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Two effects of family dynamics on children's education
Thematic concerns in the novels of toni morrison
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Clover is a book about a teacher, Graham. Graham interacts with each of his students and forms a close friendship with each of them. The author of Clover designates his unique characteristics throughout the story from what he tells his students and what the other teachers think about him. The author also tells us what he is like at home, and how he students react to his story. Graham’s interaction with his students is different from most teachers would have with their students. Graham acts like a close friend with his students. He lets them get out of class early for their soccer games, or swim meets. He tells them what has been happing in his life. He also listens to how their weekend went like a friend would. The first paragraph in Clover states, “Monday morning circle in which each student shared the best moment of her weekend with the rest of the class.”. Each student has to tell the rest of the class something good that has happened to him or her over the weekend. All of Graham’s students …show more content…
react to him in the same way. They all pay close attention very calmly and so not disturbed the rest of the class. They are all polite when they ask him questions and respect him. In paragraph fourteen “Graham set his palms in the air before him, two gentle stopped signs for Leigh Fanning, and the class smiled.” The author of Clove describes his unique characteristics of Graham, when he is in his class room and when he is at home.
By what he tells his students and what other teachers think about him. Form this information the author has given. Graham is a very carefree guy, he is adventuress, and goes with the flow. In paragraph six, “There were teachers who complained incessantly about the lack of classroom time, about the visits away of the day, about the bathroom visits and early dismissals for swim and soccer games. Also in paragraph six, “plumbing issues and the crumbling chimney...early in his teaching career.” The author of Clover tells us what he is like at home. Graham tells his students about his weekend, which he spends in his house. Graham is a hard-working person at his house. In paragraph ten and twelve, “‘well,” Graham said, “I’ve finally taken the mirror down.” And “‘Anyway,” Graham said. “I realized late last night that it would have to wait until another
day.” All in all, the author did a good job of describing unique characteristics of Graham. His students listen well and respect him, and they are have good relationships with him.
When writing “Clover”, the author, Lombardo, described Graham’s interactions with his students one morning. In his section of his writing, Lombardo revealed the tactic and style in which Graham runs his classroom. This shows the relationship between him and his students. According to the text, this day was
Principal Peattie, who is seen as a self-centered man through his constant reference to himself in the third person. In a way, that also disconnects himself from situations he is in. While Peattie is not a major character, the brief moment when he uses “I” instead of “Principal Peattie” is an important scene. Not only is Peattie showing vulnerability, but he is showing Doug that he has done something good. Principal Peattie compliments Doug two times, the first being when he says “I haven’t told this to many students, but I’ll tell it to you. I think that you’re going to go wherever you want to go” (Schmidt 353). The second being when he thanks Doug “for what [he] did for Coach Reed” (Schmidt 353). These two statements, not only show a new view of who Principal Peattie is, but allow Doug to know what he did was good. Who he is, is
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.
Ralph Connor’s book, “Glengarry School Days,” tells the story of the Children of Glengarry School. As a work of fiction, this novel takes place in the late 1800s or early 1900s. The subject of the text is the one room schoolhouse that serves to educate each of the children. Each of these chapters can be read without the context of the other chapters as they portray glimpses into the children from this school at various periods. However, each of these chapters is also part of a larger whole as there are the same characters within each of them. Furthermore, through reading the text, one begins to have
Rachel was Melinda's friend all of middle school but she turned out to be a complete jerk to Melinda. Heather was a fake friend who only stuck by her side until she was accepted in a ¨cool¨ group. David Petrakis is a nerd who is almost in every one of Melinda's classes. They grow close mostly because they both have no friends, but he is a true friend. Towards the end of the group Melinda starts to come out to Rachel about why she called the police, but Rachel just got even more upset. Melinda thankfully realizes how bad of a friend Rachel is on page 198 ¨I don't want to be cool. I want to grab her by the neck and shake her and scream at her to stop treating me like dirt. She didn't even bother to find out the truth – what kind of friend is that? ¨ Melinda gets close to her art teacher. Art is the one class that Melinda enjoys because she gets to be with her new friend Ivy. Ivy and David are the only people Melinda has, but that is enough for her. On the first day of school Melinda recalls being the only person sitting alone on page 134.¨ I see a few friends people I used to think were my friends—but they look away. ¨ Positively Melinda has found the two only true friends in her school and starts to become a more optimistic
In Conclusion, Billy Collins use of irony in both the setting and the description of the stereotypical students helped strengthen the allusion of the poem. The students in the poem are in an eternal school lifestyle as opposed to being in a normal town environment. Aspects of the setting, such as the landscape being made out of paper and the night sky being compared to a blackboard painted a descriptive picture in the mind of the reader, making the allusion more believable and relatable. Also, the use of stereotypes in this poem added on to the allusion of the school environment, giving life to the society in the town created by Collins. At first, the poem may seem like only an allusion, but with a closer look, you can see the reality behind it all.
In the story, Melinda has a very strong relationship with her teacher Mr. Freeman. Since the start of the school year, Mr. Freeman made Melinda feel comfortable, and encouraged her to express herself. This reminded me of the relationship I had with my GLE teacher, since the start of the school year. Similar to how Mr. Freeman was always available to listen to Melinda, Mr. Santos my GLE teacher made me feel like he was always available to listen. When Melinda stays with her art teacher during lunch to work on her assignment, it is comparable to how I stayed in Mr. Santos’s office during lunch.
...from one another and as a result, grew up with different values and senses for what was truly important in life and what was truly necessary to survive. Jane emerged from a strict, abusive upbringing, into a well-rounded, strong-minded, responsible, and dedicated adult who triumphed in the end. Lily suffered a fate that she almost seemed destined for. Lily shares her name with a common flower. This fact may contain an aspect of symbolism in that like a dying flower, Lily’s character gradually begins to “wilt” as
She begins the chapter by explaining the importance of invisibility in the classroom. “Don’t be too noticeable is the rule” that is commonly known by most students (91). She elaborates by explaining that a student should not add new information into a conversation yet ask a question that would concern all students about upcoming work or tests. Later in the chapter, she highlights that the instructor 's main role in the classroom is “getting [students] to say something” because students felt pressured into remaining silent (94). This pressure came from personal self-doubt and the desire to not be defined as unintelligent. In conclusion to these points, Nathan states that “despite official assertions about the university as a free marketplace of ideas, the classroom doesn’t often work that way in practice” (95). In addition to in class discussions being intellectually weak, conversations outside of class rarely involved academics, but when academics were mentioned, there was a limited set of a few questions like “‘Did you do the reading for today?’ and ‘Did we have anything due today?’” (96). She explains that no students ever asked question about how interesting assignments were because they “weren’t acceptable or normative topics to introduce” while outside the classroom (96). Based on the lack of intellectual discussions in and out of class, Nathan concluded that academics play a minor role in the life of
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
According to Parson (Hale 1995, 390), families are not prepared to help their children succeed in the working world, for family morals and values sometimes conflict with those of the workplace. A primary function of the school is to prepare the children for the transition from the family life to the competitive and tough labor world. Parson also mentions that the majority of elementary school teachers are women due to their nurturing and caring personality. Children tend to see them as mother figures which may lead to a special teacher-student bond and an overall better student success rate. In the play Stanley finds out that Blanche did not take a leave of absence from work but in reality was fired because she got intimate with one of her seventeen year old students. As a teacher, Blanche has certain limits and to get involved with one of her students is not only against the school's policies but against societies moral standards. She has crossed the line of the student-teacher relationship and can no longer be seen as a mother figure and has therefore lost her role within the society and the school system.
Mr Brockleurst is the head teacher of the school. He is another extremely religious figure that Jane comes across. He talks about the deadly sins Jane has commited, yet he does not see his own actions are far worse. Mr Brocklehurts is a harsh and dishonest man, forcing the school to live in squallid conditions, so he can support his own lavish lifestyle.
Walter introduces readers to his characters in such a way that it seems like a movie. He allows the characters personalities to grow as the novel progresses and they intersect with other characters. The main characters are Pasqual Tursi, Richard Burton, Debra “Dee” Moray, Alvis Bender, Michael Deane, Shane Wheeler, Claire Silver, and Pat Bender. These eight character’s stories provide the plot line to the book. Some stories are tragic and others hopeful, but all depend on one another at some point during the course of the novel. Walter shows how peoples lives can intersect...
In Rita’s speech, she once heard a colleague say “They don’t pay me to like the kids, they pay me to teach a lesson and the kids should learn it. Case closed” Rita then says, “Well I said to her, well kids don’t learn from people they don’t like” (1:36) This creates a sense of humour, keeps the audience’s attention, and supports her main idea of children needing a healthy relationship with their educator. Rita sounds as if she is arguing with her colleague as her colleague has a different feeling for studentteacher relationships. She attacks her colleague in her speech to show that Rita disagrees with her colleagues thoughts about relationships with students. Rita’s message is to show that making connections as a teacher to a student can be very effective in a child’s education. “Teaching and learning should bring joy. How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists on that they become the best that they can possibly be” (7:01). Rita uses logos in this speech by telling her audience of how powerful the world would be if kids enjoyed learning. She makes a point with the word “champion” by telling the audience that they can be
In his later years at school, Stephen's isolates himself through his "relationship to authority [and conformity] and his rebellion against it" (Ryf 27). In the classroom Stephen is "pandied" (beaten with a cane) and accused of being a "lazy little schemer" by a Jesuit priest for not completing his homework due to his broken glasses (Joyce 50). In rebellion, Stephen reports the injustice to the rector only to later discover that the rector took th...