"With detailed reference to any 3 incidents in the book, show how Mr Braithwaite changes the behaviour and attitudes of the class." When Mr Braithwaite first encounters his class they are an unruly group of people who never manage to keep a teacher for long. They were mostly unkempt and scruffy and weren't very well educated as Mr Braithwaite found out on his first day, " Twenty-six of the class were girls, and many of their faces bore traces of make-up inexpertly or hurriedly re-moved, giving to their youth a slightly tawdry, jaded look… The boys were scruffier, coarser, dirtier… the same wary sullenness" (PG 49 para.2) "Palmer sat down, looking at me questioningly. His reading was shockingly bad. Benjamin's …show more content…
The girls we so stunned by his outburst that none of them dared to move or speak. When he returned to the classroom after break, Mr Braithwaite found it spotless. He saw that most of the girls were ashamed of what had happened. After this Mr Braithwaite spoke to his class the next morning. He told them of his teaching intentions and what they could expect and also what he expected of them. He told them of certain courtesies which he would expect. After this Mr Braithwaite found teaching easier. In the pupils' weekly review, he had made more of an impression. The pupils wrote how they thought some of the courtesies Mr Braithwaite had implemented were stupid, but they also wrote how they were glad that he treated them like adults. Even though Mr Braithwaite had made the first breakthrough with his class, some of them were still unwilling to accept him. One, Denham, who was one of the leaders of the children, was always there to 'take the Mickey'. Denham wanted to cause trouble and prove that Mr Braithwaite wasn't good. On one Thursday afternoon after a day when the class seemed to have been distracted by something, Denham challenged Mr Braithwaite to box him in a PT lesson. It was an engineered incident, planned by Denham. Mr Braithwaite didn't really fight back, thinking he could dodge the blows and then stop
By carefully completing this assignment over the summer, which you need to bring to class on the first day of school, you will be prepared to discuss the story in the fall and to write an in-class essay using your novel as the basis for your response.
After my maths lessons, I proposed a series of questions to myself: why does he call out during my lessons? Why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit next to the teaching assistant? Could I have handled the situation more effectively? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice. Dewey (1933) in Pollard (1998) highlights that
The first thing I will talk about in this book is the positive and negative effects of physical contact with your students. Michie, the main character, was in an incident where he was accused of touching a student inappropriately. Although the truth was revealed that he didn’t do what he was accused of, it shows how physical contact with a student can have a negative impact on a teacher’s career. Even though Michie was merely trying to console a person, children look for attention in any way they can find. This incident nearly cost Michie his job, but at the same time, a big part of teaching is showing the kids you care for them. Michie believes it is hard to care for people if you keep them at arm’s length, and I agree. Physical contact is an
Explore the ways in which the class system is exposed in both Journey’s End and The Accrington Pals.
While writing this text Joanne was attempting to prove the point of if a teacher is stern it might be for the greater good, as she increased her confidence while playing in the orchestra and became what she is today. Without the assistance of Mr. K I don't believe any of the students would have been taught discipline and dedication on their everyday activities in
Teachers may look at him as a student with challenging behaviors, and not want him in their classes in the future. Teachers at schools at times talk about students who have challenging behaviors. If Stanley’s teacher were to speak to teachers that Stanley may have in the future this may cause Stanley to be looked at differently and be oppressed. This writer is not allowed to talk to teachers about Stanley. If this writer were allowed to speak to teachers about Stanley, Stanley’s strengths could be communicated to teachers in order to help stop this
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.
Matthew Fraser, a secondary faculty pupil in Bethel, Washington, conveyed a discourse assigning a kindred understudy for an understudy optionally available office. The discourse was made amid faculty hours as a part of a school-supported instructive gadget in self-government. the intentional get collectively turned into long past to by means of round six hundred college students, a huge range of whom were 14-yr-olds. For the duration of the discourse, the pupil intentionally alluded to his competitor concerning a problematic and specific sexual similitude. The responses of the pupil differed from energetic hooting and hollering to humiliation and bewilderment by using other students within the auditorium.
Throughout this story, David is often times very disruptive in school. There are many examples of this in the story, but on page six, a great example is shown in the picture. David in this picture is blurting out and disrupting class while a girl is raising her hand nicely (Shannon 6). This picture displays masculine and feminine roles that boys are disruptive and naughty while girls do what they are supposed to. This is shown again later in the story as well. David is sitting by a girl, he is playing the drums with pencils and being disruptive again, and the teacher yells “Shhhhhh” (Shannon 11). This picture is a put down to boys because only boys are displayed as disruptive while the girl is doing
He goes on to share that his students voiced that the history they learned during the K-12 curriculum was not the “real history.” While the history being taught in the grade school system constitutes of “triumphal history” were good versus evil is always at stake. It is with no doubt that these students would question what is really being taught in the K-12 curriculum, since college/university history focuses “on failings that do not reflect the highest ideals of society, . . .” (Waters). In addition, Waters states that as children become aware of the faults within the history textbooks, they come to the realization that not everything is white or black. “As a result, young people need new explanations acknowledging that individuals and society routinely fall short” (Waters). Upon having gain this new knowledge about the maltreatment the Chinese people went through, Joan suddenly made new associations with the words “China” and “Man.” On page 87, the utterance of these words sounded “sickening” to her. In addition, to having much historical background on the exclusion act, Joan felt vulnerable in her own sick. On the following page, after only making small alterations to her disguise, Buzbee states that, “She had never felt so naked in her life” (88). Having witness and
Right then. Let’s begin, shall we? So, in the mornin’ I goes to Elwell’s room; I typically find the dame with a bunch a little brats. She’s usually teachin’ em something or other like vowels and all that cal. I never getta work with her mornin’ group; the brats usually screw off before I get there. After ‘at, a group o’ wee little brats come in – first graders, I finks. “Right there, mate?” I always ‘ear from the little rug-rats ‘fore I tell ‘em we gotta get goin on the class. So I gives the brats their white boards ‘n there marker ‘n there erasers and such. Then I reads ‘em a list a little o’ words with vowels and stuff.
The teacher’s attitude toward the students was reflected in their attitudes towards her; it was a mutual disrespect. The teacher adapted a buddy-buddy attitude with students and was surprised when they would not treat her with respect. She was condescending and lacked any patience towards her
Michael Carmody entered the classroom for the second day, with a sense of anticipation, rather than with any nervousness as he had the prior day, where he’d first met the students he’d been given the responsibility to guide to GCSE Literature and Success for the remainder of the year. Not that Michael wasn’t qualified, or confident in his ability to teach the subjects – he’d . It was just that teaching in a classroom full-time was to be completely different than on the sports fields, and in the gymnasium, where he usually plied his trade, where rowdiness was to be expected, and even at times encouraged. but since Mr Edwards had gone down with an illness during the half-term break, and wasn’t expected to return to the next full year, Michael had been co-opted conduct his classes.
The Story of an Hour Kate Chopin 1. The story's basic exposition is presented in its first two paragraphs. What additional information about character or setting would you like to know? Why do you suppose Chopin does not supply this information?
She stubbed her cigarette on the heel of her shoe and flicked it to the side. It was time for her break, which would have amounted to five or six minutes, and instead of going to greet Cecil she lingered on stage with her back turned in his direction. She removed her compact mirror with intentions to spot-check her makeup. What she saw did not displease her: her eyes were outlined with mascara and kohl, the dark red tint to her lips had yet to run, and her rouge still looked quite nice against her pale complexion. She wore a beige-colored dress that came a few inches above her knees, exposing her stocking-cladded stick thin legs. The dress was straight and loose and covered her boyish figure. She wore a long bead of pearls around her neck. And if one looked close enough, they could see a dust of freckles over her button nose. She was everything her parents hated about the younger generation. No wonder they had set her up with such a