve classLearning persuasion skills by selling products
Presenting about Kahoot, seniors Noah Flores and Terrence Lim explain the benefits of the game in the classroom. Seniors created persuasive proposals on how the English 12 Honors class could be improved. “We chose Kahoot because everyone always has fun when they play,” Flores said. “When we implemented it in our presentation, it brought the mood up while teaching everyone about grammar.” Photo Credit: Grinesa Bajrami
To teach students to understand ethos, logos and pathos more in depth, seniors in Max Brewer’s English 12 class created proposal presentations.
“I give this project in the beginning of the year so students learn to be comfortable enough to talk to me and ask what the problems in the class are, so they could figure out how to fix them,” Brewer said. “It also allows students to feel more comfortable in the classroom because I’m listening to their ideas and fixing what they think needs to be fixed.”
Before creating the presentation, seniors individually wrote essays explaining to Brewer an idea on how to improve the classroom.
“The essay topic allowed me to be really creative and actually criticize my teacher without being reprimanded,” senior Kirsten De Perio said. “It was interesting to see think of ways to improve the class because I have a lot of ideas on improvements for the class.”
After submitting their essays, students picked the best idea, such as brain games, online schooling and computer programs, for their groups of four. They then created presentations on the proposal and tried to sell it to the class.
“My group chose to propose an essay grader because it allowed Brewer to grade essays in a shorter time, so we could maximize his free time,” senior Samer Youssouf said. “I liked how this project allowed us to give Brewer constructive criticism without risking anything over our personal opinions. I also liked how we could allow the teacher to improve the classroom and we had the chance to give our opinions on what was wrong and what could be fixed.”
Once they finish the presentations, students will continue learning about persuasive techniques and learning about ethos, pathos and logos with puzzle and riddle assignments.
“I hoped students would learn how to persuade people with their ideas,” Brewer said. “In one presentation they recommended I should change the table set up, so I did. I also implemented a program another group recommended. Both groups had strong presentations and I decided that if they’re succeeding at persuasion, I should show them I agree. I wanted them to develop real world skills in persuasion and presenting.”