In this poem, Duffy affectionately remembers her experience of one year in her primary school, in particular the class of Mrs Tilscher. School, and especially Mrs Tilscher's class, was a place of security and adventure: 'Mrs Tilscher loved you', school, 'was better than home'. The poem is very evocative. Duffy uses lots of sensual imagery to dramatise the childhood world, so that we can experience it for ourselves. There is a lot of visual imagery, from the description of the 'chalky Pyramids' on the blackboard to the sky splitting open at the end of the poem.
The poem is called “In Mrs Tilscher’s Class”. The Poet is Carol Ann Duffy. The Subject of the poem is saying that in Mrs Tilscher’s class it is a place of safety and security. The poem illustrates a carefree, innocent and happy young girl going through the first stages of life. Being at school was better than being at home.
Observing children was very interesting experience. It was important to understand how different children view concepts than adult. I observed a Pre-K class in la petite academy on July 02, 2010 and that observation was rewarding experience because I could see different behavior and reaction of children and how each person reacts differently to certain behaviors. According to Eggen and Kauchak, “students get a feeling about whether or not their classroom is a desirable place to learn.” Children were safe and secured this was shown by their way to express themselves and self-esteem. A strong sense of attachment and belonging was shown in that Pre-K class between the teacher Miss Samantha and her children.
The classroom glowed like a sweetshop.’ These opening two lines of the second stanza show once again the happiness and excitement of the children. ‘Better than home’ implies that while home is great, school is even greater. ‘The classroom glowed like a sweetshop’; a child’s favourite place tends to be a sweetshop or toyshop, so Duffy uses this simile to show that the atmosphere is similar to one of a child’s favourite place. ‘Brady and Hindley’ were two child murderers that Duffy possibly added to show the reader that these children are safe from such monsters. ‘Mrs Tilscher loved you.
How childhood is presented in Carol Ann Duffy’s ‘In Mrs Tilscher’s Class’ ‘In Mrs Tilscher’s Class’ is a poem that deals with the nostalgia of childhood from the point of an adult. At the start of the poem, Carol Ann Duffy describes the classroom as a vibrant, colourful and stimulation imagery and descriptive language in order to convey an exciting world. The classroom is described as having ‘glowed like a sweetshop’ which suggests happiness and excitement as well as drawing connotations of comfort and delight. The use of ‘glowed’ suggests that the classroom is thrilling and enticing and creates and exuberance of happiness. Alternatively, the use of ‘sweetshop’ could be a reference to the different colours and options that would ultimately satisfy a child’s cravings.
Up until this point their conversations were about day to day life such as things that had happened in school for example when George tells her, “You made a fine speech in class today.” Emily is also portrayed as quite childlike and makes statements like, “I’ll have a strawberry phosphate, thank you, Mr Morgan.” At the beginning of the extract both young people admit that they have taken to noticing and watching each other, “you were watching me when I did everything”, was how George described it. This is only of the types of love portrayed in the play, the first love of George and Emily. Love is an important theme in the play, not only the central story of George and Emily but the playwright focuses of the the power of love and the need for love among humans. As Mrs. Gibbs puts it, "Yes…people are meant to go through life two by two. 'Tain't natural to be lonesome,” then the Stage Manager repeats it again later in the play "Like Mrs. Gibbs said a few minutes ago people were made to live two-by-two."
In Mrs Tilscher’s class” by Carol Ann Duffy is about rites of passage, the transition from childhood to adolescence and the things we learn at school, from our teachers and from our peers. Duffy writes this accessible poem using a variety of techniques that make it a memorable read. The opening stanza has no real hint of what is to come: Duffy shows us a typical day in Mrs. Tilscher's class:You could travel up the Blue Nilewith your finger, tracing the routewhile Mrs Tilscher chanted the scenery. Throughout the poem Duffy refers to "you”- while really she is referring to her own memories- but by writing in the second person she invites us to share her experience. The image itself tells of the wrapped concentration of the children, although I think that primary seven is a little old to be so advently following the river “with your finger”, it does convey the level of eagerness of the children.
Vanessa Perez March 3, 2015 ENC-1102 Professor Valenzuela “No Child” Journal Response I really liked this story very much. I was modern and more interesting than the other stories and poems we have read in the class. Starting with the tittle “No Child”, I had a feeling it was going to be about that act “No child left behind”. I was correct, this story shows this amazing teacher wanting to teach and act this play to young teenagers that have been abused and been in many problems. Ms. Sun had faith and hope that these students could achieve in something.
It was quite adorable. While walking to the bathroom for a potty break, I noticed that other children in the hall would say hi or wave to the children in the special needs class. Therefore, I believe that these children are socially accepted, at least from what I seen. In order to help these children gain acceptance with their peers, I would help them realize that they are really no different than all the other children. I would make sure that they know that they need to follow the rules the same way the other children do.
“Revise and return to phonic patterns that have been introduced to ensure learning.” (Browne (1998) P25) The Jolly Phonic songs would then be played for the previously learnt sounds and I would stand in front of the group so they could see my words and actions clearly and as a group we would sing the songs and do the actions. The children had a great deal of fun incorporating the sound with the actions. Because it was done as a group no individual child felt isolated or uncomfortable and it sustained the children’s ability to listen. Once I was happy the