Bitzer explained that rhetorical discourse was only effective if directed at a rhetorical audience who was in a situation to effect change.When we think of the need for a rhetorical audience, one who is truly rhetorical, what does that mean for us as instructors and our responsibility to our students? If we tie-in our reading from Tobin this week and his thoughts on the roles we place as instructors, is there one role that would be most effective for us to use in order to help create the best rhetorical audience for our students?
When we talk about disability and accessibility in the classroom, it makes me wonder how many of us have personally witnessed a classroom that was not accessible to all of its students. Have you ever been in a situation where you witnessed something like this or were effected by a lack of accessibility in some way? What things will you aspire to change because of that experience?
Amanda,
ReplyDeleteI love how you tied the Tobin roles into the Bitzer. The idea of the teacher as preacher immediately comes to mind. It's my least favorite of Tobin's metaphors, because for some reason I keep thinking of preacher = moral manipulation = cult leader. However, if we take for granted that the preacher has good intentions, hypothetically the preaching is designed to inspire a congregation to effect change.
Amanda,
ReplyDeleteI think as teachers we have to be careful to create an active audience, as opposed to your classic, sit-in-a-big-crowd-and-nod-occasionally audience. I remember David talking about the stand-up comedian type of teacher that made people nervous to talk. As far as what role would be best for creating an active audience, I think the dinner-party host would be best. In this case, the audience is audience mostly by virtue of being at the host's house (the classroom), but the audience still feels welcome and empowered to speak up and join in the conversation.