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Relationship between teacher and student
Relationship between teacher and student
Students teacher interaction
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After reading the passage “Clover” the reader can see that the main character, Graham, interacts with his students. Graham interacts with his students by having a Monday morning circle with his students where him and his students tell stories about their weekend. With Graham having unique characteristics in the classroom and also in his home and students react to his uniqueness. Most teachers would make their students go right to work when they came in on Monday morning, but not Graham. After the weekend, Graham has Monday morning circles in his classroom for everyone to share the best moments of their weekend. Graham has been telling his students about his house renovations. Graham tells them he has had a mirror in his bathroom that
is old and harmful, and he has cut his index finger on the corner of it twice. The story is about how he manages to get ready without the help of a mirror. As Graham interacts with his students by telling them the story of his weekend, his students react to him by smiling, crossing their arms, and asking questions. Unlike other teachers that make students come in and get straight to work on a Monday mornings; Graham allows his students to come in from the weekend and have a Monday morning circle. Which is when the students get in a circle and share their favorite event that happened during their weekend. Graham’s unique qualities makes his students react to him the way he acts at home and in the classroom.
I know the theme is acceptance strengthens bonds between family and friends.Because the text says Henry is on lunch duty in his all white school when he is joined by a Japanese girl named Keiko. At first, he is dumbfounded but slowly starts to accept her as the other white kids are teasing them. They share a can of peaches in the school pantry and Henry enjoys his time with her very much. A quote from the text Hotel on the Corner of Bitter and Sweet says “Then they ate their lunch, together, splitting a can of pears in the storage room. Henry thought they tasted especially good that day.” These sentences have a much deeper meaning than they appeared to have. The moment Henry and Keiko shared in the storage room was the blossom of their friendship.
In his first year of school, he is only interested in Megan Murray, the first girl Paul has ever lusted for. However in his second year, he meets Rosie. Rosie watches him practise in the Music Room during lunch. Initially, Paul feels intimidated by Rosie as he thinks that she is too much like himself. He is afraid that he now has competition as she is the other smart kid in the class, yet he still chooses to teach her some piano. Choosing to spring lines from Herr Keller’s teachings, he makes himself sound smarter and more accomplished at the piano than he actually is. The characters show the development of Paul through the way they act with Paul and the language and content used in conversation. This enables us to see Paul’s “plumage” being presented to the world as Paul develops through time to become the swan that he is at the end of the novel.
The story follows three girls- Jeanette, the oldest in the pack, Claudette, the narrator and middle child, and the youngest, Mirabella- as they go through the various stages of becoming civilized people. Each girl is an example of the different reactions to being placed in an unfamiliar environment and retrained. Jeanette adapts quickly, becoming the first in the pack to assimilate to the new way of life. She accepts her education and rejects her previous life with few relapses. Claudette understands the education being presented to her but resists adapting fully, her hatred turning into apathy as she quietly accepts her fate. Mirabella either does not comprehend her education, or fully ignores it, as she continually breaks the rules and boundaries set around her, eventually resulting in her removal from the school.
...he story with the various characters. Melinda’s acquaintance, Heather works hard at finding friends and becoming popular, but in the end she turns away from Melinda. The story is about the high school years. Many times when we are growing up we can’t wait to get there because we will be treated as adults, but the truth is the problems that come along when we are older can be difficult. The various clans of students help present the theme by showing us that there are many different types of people. The popular cheerleaders, the jocks, the geeks and those who are just trying to fit in. Melinda transforming the janitor’s closet symbolizes her hiding her feelings and Melinda’s inability to speak and tell people what happened to her. High school can be fun but unfortunately through the eyes of Melinda it was a very hard time.
Building gardens in schools can only distract the students from getting important information. Students need to learn as many subjects as they can in school. Students should not focus on what plant they are going to put on the ground because that is not going to get them a degree in college. Flanagan feels like there are much more important things to build the students intelligence so they can have a successful future. Using the strategies of pathos she uses many negative words when describing the usefulness of students gardening in school. Flanagan is persuading the reader that having school gardens will not improve students academic grades. She also explained in her essay how easy it would be for students to pass if schools had gardens: " students ' grades quickly improved at king, which makes sense given that a recipe is much easier to write that a coherent paragraph on The Crucible" (Flanagan
She explains how her son was just pushed through school. “Our youngest, a world-class charmer, did litter to develop his intellectual talent but always got by” (559). He got through school by being a good kid, he was quiet and didn’t get in trouble. This was how he made it to his senior year until Mrs. Stifter’s English class. Her son sat in the back of the room talking to his friends; and when Mary told her to just move him “believing the embarrassment would get him to settle down” (559) Mrs. Stifter just told her “I don’t move seniors I flunk them” (559). This opened Mary’s eyes that her son would have to actually apply himself to pass. He wouldn’t be handed a passing grade. After the meeting with her son teacher, she told her son if you don’t try you will fail, making him actually apply himself. This made Mary understand that Failure is a form of positive teaching tool. Only because her son had to work for it and, now he actually came out of high school with a form of
...kes readers understand the flow of the text in the story because the story is predictable which allows the readers to know or guess what will happen next. The story flows from page to page because it is chronological order from what happened to the result or what will happen next. The author allow for readers to relate to text and self, such as friendship because friendship is a necessary aspect of every human’s life. Even though it’s needed sometimes we as humans have been forced or morally required to end some relationships. Friendship is one of the most important relationships that form our lives. Sometimes someone may be affected by a certain event or person that greatly changed their life. The theme is friendship and how neither Office Buckle nor Gloria would be successful telling safety tips on their own, but how they make a good team when they work together.
A theme in W.P. Kinsella’s “The Thrill of the Grass” is change, for better or for worse, affords the opportunity for us to acknowledge our emotions and love of memories and encourages us to stand up for what we truly believe in. Change, sentiment, reminiscence and defiance are portrayed through the protagonist and the plot in this admiringly, well written short story.
The speaker is posing herself as a Cree student in school who is being silently ostracized. The student hates the education system, as she thinks it is dull and tedious, and the teachers have no faith in her intellect. However, she does not stop at her frustration, as, in the poem we see a certain turn-around: she is sick of playing dead, and as a result, she makes a firm decision to push for change. In the poem “Communications Class,” Connie Fife shows through form and school imagery, the frustrating experience of ostracization in school, but also the resilience a student can exhibit against it.
Several major characters affect the protagonist. One of the major characters is Dr. Bledsoe, who is the president of the school. Dr. Bledsoe had a major effect on the main character, because the Protagonist idolizes him. "He was every thing that I hope to be," (Ellison 99), but the Dr. Bledsoe degrades him when we says "Why, the dumbest black bastard in the cotton patch knows that the only way to please a white man is to tell him a lie" (Emerson 137) and calls him a Nigger. In addition, the Protagonist grandfather had a major effect on him.
The interesting thing about this novel is how the narrator interacts with the story itself. Although the story does not change points of view between characters it does seem to focus on a certain character one at a time. This is difficult to grasp because the narrator stays in third person the entire time, sometimes it appears as though the narrator is a character looking...
Gruwell tries to move up with her students to their junior and senior high school English teacher. Mrs. Gruwell get an unexpected meaning with a school board member after a meeting with the school’s principal. Margaret Campbell is trying to convince everyone that she shouldn't be able to move on with her students because it's not fair to the other teachers who were there longer than Mrs. Gruwell. Mrs. Gruwell gave her testimony for she can stay with her group of students onto her student’s junior and senior year. Mrs. Campbell tries to persuade the board that her teaching taticas are impractical and may not every student can learn from her teaching strategy. In the end, the board allows Mrs. Gruwell to continue on with her students. This scene goes with the theme because she rose above the diversity of Mrs. Campbell.
Another element that supports the idea of deficiency in “The Garden of Forking Paths” is fire and light imagery, which connects not only to parts of the story, but to the incomplete books previously mentioned as well because some have partly gone missing by burning up in flames. The character Stephen Albert is commonly associated with fire imagery; beginning with the first time Yu encounters him while the man is holding a blindingly bright lantern. This thread continues into Yu’s description of Albert:
Sunday - the day of self-loathing for most college students who have squandered their weekends and dread the awaiting workload. Crammed into lounge booths, commiserating over brunch, students nurse sullen moods and hangovers with orange juice and french toast. Allen Wilcox is playing with his broccoli, head cocked, eyes crossed. Looking sidelong to make sure that people are watching, he picks up the half-bagel from his plate, thick with cream cheese, stands up on his chair and rubs it erotically all over the front of his pants.
The day they did, the teacher worked and ate the same as before. In the evening he instructed them: “No work, no food.”