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The case study of “What should we do with Jim?” has been read and a set amount of questions has been asked about the reading, which will be answered by the following:
1. In what ways was it appropriate and in what ways was it problematic for Frieda to let her classroom be used as a “time out” for students in other teachers’ classes?
It really depends on what point of view whether the outcome of the student leaving is majority of a pro or a con. For the teachers, removal of the bewilder student seems like the best option for the classroom as a whole. On the other hand, it takes valuable classroom time to prep the student for removal, and the student does not learn and receive the lesson being taught that day by simply sitting in Ms. Frieda’s classroom. As for Ms. Frieda’s angle, while she believes that she can handle watching other teachers’ students, there is no doubt that just the guest students’ presence is distracting, for both her students and herself in some form or another. The good is it appears that Ms. Frieda’s class is use to the special addition of other children, and still works productively despite the interference. It seems as if Ms. Frieda’s influence and track record of the “situations” has spread to the point that she is completely trusted with the responsibility; if there is anyone who can whip a student into shape and put them in their place, it is Ms. Frieda.
2.
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In what ways was Jim’s placement in Frieda’s classroom a good idea?
It was implied that Ms. Frieda’s first interaction and time-out for Jim was so successful that it is no wonder the idea of placing Jim in Ms. Frieda’s class came to be. While he does not specifically fit the theme of her current classroom, it is assumed that she is so well versed that it would be no problem squeezing Jim in. That her structured, “well-oiled machine” of a class will do Jim some
First moment when the readers see his change of view is when he says, “I wanna do what’s bes’ for you folks…you took me in, carried me along. I’ll do whatever.”(168) Clearly, the Joads was the driving force of the change in his view. Jim Casy realized that the sense of connection and bond between the family members and people in a group make the group stronger and tougher. Before he realized this, Jim Casy often took the problem himself and tried to figure out the answers by himself because he believed in individuality and independence. Although, at this point of the novel, he only experienced a short span of tragedy and hardship, he realized the importance of his sacrifice and willingness to get involved in the group. Many readers cannot help to recognize this rapid and gradual change of Jim Casy’s view towards organized groups.
The central issue with the general education classroom teachers and Ms. Isabelle is that they were so willing to push Juanita onto Ms. Isabelle and not put any real effort or make changes themselves. That dealing with Juanita was a hassle that they were overall not willing to put up with, and that Juanita be put in special education even though she did not fit statistically wise.
As Jim attends school with other children of his social stature, Antonia is forced to manually work in the fields. A division between the two characters is immediately created. Antonia develops resentment towards Jim; "I ain't got time to learn. I can work like mans now. My mother can't say no more Ambrosch do all and nobody to help him.
His thoughts and his feelings are deeply profound. The relationship with the reader has changed extremely and is quite noticeable. In the beginning and parts of the middle of this book, the reader is ‘shown’, not described, a scenario where the result is often left to be interpreted. This is not so at the end of his memoir. Frank McCourt, instead of using a ‘show and tell’ narrative method, which applies in the beginning, is in a didactic mode where he explains everything in detail and there is nothing left for the reader to interpret.
...the student out of the situation and the other staff help by holding doors open or doing what they can. Students are not allowed to be left alone in the seclusion room even if another situation occurs. Staff should receive training for seclusion and restraint only if the schools are going to implement it, and that is so they do not harm the students during those situations. The positive side to this is that it can bring calmness and bring him to get himself together so that he can be able to go back into the classroom with the rest of his peers. The negative side is that it could be a scary sight for other students because they might not understand what is going on. In the public school that they are in they do not seclude or restraint any of the students no matter what the circumstances are they just help the child gather their emotions and get them under control.
In a time where blacks are disliked heavily, for an influential writer such as Twain to write a black man in such a way would have been hard to overcome and to accept. Jim is a pivotal character because Twain shows the progression of how he is accepted in society. Twain gives Jim a sense of trust, family, and kindness to help the reader think about the possibilities of the world without people like
...verall, this could result in the behavior worsening, or a lack of trust and a break of teacher-student bond, which to me is an essential part of making an impact in a student’s lifestyle decision.
My Antonia was not written as a true autobiography, but as a correlation of Willa Cather's life itself. Some argue that Jim Burden is just a delineation of Willa Cather. For instance, “Willa Cather was born in Virginia and moved to Nebraska to live with her grandparents in 1883” (willacather.org). Cather uses her own experience to build up the beginning plot of her Novel My Antonia. Cather's My Antonia describes the struggle and character development of Jim Burden's character as he tries to model himself after a Bohemian immigrant who is unable to cope with the guilt and strenuous life of an emigrant.
When the author drives Mr. Norton they pass several log cabins, one of which belongs to Jim Trueblood. Jim Trueblood has a bad reputation for committing what many see as a crime. He raped his daughter and enjoyed it. Jim Trueblood is blind in a sense that he doesn’t realize wh...
Jim has been proven, especially towards the end of the novel, how brave he is. Towards the end of the novel, Tom gets shot when trying to
In one of the scenes, Jim is caught between trying to prove his masculinity or staying home and being the good son that his parents have yearned for. He struggles emotionally and physically, mainly because his parents do not live up to society’s expectations of
Mr. James has arrived for his assessment at the Gadsden County Human Services office. His demeanor is somewhat different from the last meeting. He is more reserved today and seems to be open to effective communication. The case manager, Tameka Footman enters the room and greets Mr. James. Mrs. Footman asks Mr. James, how he’s feeling about the session today. Mr. James responds and says that he’s feeling good about it. Mrs. Footman reviews the events that took place last session and asked if there were any questions from the previous meeting. Mr. James says that he doesn’t have any questions are is eager to get started.
Now let's say there are exams on so this teacher has double the workload they would have and something has happened back home which is stressing them out. Then they have to come and face this child that won't listen disrupting every other student how tempting would it be just to end this or make them. I know that is very dark and a huge "what if", but in the moment and circumstances it might just take over. Even if an attack did occur it has been known that highly trained police officers under panic take a bullet to an innocent civilian imagine a low paid teacher that has been given a light demonstration on the
In class, again we discussed what a boring vs interactive class looks like. Mr. Marin’s class seems to be the engaging classroom we talked about in class. A lot of are class discussion is on engaging students. He doesn’t really use videos to engage students but we did talk about that being a thing. We talked about how being distracted could be very disengaging for the students. There is a no phone policy in the classroom which we talked about in class and was in the weekly reading response. What we could do about cell phones in the classroom. His approach is to have a complete ban as he was talking to staff about it in the film. There are other distractions in the classroom. Well each other. They distract each other which could be disengaging.
On the farm Jim shows lack of maturity when he chooses the newest hoe and says, “I want to use this one” (13). His lack of obedience when his uncle tells him to give the hoe to Abraham shows a low level of maturity. Next, on the same day when Uncle Zeno asks about the broken stalk, Jim lacks maturity by lying to him and repeating the phrase, “I don’t know” (21). When he responds with I don’t know when asked about the stalk, it shows that Jim lacks the maturity to be honest and own up to his mistakes. Jim’s coming of age progress during this time period is much different than today’s, “The ages 10 to 14, or roughly the period that spans the middle school years, is a crucial juncture for setting youngsters on pathways that lead to productive integration within the adult role structure of society.” (Lapsley 13) At this point, Jim should have matured into an adult in order to perform the actions of an adult, when in today’s society, we are just now beginning to learn the roles of an