Stanford - Stanford students possess an intellectual vitality. Reflect on an idea or experience that has been important to your intellectual development.
"So for Macbeth, we will be having Socratic seminars!" Students looked at each other with questions posed in their eyes. The teacher explained that these seminars would involve each student sharing their thoughts on the assigned reading and their interpretations of the story. Reading itself had always presented a challenge in understanding to me, now I had to share interpretations? As I began reading the play, I noted key words, names and places. Taking notes on tone and mood, I focused vigorously. For the next week, chanting "Macbeth, Macbeth, Macbeth," my thoughts constantly drifted to the dark play, and I diligently wrote down each meaningful thought and meticulously reviewed my ideas and opinions on the play.
I had no idea what to expect. The teacher asked a compelling question at the beginning of class and after a moment of conscious thought, I raised my hand and answered the question. Another student offered his ideas and the discussion was off! I offered my views, defending them with quotes from my detailed notes. I knew what I was doing, and spoke confidently. As class drew to a close, my teacher approached my desk and applauded my critical thinking, analysis and ability to defend my opinion with fact. I walked around with a smile plastered on my face for the rest of the day.
I discovered my literary voice, and promised myself not to ever let it go. Discussions now appear to me as an opportunity to think and develop, and I have overcome my fear with a realization that hard work and dedication leads to confidence in addition to success. I have discovered more about myself through reading than I could have imagined and have acquired more knowledge by sharing my thoughts and opinions than any other way. The Socratic seminars in sophomore English class propelled my love of books and the development of my thought process.
"So for Macbeth, we will be having Socratic seminars!" Students looked at each other with questions posed in their eyes. The teacher explained that these seminars would involve each student sharing their thoughts on the assigned reading and their interpretations of the story. Reading itself had always presented a challenge in understanding to me, now I had to share interpretations? As I began reading the play, I noted key words, names and places. Taking notes on tone and mood, I focused vigorously. For the next week, chanting "Macbeth, Macbeth, Macbeth," my thoughts constantly drifted to the dark play, and I diligently wrote down each meaningful thought and meticulously reviewed my ideas and opinions on the play.
I had no idea what to expect. The teacher asked a compelling question at the beginning of class and after a moment of conscious thought, I raised my hand and answered the question. Another student offered his ideas and the discussion was off! I offered my views, defending them with quotes from my detailed notes. I knew what I was doing, and spoke confidently. As class drew to a close, my teacher approached my desk and applauded my critical thinking, analysis and ability to defend my opinion with fact. I walked around with a smile plastered on my face for the rest of the day.
I discovered my literary voice, and promised myself not to ever let it go. Discussions now appear to me as an opportunity to think and develop, and I have overcome my fear with a realization that hard work and dedication leads to confidence in addition to success. I have discovered more about myself through reading than I could have imagined and have acquired more knowledge by sharing my thoughts and opinions than any other way. The Socratic seminars in sophomore English class propelled my love of books and the development of my thought process.
