Did I Miss Anything Tom Wayman Summary

At first, Eubank did not believe her son when he complained about his mean teacher. The staff at the school suggested at her son should take medication because he was not concentrating on class. She took him to get an evaluation at Baylor University, but he was fine. After visiting the school, her eyes were opened by a student who was classmates with her son. Jessica Kelmon, an author for greatschools.org, writes that “the teacher would regularly humiliate him in front of the other students, yelling at him and slamming her hand on his desk (Kelmon).” This fourth-grade teacher is an example as to how much a teacher’s attitude toward the students affects their excitement to learn. When a student is being treated poorly by a teacher, an interesting subject can be ruined for that student.

Kim Brooks, we know has been “teaching composition at state universities and liberal art colleges and community colleges as well,” (Brooks 2) however what makes her truly passionate about the situation is her love for literature since she was a teenager. “Like so many, depressive, creative, extremely lazy high-school students, I was saved by english class” (1). Brooks demonstrates through these quotes her credibility, not only because she’s a teacher but because she truly loves writing and believes others should receive the education which she was fortunate enough to get. She was not apart of any clubs or extracurriculars, she wasn’t interested in other academic classes, so she knows how beneficial having the skills to converse, to write and to properly articulate one's self are. Brooks shares this personal anecdote, otherwise known as pathos, to relate to those reading, most specifically high school students like she once was. While focusing this piece mainly on English it can also be associated with other classes in high school as well. She is trying to illustrate how one can use what is learned in high school in their life if given the proper tools and taught skills which can be applied

Since the day we entered the school system we all looked forward to summer break but dreaded Labour Day because that symbolized the end of freedom. In the essay titled Labour day is a dreaded bell in the schoolyard of the mind by Harry Bruce, Bruce showcases how many students feel about Labour day through the use of literary devices. He sheds a light on how Labour day ends summers and brings you back to reality and how everyone eventually has to circum to the reality of life. Bruce uses similes within the essay to relate school being like prison he relates prison guards to teachers essentially saying that jail is equivalent to school. Some kids would agree with what Bruce has said because you are in school for about 6 hours a day you go to

A poet hopes that people would appreciate their poem in a way that it is not mistreating the work’s value. In the poem “Introduction to poetry” Billy Collins describes his desires on how students should connect with poems. Collins states that students try to force out meanings out of poems instead of diving in to understand its true nature. The author creates a sensitive yet aggressive tone to convey two ways of poetry appreciation through his use of diction, personification and metaphor.

Within the poem “Schoolsville” by Billy Collins, the author describes his career as a teacher, highlighting the relationship with his students and how they have impacted him. Collins executes this through his creation of an imaginary town, intertwined with the reality of his profession and the real world. Through the frequent use of exaggerations, humorous imagery, and critical diction, Collins captures his weakening grasp on reality. The speaker captures himself in a dark moment where he realizes how detached he has become from his students and reveals his sense of hopelessness as a teacher.

The conversation between child and parent in the previous paragraph may be a relatable situation for students, but it is not one they often see presented to them poetically. The Crossover is rife with everyday activities such as conversation, texting, doing homework and, of course, playing basketball. These scene present in poetry expose the growing resentment and eventual grief of the protagonist through a variety of figurative language techniques that enforces their importance and power to students in a way the traditional, unconnected anthology poetic does not. By doing this, “The Crossover” opens up a new understanding to students who found understanding poetry both boring and unattainable enter their literary

I am aware that there are better and worse high schools out there than Fremont High School. And yet, reading Kozol's account of the terrible conditions that are endured by these students made me feel more aware of the severity of improper or inadequate education that poorly funded schools provide. All of these problems, alongside my awareness of my fortunate years of education, make me wonder, just as Mireya did, as to why, "...[students] who need it so much more get so much less?" (Kozol 648). Interestingly, I have little to comment on Kozol's actual writing style, even though he wrote this account of his. I was just so attached to the characters within that school that I wanted to be able to reach out somehow; Kozol definitely achieved something very touching here.

When reading the poem “Did I Miss Anything?” personally I was able to relate to the poem being in a college student in the class room for the majority of the day. When reading this poem it was not like other poems learned in this class there was no hidden meaning to it, the meaning was lying right there in the text. The poem Did I Miss Anything portrays the tone as sarcastic. The speaker portrays a sarcastic tone because every time a student asks a question in the form Did I Miss Anything, the speaker pretends that they are answering the question of the student in an honest manner. When the fact of the matter is the speaker is beating around the bush of saying that the student has worded the question in the wrong choice of words. Being enrolled

Now, there’s probably been that one time in your life that you hoped for the best, but the outcome wasn’t the way you wanted it to turn out. Roland, one of the characters in Neal Shusterman’s Unwind, had the same intentions. In fact, Shusterman creates a setting that gets the characters to see what actually were Roland’s intentions. In Chapter 24, the characters are preparing for dinner as Risa goes to wash-up, in the bathroom, which gives Roland the opportunity to go for what he wants. A possible theme for this chapter could be, “Plans don’t always go they way you want them to,”or for life in general LIFE doesn’t always go they way you want it.”

The author Tom Philpot starts the article off with a funny title but non-the less negative analogy of factory farms and anti-biotics. Although a negative title it does catch your attention because the term playing chicken means someone must die. So the title make you wonder what does farm factories have to do with antibiotics one of our most important miracle drugs used to combat infections.

That Mr. MacPherson has grown tired of his job, he thinks that there isn’t much hope in being a teacher and that nothing good has come out of it. His students have drove him to regretting his career choice, that maybe the result of him not being the best teacher and letting the student get to him like they did.

Thomas Paine had it wrong when he wrote about “times that try men’s souls” during the Revolution. I want to introduce him to the real test of willpower- waking up for school in the notorious Northeast winters. One such morning, I groggily opted for comfort over style and wore my rattiest pair of sweatpants, and beautiful heels. The school day passed by in a warm haze of chatter, laughter and a discussion of rather crude symbolism in Ethan Frome. The events after school

“I won’t learn from you” is a classic and powerful group of essays written by Herbert Kohl. The first three chapters “I won’t learn from you”, “The tattooed man”, and “Excellence, Equality, and Equity” all explore ideas that students are more in charge of their learning than most individuals believe. With these theories, students and teachers can help improve each other in every way. Kohl writes a variety of humorous stories, lessons on teaching, and inspirations to be a teacher to any child, regardless of their race, gender, religion or abilities. He addresses serious issues in the public school system, such as reforming to the demands of the school district, adapting the curriculum, and the many pressures as an educator. Kohl helps the

The classes that have been observed and that will be analyzed in this essay are the English Honors and AP English courses which took place at Cerritos High School during the second semester of the academic year 2015/2016. This analysis will focus on the instructor of said classes, David Hind, and on their curriculum, specifically on how the assessment of the students’ learning took place.

The final bell rang, and students erupted in a joyful chorus of cheers as summer break began. I sang a melancholy dirge of self-pity. My bitterness increased as I waited for my mother to pick me up. She came at last and I jumped up, anxious to leave forever. Again, Mrs. Thomas thwarted my plans; she came outside to talk to my mother, undoubtedly about my ignominious fate. As they murmured, I viewed the co-conspirators with hostile eyes. I'm a victim, the final sigh of my fifth grade year whispered wearily.