Summary Of ' Crazy Is Normal

“In Praise of the ‘F’ word” is a short story written by Mary Shelly which demonstrates the deficiencies within the educational system. No student should be allowed to move onto the following grade just because a teacher cannot tolerate him or her in the classroom. Shelly illustrates this within the story as she tells the reader that she is in agreeance with the teacher’s policy of failing her students. Because of this the reader will realize that students should put in their maximum effort in the classroom instead of diminishing their studies. Once students grow up and move onto their responsibilities in the future, the ones who took school seriously will have an easier time handling those things rather than the ones who slacked off in school. Students should not be afraid to flunk classes because it matures them and prepares them for their future, and gives them a sense of accomplishment when they pass the class.

Edmundson is an English professor at the University of Virginia. He begins his argument with a discussion of class evaluations. He fears the results will be lackluster, just fine, nothing special. If his class is lackluster he fears he will have no significant impact on his students’ lives, no inspiration, and his class will not have changed anyone’s life.

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.

Rose first explains how the educational system classifies a child’s class. He then proceeds to elaborate on how the vocational class works for those who do not do as well in school. He uses pathos so the reader feels emotional for the less fortunate student in the vocational class. Rose conveys his beliefs by using personal examples. He learns true qualities of people and shares the stories of Dave Snyder, Ted Richard, and Ken Harvey. Sharing the personal indications of what puts the students in the vocational class, gives the reader the notion that they have strengths that do not apply doing well in school. Rose ties the examples together in the end to confirm his opinion that one should never settle being defined as average.

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.

The blinds on the windows are shut, it feels like a prison cell as I sit under the spotlight. The darkness outside makes me feel somber and alone. I stare at the glowing screen and think to myself, “It’s just me and this paper.” In December of my junior year in high school, I was assigned a persuasive essay on Nathaniel Hawthorne’s novel, The Scarlet Letter; it was my first academic essay of the year. My previous experiences with academic writing were both stressful and unfulfilling; when the essay topic was announced, I felt only resentment and anger, I remembered my past tribulations. With my mother’s help, this essay was different; after I submitted it to the teacher, I possessed a new perspective on academic writing. From my experience, I learned that strong writing skills are vital to communication, critical thinking, and life outside of the classroom.

Jack was always the family football star, but he was also the family member with the most heart issues; as early on as 16. It was rumored that Jack had a heart murmur, which would end his football career. William, knowing the importance of his brother’s favorite sport, agreed to take the physical for Jack when he was 15. No one knew the Moroski boys by face that weren’t on campus staff, and the doctor running the physicals was a traveling physician. Without question, William was written in as “Moroski, Jack” and Jack lead his team to the victory that took the state championship in the name of the Bears. But baseball wasn’t the only thing William dedicated himself to. Not surprisingly, he also took his schoolwork very seriously. Not as seriously, however, as Ms. Cleo Woods, his 11th grade English Teacher. She was the “ My way or the Highway” Type, the highway being staying after school until the work was done as Ms. Wood instructed. Many people have a least favorite subject, whether it be due to confusion or a slew of poor administrator relationships, and thanks to Ms. Wood, English is now defined as Bill’s least favorite subject, even as he rounds his 87th birthday.

Watt was as much of a leader as I was a college student; as a teacher with no presence to check her power, the room served as both her lecture hall and her kingdom. Neither grace nor wisdom prevailed to oversee the learning process, but fear was instead instituted as the means of motivating students. To establish this atmosphere, Watt designed her course like a military-training program. One week into the curriculum, my fellow classmates and I passed an essay, the format of which had not been taught to us; when then graded on our ability to follow this format, the papers we received were bathed in the blood of red pens, crippled under the weight

From the moment I walked into the doors of Gertrude Fellow’s Elementary School as a five-year-old kindergarten student, I fell in love. I went into each day excited and ready to learn. This passion for school continued throughout my high school and college years. It is part of what drives my love for education. School was always an environment to be myself, explore new things, and to even make a few mistakes. As a young child, I thought everybody felt the same way. I was confused when peers said they hated coming to class, or couldn’t wait to go home. I couldn’t understand why anyone would hate something I loved so much.

On Being Sane in Insane Places is an essay written by David L. Rosenhan regarding experiments in which he and a team of others participated. These experiments were conducted in psychiatric wards of hospitals throughout the United States of America. In the experiments, a member of Rosenhan’s team would ask to be admitted on the grounds that they were hearing unfamiliar voices of the participant’s sex saying “’empty,’ ‘hollow,’ and ‘thud.’” (Rosenhan, 1973). All were easily admitted with the diagnosis of schizophrenia save for one, who was seeking admission to a private hospital, who was diagnosed with bipolar disorder, a more desirable diagnosis. The team would then give only a falsified name and career; the truth about their pasts and relationships

Emily Smith seems to believe that the main problem in this scenario is an issue of the teachers in Alton High School failing to reach and make connections with the students they perceive to be more difficult than others. Specifically, Ms. Smith struggles with a student named Carlos Sanchez, whom her cooperating teacher indicates is the most difficult student in his classes on her first full day at the school. At the beginning of her experience, Ms. Smith opens up to John Nolan, her cooperating teacher, about how Carlos reminds her of her own younger brother Jake. She tells Mr. Nolan “most teachers thought he was dumb. But he wasn’t – he just needed a different kind of teaching. Any teacher that took the time to get to know Jake, to talk to him, to find out why he wasn’t doing the work, ended up getting great results from him” (p. 10). The connection she makes between Carlos and her own brother is reflective of her idea that Carlos’ other teachers simply have not reached him in a way he has needed to be reached up to this point. Her question at the end of the section regarding having lost Carlos for good is also reflective of this as her main problem, as she feels that making a personal connection to her most difficult students is crucial to her management of and success in the classroom.

The author summarized Harvey’s situation. He was first thrown in with all kinds of kids from all kinds of backgrounds, which was upsetting. He saw students excel in courses that only average students have access to. These include French, physics, and trigonometry. Being a working-class kid in the vocational track, Harvey’s options in dealing with the situation were constrained in certain ways. He was defined by his school as “slow”. He was placed in a curriculum that was not designed to liberate but occupy him.

Pearl Cleage’s novel, What Looks Like Crazy on an Ordinary Day gives a glimpse into the life of Ava Johnson, a recently diagnosed, HIV positive, middle-aged woman. Ava begins the novel as a single woman in transition from a fast paced, close-minded life in Atlanta, to a more open-minded, life of opportunity in San Francisco. The transition brings her to her hometown of Idlewild, Michigan to stay with her sister for the summer. Ava’s transition ends up evolving into a permanent new life for her. The decision to stay in Idlewild, her relationship with Eddie, and all the decisions that Ava makes after being diagnosed with the HIV virus are based around what she sees appropriate for

Cass Adams comes from a long line of crazy, and she fears passing that on to her unborn child. Also, she’s run over Roland and Clay’s surprise half brother Britt, landing him in the hospital. With her inner demons coming out to haunt her, she doesn’t know if she should keep the baby.

Ms. Gruwell was more dedicated and determined than the other teachers at Woodrow Wilson High School. Even though she was warned by other faculty and staff members, she went in with an unbiased opinion of the students in her class. She led the classroom by not showing her frustrations when something went wrong or if a fight broke out. Instead of complaining about the lack of resources that the school provided her with, she found ways to get it herself by working more jobs. In order for her to lead the classroom, she tried to find common ground between her and the students. She tried to make them feel comfortable with her as their teacher. Her