The story clearly starts while he is at school as he describes the night’s sky that distracts him while trying to study. “Moon and stars and clouds tipped with moonlight…against a fading sky I saw geese wedge southward…Now I try to study, but against the pages I see them again, driving southward. Going home.” After reading this, he seems to be missing what he considers home. This was extremely easy to relate to because I also constantly felt homesick earlier in the school year. He goes on to describe his home and my sense of his homesickness grew stronger from reading the descriptions of the scenery and activities he grew up with and his displeasure about not being there and missing out on them.
She states multiple times that the children within the education system are being cheated every day because they are not being forced to read more difficult books. “Such benefits are denied to the young reader exposed only to books with banal, simple-minded moral equations as well as to the student encouraged to come up with reductive, wrong-headed readings of mulitlayered texts” (Prose 97). The reader can blatantly see that Prose thinks negatively of the high school curriculum that today's students face. It seems clear that Prose does not want to hide her personal view or feelings, so she starts her essay out in a way that we do not have to read between the lines to get a sense of how she feels about what she is writing. She uses more emotional language when she says, "The intense loyalty adults harbor for books first encountered in youth is one probable reason for the otherwise baffling longevity of vintage mediocre novels, books that teachers may themselves have read in adolescence"(Prose
I mainly pushed them off because elementary teachers always wanted some kind of colorful and creative diorama or drawing. Even though I found this fairly simple, I just didn’t enjoy the trivial coloring or gluing. I would put these off so much that I would even have to ask my dad to come help me finish just so I could get to bed on time. However as I grew older I began to enjoy schoolwork more. It was becoming more complex, especially in math.
Later on, I’m assuming, he recovers himself once he has left the classroom. He looks up at the sky, into the stars, and feels relieved. I’ve noticed that in the poem the speaker shifts from the probably stuffy classroom, with its facts, to fresh “mystical moist night-air.” I think that instead of hearing lectures from an astronomer and applause from the audience, he experiences “perfect silence” as a replacement for “charts and diagrams.” Whitman also keeps increasing the length of the lines in the first half of the poem. He keeps repeating the words and phrases “when” “heard the astronomer,” and “lecture.” I also noticed the repetition of “r” sounds in the poem; for example, “heard the learn’d astronomer.” Later on in the poem, the lines grow shorter and instead of the “r” sounds, Whitman uses more words with long “i” vowels like “rising,” “gliding,” “I,” “by myself,” “time to time,” “night,” and etc. In this poem, Whitman used two different moods at the same time by using two different sounds of the words he described them
This is using the top down model of reading; by bring meaning to the printed page though predications. During reading I would monitor Hannah’s comprehension through click and clunks (understanding and not understanding what has been read). When she did not understand something we would re-read the section, this helped Hannah’s comprehension as she would read a slower pace to understand the meaning of the text. Throughout reading the story I asked Hannah what was her reaction to a particular part and what else would she want to know about this topic. Hannah claimed she was shocked to find out that kids approached an injured bird and picked it up because she would have gone for help first.
In the poem A Barred Owl by Richard Wilbur, the author explains that an adult protects a child from the truth by telling her in lines 3-6 that she only heard an owl asking her a harmless question “Who cooks for you”. In the poem The History Teacher by Billy Collins, Mr. Collins depicts a school teacher who chooses to hide the truth of the world's past history from his students to protect their innocence. Both authors have trusted figures in the children’s lives who both have the same concept of lying and misleading the children into believing something that is false to in order to “protect” the child's innocence and for the sake of the adult's peace of mind. In the Barred Owl, the parents telling the child that the bird is asking her simple questions that shouldn’t make her scared is an example of personification (the Owl talking) and it also symbolizes a lack of foresight that is an effort to protect their daughter, but they have given her an unrealistic outlook on the world that can create its own future negative effects in the child's life. The poem The History Teacher while lacking personification it shares the same concept of symbolism in the same way, the teacher hides and shelters his students from the truth about history by telling his students made up pleasant events rather than cold hard facts of history to protect their innocence.
Pet Peeve Speech In school the idea that we all learn differently and in our own ways is stressed to us from kindergarten right up to your senior year. I don't disagree with that at all, in fact I feel deeply that we all do in fact learn in ways unique to us. The teachers and staff here at Iron Mountain High School do a fantastic job of catering to the needs of individuals who have troubles grasping concepts or just can't seem to understand something the first time it's explained to them. Once again I'm fine with that, but not everyone needs that much help. Not everyone wants that much help!
in many ways these poems are similar, and very beautiful. In "A Barred Owl" and "The History Teacher", the two poets have similar meanings behind what their poems are saying, in that they both capture how a child's innocence is made by lies from adults. In "A Barred Owl", Richard Wilbur discusses how someone keeps the fears of life away from a child, for, "Words, which can make our terrors bravely clear, Can also thus domesticate a fear" (7-8). This is like "The History Teacher", by Billy Collins, because in the his poem, Collins introduces his interactions with the children with, "Trying to protect his students' innocence." (1).
Yelling is not the right way to teach a child that they just did something wrong. When you explain to a child in a positive yet strict way that their actions were not pleasing, they perceive the information so much better than when being yelled at. Just like with my own children, I always reassured my classroom children that even though they made a bad decision, I still love them. The challenge didn’t come from my own classroom, the challenges came from the guardians. Through our program, we had to have several “workshops” with the guardians each year.
She turned the lights out to get the attention of the class so that they could listen to her and they could sit down in the circle area. During group they sang a song about family, the teacher then wrote on the board “What are some of the things I do with my family?” She asked each child what they do with their family only two children answers without help, the other needed help so Ms. Dulce brought the book out and they read the book call “My Family and I” and then they sang the words in the book. She asked each child again what do they do with their family and this time each child answered. She took one letter in the question she wrote on the board and ask a student what letter was it and she then ask give me a word that start with that letter; For example she circle the “W” in “what” and ask a child “what letter is this?” Some children called out of turn and she would tell the child “very good but I ask Aiden.” Aiden was shy and said it very low but the teacher heard him, she then ask “What word starts with the letter ‘W’?” Aiden response with “what” teacher then ask what else and he was a little unsure so she gave him a cue “what do we drink?” he then respond “water.” “Ok Aiden choose where u want to go but remember the dramatic play area s is under construction and no one can go there.” She did this with very child expect one. Only four kids were allowed to be in each area so four went to blocks and four went to the art area and played with playdoh for Choice