Theorists Impact on Teaching and Learning

Theorists Impact on Teaching and Learning The government aims to support and develop childrens learning; these include the Plowden Report (1967), The National Curriculum (1999), a more recent review known as the Rose Review (2009) and The Primary Cambridge Review (2009). These reviews were heavily influenced by both Jean Piaget and Lev Vygotsky. This assignment will compare two learning theorists and the impact they have on teaching and learning. My main focus will be on Jean Piaget and Lev Vygotsky however Jerome Bruner will also be mentioned. Firstly, the assignment will describe and critically analyse Jean Piagets theory of cognitive development. Secondly, I will describe and critically analyse the strengths and weaknesses of Lev Vygotskys theory of socio cognitive development. Both learning theorists will be examined and compared along with the implications they have on effective teaching practice. I will then move on to evaluate the impact it has on an individual child in terms of teaching and learning, taking their development needs into account as well as talking about maturation of the child. The school will also be mentioned throughout this assignment. The name of both the child and the school will not be disclosed due to privacy. I will also discover the factors that influence teaching and learning in the four main subjects, these include: Literacy, Numeracy/Mathematics, Science and ICT. Jean Piaget (1896-1980) was a biologist who moved into studying developments of childrens understanding by the age of 21, this was done through observation, speaking and listening to the children on a task that he had set. Piagets work on childrens intellectual development owed much to his early studies of water snails (Satterly, 1987, p. 622) Piaget was a well known French speaking Swiss theorist who believed that children learn by active knowledge through hands on experience. To do this the adult should provide the right materials to allow the child to interact and construct effectively. His views on how a childs mind functions and develops had a great influence especially in education theory. He mainly focused on child maturation to increase the understanding of their world; children cannot carry out certain tasks until they are psychologically mature enough to do so (Child-Development-Guide, 2010). Piaget believed that childrens thinking does not develop smoothly throughout childhood as there are certain points in which it expands and progresses into new aims and capabilities. The transitions took place at about 18 months, 7 years and 11/12 years of age; this meant that before these ages, no matter how bright a child is he/she is not capable of understanding things in certain ways. Piaget used Socratic questioning to get the children to think more about what exactly they are asking or thinking about, the aim of this was to get children to see contradictions in their explanations. Piagets theory of cognitive development was the central structure to his theory. The acquisition of knowledge in childhood which included processes such as understanding, reasoning, thinking, problem solving, learning, conceptualising and remembering, as a whole understanding all the aspects of human intelligence that are used to make sense of the world. Cognitive development is purely concerned with intellectual functions that can be studied individually from socio-economical functions (Atherton, J. 2010) Cognitive structures are patterns of physical or mental action which correspond to the stages of child development. Both Piaget and Vygotsky believe that childrens cognitive development takes place in stages. However Piaget was the first to show that children go through different stages of cognitive development. According to Piaget there are four primary development stages, these include: sensorimotor, preoperations, concrete operations and formal operations. The sensorimotor stage ranges from 0 to 2 years; this is where intelligence takes the form of motor actions. By the actions they perform in their environment through sucking, watching, biting and a number of other responses they may perform. According to a test undertaken by Piaget the child will look for an object that s/he has seen being hidden, this occurs when a child is around 8 months old. Intelligence in the pre-operation period consists of 2 to 7 year olds. At this age the children are capable of using symbols such as words and images to make sense of the world, imaginative play is used and they can tell the difference between fantasy and reality. The child can see a situation from another persons point of view, this is known as egocentrism. According to Piaget, the egocentric child thinks that others see, hear and feel exactly the same as s/he does. REF! bbc article The cognitive structure during the concrete operational stage consists of 7 to 11 year olds. Children need a number of mental operations such as classification and conservation so they can mentally manipulate symbols in different ways. Conversion is when the child has to ability to understand that redistributing material does not affect its mass, number or volume. By the age of 7, the child should understand that when a liquid is poured into a glass of different shape or size the quantity of liquid remains the same, only the appearance changes REF. The final stage is the formal operations which consist of 11 to 15 year olds. At this age children are capable of mental operations including abstractions and logical reasoning (Schaffer 2004, p.168). The mind of a child who is 11 years or older can carry out mathematical calculations, be creative, have accurate reasoning and imagine the outcome of specific actions REF. After analysing Piagets theory, I believe that his four stages of development and the structure of teaching is closely linked. The sensorimotor stage fits in to the early years foundation stage (EYFS) where children mainly learn by playing and exploring the facilities around them. In the nursery and reception classes of the school, the children have a variety of continuous provisions areas within the classroom that relate to the real world such as shops, post office and kitchens. This allows the children to explore role play and discover real life situations. Tasks are set up to allow the children to explore freely whilst the teacher observes the childrens involvement in the activity (EYFS, 2010, online). This relates to the principle of enabling environments in the EYFS themes: The environment plays a key role in supporting and extending childrens development and learning (EYFS, 2010, online). The second stage links to children who are in key stage 1 (KS1). The children develop words that support play with ideas. The school has a shop corner which contains a till, plastic shopping basket with play foods and plastic money, this allows the children to play within the shop and explore the money. I believe this allows the children to learn as well as play as its leveled at their ability. It is important to give the children real life situations and problem solving as the skills can be applied throughout their learning and help them develop into mature adults. Providing the children with hands on experience in certain areas of the curriculum such as EYFS, mathematics and literacy has been taken from Piagets theory. The child is observed during a practical activity and his/her engagement and communication skills are recorded (Briggs et al, 2005, p.27). I feel it is important that EYFS, key stage one and key stage two should be closely linked and flexible so the child has the correct skills and knowledge throughout the stages to build their confidence and succeed in the future. As part of a Literacy topic the children had to act out Goldilocks and the three bears. They were put in groups and were given a script. The children had to read the script and act it out. This provided the teacher with information on each childs cognitive ability and allowed her to assess and set targets for each child. The concrete operational stage ties in with KS2. However, after observing a key stage two there is a change in terms of teaching style and the activities undertaken in EYFS and KS1 The aim of KS2 is to develop the logical process in the learning. Every week the children carry out guided reading, this differentiates from fiction to nonfiction depending on the ability of the child. The children have to read and make sense of the book in order to answer related questions. Finally, the formal operations stage links to KS3 and consists of children working independently and building on existing knowledge. Piagets theory allows the child to learn actively and gain knowledge from any mistakes that they make. However, I feel that Piagets methods are underestimated and may have a huge impact on learning. When learning the core subjects mainly Literacy and Mathematics, Piagets theory ignored the social aspects of the child which unvalued the importance knowledge and culture which led to underestimating the ability of the children. His is widely used in a number of schools, however I strongly feel that the teaching should cover a wider range including the external factors and the environment especially the social and emotional aspects of learning (Isaacs, 1929). On the other hand Vygotsky believed that a childs learning cannot be separated from its social context. An example of the importance social context has is Piagets three mountain experiment. Piaget concluded that children are unable to see things from another persons perspective (Schaffer, 2004, p.174). In the experiment he used 3 mountains of different sizes and children aged from four to twelve years old. The children sat on one side of the mountain and a doll was placed on the other side. The children were then shown photographs of the mountains from different positions and were asked to choose a photograph the doll can see from her position. Piaget found that children under seven years of age could not see things from another persons perspective therefore were egocentric (Wood, 1998, p. 66). However the appropriateness of the three mountain experiment was questioned. Borke states that children performed poorly due to unfamiliarity and not motivating enough for the children to complete successfully (Smith et al. 1998). When the experiment was repeated by Hughes (Donaldson, 1987, p.137) using a policeman and a doll. The children were asked where the doll should hide so the policeman does not find her; he found that nearly ninety nice percent of children aged five were correct. He concluded that if the child is given a familiar situation he/she will think objectively. Cognitive structures change through the following processes: adaptation, assimilation and accommodation. Adaptation is found in all biological organisms to adjust to the demands of the environment, assimilation involves the individual to incorporate new experiences into existing schemas and accommodation is where the individual modifies existing schemas to fit the new experiences (Schaffer, 2004, p.165). This relates to other learning theorists in terms of constructivist perspectives of learning including Jerome Bruner and Lev Vygotsky. However researchers have found it difficult to measure developmental processes: assimilation, accommodation and equilibration. They found it difficult to identify processes that are central to Piagets theory (Meadows 1993, p.19). Piaget claims that his stages are universal regardless of culture, this has also been questioned as a number of studies show that children are able to reach stages earlier that Piaget has stated (Bower, 1974). A three month old baby was shown a toy that was covered by a screen, when the screen was moved the toy had vanished and in another condition the toy was still there. The babies heart rate was measured both when the toy was there and when the toy disappeared. The results showed that there was greater change in heart rate when the toy disappeared. The toy was replaced with different objects and Bower (1971) found that babies show more surprise. Schaffer (2004, p. 184) felt that Piaget under estimated the abilities of children. Applying Piagets theory requires specific recommendations for a certain stage in the cognitive development. For children who are at the sensorimotor stage, adults should provide them with a rich and motivating environment and a number of objects to play with. However a child who is at the concrete operational stage should be provided with activities in which they can classify problems, order and location of concrete objects. This allows the adult to see the different explanations the children at different stages of cognitive development will come up with. The activities or situations given should engage the learners and requires adaptation such as assimilation and accommodation. The learning materials given to the children should be relevant and should involve the right level of motor or mental operations for a child depending on his/her age (McLeod, S.A. 2007). Another critic of Piaget is that he used his own three children for many of his experiments and observations not thinking about the culture they came from (Smith, et al 2003, p. 412). Due to this he failed to take children from different backgrounds into account. A larger sample with children from various backgrounds should have been used to get a more accurate and generalised result. Piagets theory received a number of critics however his work had a major influence in the education sector. He disliked the idea of children being taught sat at desks, listening and transmitting information the teacher gives. Piaget believed that children learn through discovery, the task should be set by the teacher and children should be left to discover, any mistakes the children make should provide useful information on the childs cognitive development. Also for the correct answers, the process of how the child worked out the correct answer should be investigated (Smith et al, 2003, p.388). The curriculum is set out in a sequence, particularly in the core subjects such as mathematics and science. This is influenced by Piagets theory. The choice of learning objectives, curriculum sequencing, grade placements of topics, the assessment of childrens intellectual functioning and teaching methodology (Murray, 1985, p.291) It is important that the class teacher knows at what stage of cognitive development each child is at as it is an important aspect in Piagets theory. This also has an impact on pedagogy as teachers have to change their teaching style to enhance the childs development. The second theorist i will be critically analysing is Lev Vygotsky (1896-1934). He was born in Russia in the same year as Piaget. He studied law and graduated at Moscow University. He then went on the study a Ph.D in Literature and Linguistics. Vygotskys began to work in psychology after the Russian revolution where the Marxism replaced the rule of the czar. The new Marxist philosophy emphasised socialism and collectivism. Individuals were expected to give up their personal goals and achievements to improve the society as a whole by sharing and co operation. The success of an individual was seen as reflecting the success of the culture. Heavy emphasis was placed on history, believing that any culture can only be understood through the ideas and events that have made it occur. (Vasta, R., Haith, M.M., Miller, S.A., 1995). Vygotsky used these elements in his model of human development; this is known as a sociocultural approach. The development of an individual is a result of culture. The theory primarily applies to mental development such as the thought and reasoning process which were believed to develop through social interaction with others mainly parents. He states: Every function in the childs cultural development appears twice: first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of ideas. All the higher functions originate as actual relationships between individuals (Vygotsky, 1978, p.57). Vygotsky looked at mental abilities and processes in historical terms using the events that led to them whereas Piaget believed that the childs development process follows a similar pattern of stages. Vygotsky saw intellectual abilities as being much more specific to the culture in which the child was reared (Vasta, R., Haith, M.M., Miller, S.A., 1995). Culture contributes to a childs intellectual development in two ways: firstly children obtain knowledge from it and secondly they obtain the tools of intellectual adaptation from the surrounding culture. Therefore culture provides children with the means to what they think and how they think it. Vygotsky viewed cognitive developments as a shared problem solving experience with another adult, such as the parent, teacher or sibling, this is also known as the dialectical process. Initially, the person working with the child takes the majority of responsibility for guiding the child through problem solving and steadily hands full responsibility over to the child. Every child is different and will react and learn in different ways however Vygotsky stresses language dialogue as adults will use it as a primary resource to transmit knowledge within their culture. The childs own language is of great help as it is a primary tool of intellectual transformation. Eventually children can use their own speech to direct behaviour usually in the same way as the parents speech once directed. This change relates to Vygotskys theme of development as a process of internalisation. Knowledge and thought exist outside the child at first in the culture of the environment. Development consists of gra dual internalization, primarily through language, to form cultural adaptation (Rogoff, 1990). The second aspect of Vygotskys theory is cognitive development which is limited to a time span that is known as zone of proximal development (ZPD). ZPD is the gap between what a child can solely achieve, their potential development which depends on the independent problem solving and what the child can achieve though problem solving with help and guidance of an adult or more capable peers. (Wood, D., Wood, H., 1966). What children can do independently is known as level of actual development and is a standard IQ test measure. However this measure is important but incomplete as two children may have the same level of actual development as it gets the same number of answers right on a test. With help of an adult, again one child may solve a number of problems whereas the other child may only solve two or three. What the child can do with help of an adult is referred to as level of potential development. (Vasta, R., Haith, M.M., Miller, S.A., 1995). Maximum development of ZPD depends on full social interaction of an adult with a child. The more the child takes advantage of the assistance the broader their knowledge of ZPD will be. Scaffolding was invented in 1976 to describe tutorial interaction between an adult and a child. It was used to explore the help and resources an adult provides so a child can carry out a complex task efficiently. This links to Burners ideas of the spiral curriculum. A parallel has been drawn between the notion of scaffolding and ZPD theories of Vygotsky (Hobsbaum, A., Peters, S., Sylva, K., 1996). Before an adult can provide learning opportunities they much evaluate the childs development level at present along with the length of the ZPD. It is important that the child values and makes use of the help that is offered. The child needs to be capable to benefit from the give-and-take conversations with others (Bruner, 1983). In Vygotskys theory language plays a major part in the learning and development process. A child is encouraged to think in new ways and gain a new cognitive tool to make sense of the world. Language is used to solve problems, overcome impulsive action and plan a solution before trying it to control behaviour (Jones, 1995). It is also used for a social purpose, so children can obtain help of peers and solve problems. In this process of development the child starts to practice the same forms of behaviour that other formerly practices with respect to the child however this behaviour is only understood in a social context. Vygotsky has had a great influence on Bruners theory with the introduction of scaffolding and spiral curriculum. Scaffolding is an effective strategy that accesses the ZPD. Scaffolding involved the teacher providing the children the opportunity to build on their current skills and knowledge. This involves the teacher engaging the children and simplifying instructions so they are easily understood. Scaffolding has been used in every subject to support learning especially when introducing new topics. In Literacy the children had to write a story ending. Work was set according to their ability, through the spiral curriculum. The child expressed his ideas and the teaching assistant wrote them on a dry white board ready for the child to copy onto paper. The child was assisted by questions directing her to revisit the story and think about the ending. However this can be a problem as the teacher may offer too much help which may lead to the child expecting help every time and not thinking on their own. Also when observing an ICT lesson, the teacher guided the child through the stages of what needs to be done. The children were then left to complete the task independently. The guidance given relates to Vygotskys approach and the creativity and constructivism is enhanced by Piaget. I observed a year two class in mathematics; they were starting a new topic on difference. The objective of the lesson was to work out the missing number in a sum. To explain this, cubes were used to visually represent numbers so they are easily understood. Both the addition and subtraction methods were shown. Many examples were given until the child fully understood and could work on their own initiative. The activity was then extended to using two digit numbers. The teacher adopted Vygotskys method of ZPD and found that most children had understood the word difference and how to work it out after a number of examples were shown. Unlike Piaget, who concentrated more on individual learning rather than providing adults with a role to help children learn, whereas Vygotsky believed that both other adults and culture play a major part in the development of a childs cognitive ability (Schaffer, 2004, p.90). However Vygotsky constantly mentions how children develop with guidance and help from other adults but does not state how they individually develop (Schaffer 2004, p.215). He failed to recognise how children are motivated to learn individually. Vygotsky focussed more on co-operative learning and little attention was given to individual learning. Vygotsky never took development changes of a child into account. He viewed the child in the same way at the age of two and at the age of twelve. Also the ZPD has been critically analysed by researchers. They have found that teachers have control over a childs thinking as they can ask questions that require certain answer which limits their learning. This kind of questioning is only suitable for children who are achieving below average. A teacher has to be extremely talented to successfully apply the ZPD and guide the children through a task instead of telling them what to do. However the ZPD cannot be applied to every child within a class as the teacher does not have sufficient amount of time to do so (Schaffer 2004, p.217). A final criticism is that Vygotsky failed to take the emotional aspects of a child into account. He did not recognise what happens when a child cannot complete a task or gets something wrong. If a child continuously gets something wrong, does the child lose motivation or continue with the task and hope to succeed? A child goes through many forms of emotion when they are unsuccessful in a task or get something wrong however this has not been mentioned anywhere within Vygotskys theory. Likewise Piaget also failed to take the emotions of a child into account (Schaffer, 2004, p.218). Vygotskys behaviour is particularly relevant to those who are concerned with the use of language as it can be crucial and interrelated with the action. Both Vygotsky and Piaget looked at preschool children in problem solving situations. Piaget believed that the self directed behaviour is egocentric and has a minimum relevance to a childs cognitive growth however Vygotsky referred to it as private speech. Vygotsky believed that private speech grows through interactions with adults; they begin to use parents instructions to direct their own behaviour (Sà ³lrà ºn B. Kristinsdà ³ttir, 2008). Both Piaget and Vygotsky had a conflict when explaining that development theories should not be taught until the children are at the right development stage. Piaget believed that the children are the most important aspect of cognitive development which conflicted with Vygotskys zone of proximal development. However Vygotsky argued that the social environment can be of great help when it comes to cognitive development of the child. The social environment can help children adapt to new situations with ease. Both theorists had the same aim of finding out children think of ideas and translate them into speech. Piaget discovered that children like to explore for themselves the way the world works and what it has to offer however Vygotsky wrote in Thought and Language that human mental activity is the result of learning. This led to Vygotsky believing that acquisition of language has the biggest influence on a childs life. Piaget had a huge emphasis on universal cognitive change and Vygotskys theory expected to have variable development depending on the cultural experiences a child has had. Piagets theory had an emphasis on the natural line whereas Vygotsky preferred the cultural line of development (Gallagher, 1999).

Urban Legend of Photos of Hikers on the Appalachian Trail :: Urban Legends

Lost Among the Leaves: Secret Photos of Hikers on the Appalachian Trail This story, which I have named â€Å"Lost in the Leaves†, is a very detailed and place specific version of the unexplained photographs legends. While unexplained photograph legends often involve humorous pictures taken as a practical joke, there is also a darker streak of these legends. These are legends where mysterious photographs reveal just how near a person was to death through photographs developed after the fact. The fear in these is of what could have happened. In this version however, the photographs serve to warn the endangered as well. This urban legend thus allows other interpretations for why the photographs were taken, and shown to the endangered party. I collected this urban legend from a Freshman here at the University. It was told to him as a scary story when he was hiking along the Appalachian trail, about five years ago. Have you ever been on the Appalachian Trail? OK. The man who proposed it had a utopian vision of a long, tenuous string of outposts stretching from Maine to Georgia, such that adventurous young men and women, possibly disenfranchised by society and the economy, could trek from one end of the country to the other sharing each night with similarly disposed adventurers. Each outpost was to consist of dozens of beds, a kitchen, a chess set sitting on the porch. The idea was every traveler should feel at liberty to pursue the trail at whatever speed they desired, with the assurance that wherever their feet took them they would find welcome. Reality falls a little short of this vision -- most of the shelters are actually three-sided cabins with four bunks-- Mouse infested-- But still, finding a structure of obviously human origin in the wilderness is a comforting thing. Sometimes, on the trail, you'll come across an artifact of a previous traveler -- say -- a rope swing -- that is obviously constructed with such care that it seems to carry something of the soul of the person who put it there. I remember once coming to the top of a mountain and finding a meadow that was bare grass except for one tree in the middle -- and from that tree hung a rope swing that looked to have been there for decades. The Appalachian Trail convinces those who follow it of the existence of ghosts. Benevolent ghosts.

Human Nature :: essays research papers

Human Nature   Ã‚  Ã‚  Ã‚  Ã‚  After reading Bobby Anne Mason’s short story, â€Å"Shiloh†, I discovered her overall purpose for writing it. This essay discusses the overall purpose she used to write â€Å"Shiloh†, as well as what incites into human nature that she offers us through her characters. This essay will use specific examples from the story to convey Mason’s point.   Ã‚  Ã‚  Ã‚  Ã‚  The character Leroy, was a victim of a highway accident, and is drastically changing his life style because of it. He made many promises to his wife Norma Jean when they got married at the age of 18. He couldn’t pursue these promises because of the long hours he had as a truck driver. Since he would be home a lot more after the accident, he wants to build a cabin for Norma Jean, something that he promised her since the day they got married. Norma Jean doesn’t want the house she has always dreamed about or even want Leroy’s company. Even though the couple has been married several years Leroy is aware of the several differences they have. Norma Jean has a lot of knowledge about cosmetics, and Leroy thinks fondly of the other petroleum products-axel grease and diesel fluid when she talks about her cosmetics. He thinks his being home a lot more, would allow for new marriage, or fresh start. However Norma Jean doesn’t share the same feeling about the homecoming. She never complained about his traveling and long absences but also is not celebrating his permanent homecoming very happily. Sometimes when she comes home, she is startled to see her husband, and sometimes looks disappointed. Leroy’s newly occurring presence has allowed Norma Jean to realize that she doesn’t love her husband like she used to. As for Leroy he can now appreciate what his wife does, and even joyously sits down and listens to his wife play the accordion that he bought for her birthday a few years back. Leroy begins to notice changes in other aspects of the couple’s relationship.   Ã‚  Ã‚  Ã‚  Ã‚  Before the accident, when Leroy came home, they used to stay home watching television and playing cards. She would always cook and clean up the mess from dinner. Now, she is never home, leaving a cooling place in the bed. But when she is there Leroy still sees things about his wife that he never realized before. The things tat were familiar to Leroy are gone but now is recognizing habits of his wife that he never had the chance to admire.

Tennysons Use of Landscape as an Indication of Mood :: essays research papers

Tennyson’s poetry is renowned for reflecting a penetrating introspection and meditative expressiveness unsurpassed by other poets of his time. His explorations into a vast breadth of topics ranging from the political to the deeply personal reflect his multifarious enthusiasms, and his ability to reach out to his readers as well as probe the depths of psychological expression. ‘The Lady of Shalott’ and ‘Mariana’, two of his earliest poems, exemplify this ability to communicate internal states of mind through his use of scenery. Although Tennyson’s use of landscape indeed creates a strong vivid impression, I feel that it also serves a higher purpose: namely, to express the psychological state and mood depicted in the protagonists of the poems. As a child Tennyson was profoundly influenced by the poetry of Byron and Scott, Romantic poets celebrated for their presentations of emotional or psychological issues through natural imagery. This influence can be plainly seen in his poetry, none so much so as in ‘Mariana’ where he uses Keatsian descriptions of the surroundings to describe a woman’s state of mind. The subject of this poem is drawn from a line in Shakespeare’s Measure for Measure: ‘‘Mariana in the moated grange.’’ This describes a young woman waiting for her lover Angelo, who has abandoned her upon the loss of her dowry. From the outset Tennyson creates an impression of profound disrepair and decrepitude, the ‘sheds’ are left broken and abandoned, the thatch is ‘worn’ and covered in weeds. Everything is coated in rust, moss or dust, unmoving, inactive and still. This strong suggestion of stagnation recurs throughout, and is emphasized by the refrain of the poem: ‘She only said, ‘My life is dreary, He cometh not,’ she said, She said, ‘I am aweary, aweary, I would that I were dead!’ This acts almost as a confirmation of what the reader already suspects, that Mariana has been abandoned and the ‘grange’ with her, and expresses continuity without hope of change. His use of adjectives such as ‘lonely’, ‘ancient’, ‘level’ and ‘old’ throughout the poem poignantly express disrepair and isolation. This sense of dormancy Tennyson depicts draws a direct correlation with the psychological state of mind expressed in Mariana. He uses her surroundings to echo the fact that she is left in a constant state of perpetual, isolated brooding and that through her dejection all she sees appears equally miserable and ‘dreary’.

High School and Peter Essay

1.In his senior year of high school Peter Martin was sixteen. He was built like a rock, but no one noticed him in his school until the day of the first football game. When he scored three long-running touch downs. At the high school dance Peter was very excited to be going. He had never been to a high school dance before because he didn’t really have any friends. After the game Peter felt good about himself for leading his team to victory, and wasn’t so shy and starting to talk to people that he didn’t know. The high school dance was at a really big house close to the high school. When Peter gets to the high school party he doesn’t know what to really expect. The first thing that happened at the party was that a girl that he didn’t really know came up to him and wanted to dance with him. Peter says yes to the girl, so they go and dance for a very long time. After they were done dancing the girl gives Peter her phone number. Peter and the girl that he meets start dating each other. Peter is a very smart kid and has very good grades. The types of friends that he hangs around are athletic people. On the weekends Peter sleeps in to around 12:30pm to 1:00pm. The way Peter and his family act to one another is that they treat each other with respect. 2.One implied detail about Peter is that he is timid. â€Å"His shyness, his shrewd and dogged ways, his blue eyes gazing from underneath a shock of dark hair†. This quote shows that Peter doesn’t like being around people. The second implied detail about Peter is that he is not easy to hit down. â€Å" 3.(A) The people that are there from Peter’s family are his dad, his mom, Joe, Mickey, Ruth, and Elizabeth. (B) It is cold outside, so everyone has to keep warm. â€Å"All bundled up in warm clothing and flushed from the cold wind.† Peter’s family might not know a lot about football. â€Å"It was the first football game in the Martin’s mother’s experience. 4.(A) One point that the coach give to his team is to don’t give up in this game because it isn’t going to be easy. Another point that the coach states are that he is comparing the sizes between his players and the Lawton Boys. (B) I think that the player â€Å"love† the old man because he is a good coach, but also the get the whole point of the speeches that he gives to them. 5.(A) One of the first things that happen is that the ball is kicked to Peter and Peter loses it in the sky and it drop right in front of him, but somehow he returns it for 30 yards. The second thing that happens in the game is that Peter run wide and gained five yards. (B) One thing that happens in the stands is that Peter’s family is shouting to him saying positive things. The second thing is that Peter’s mother never sees anything that Peter does on the field. (C) At half time the score ended 0-0. 6.At half time the coach states that he wants them to do more passing plays. Another thing that the coach says it that he wants them to do a trick play. The final thing that the coach says at half time is that he wants them to try the forty- seven in their end zone.

Heroic styles of Beowulf and Sir Gawain Essay

Throughout history, unlike cultures hurl held different virtues in the highest regard. The Anglo-Saxons, like the unknown scop of the rime Beowulf, valued strength and courageousness everyplace any some other quality. On the other hand, the earliest English mountain, like the poet of Sir Gawain and the reverse lightning Knight, respected honor and the basic codes of valour over tout ensemble else. both Beowulf and Sir Gawain, therefore, pomposity the near favored qualities of their people Beowulf by defeating monsters, performing great feats of courage, and telling of his whole kit and caboodle Gawain by being loyal, brave, and honest. Both settles of qualities are displayed throughout each tale.In Beowulf, compose in about the fourth degree centigrade AD, the heros head start major(ip) test is to fight a capacious monster. In doing so, he proves his sensual abilities, and therefrom establishes his hero/ leader status. To be the best, you have to be the stronge st, and he says Fate stay freshs/ the alimentation when they drive away death by themselves (572-73), certifying how much Beowulf relies on his physical strength. On the other hand, Gawains first test is not physical, but psychological. He is forced to prove his truth to Arthur, by offering his life to the Green Knight.He does not claim to be the best, or the strongest, and in fact claims I am the weakest, I am aware (part 16). Gawain is displaying his modesty, and the me fractureval belief that a person should be humble about himself. This displays the immediate fight between the two cultures. For the Anglo-Saxons, if you wanted people to know youre a hero, you tell them youre a hero. For Gawain, and the Knights of the Round T qualified, they essential act humbler, in order to call forth to their Christian beliefs.However, both societies do rent their heroes to display some uniform traits, the closely common being courage. Gawain must(prenominal) betoken how brave he is by devising a long and difficult journey to fulfill his oath, and die at the hands of the Green Knight. Beowulf must show his courage by fighting off broad monsters, point to the last day of his life. why should I be dismayed? /Of crack of doom the fair or drear/ by a man must be assayed (24) shows how Gawain believes a hero should conduct himself, with self-worth and honor. He does not believe that travel to his death will be such(prenominal) a bad thing, since it will set aside him to keep his honor intact. This sounds very similar to Let me experiencein grandness/ and courage, or here in this hallway welcome my death, Beowulfs concept of bravery. Beowulf believes that each he is going to win, and kill Grendel, or Grendel will win and kill him. either way, it is up to wyrd, his Fate. The resemblance continues with the theme of generosity.Both try their very hardest to not exclusively keep all their earned riches (or lack thereof) to themselves. Beowulf, upon recei ving heaping treasures from Hrothgar, promptly dispenses it among his men. He even rewarded the boats watchman/ who had stayed behind, with a sword that had hammered/ gold smart on its handle, (1901-03) showing how he treats all his men as equals. The watchmans job, to him, was just as important as all the other warriors that actually travelled with him. Similarly, Sir Gawain tells the lord of the house that he apprehended the hospitality of the host by remarking I would give you some guerdon gladly, were I able (82) immediately before departing. He says this to show the host his graciousness, but also displays his generosity, displaying the similarities between the two cultures.Finally, each has an opposite bring in of their importance in society. Beowulf believes that the best thing someone faecal matter do is rifle the intimately famous, and to have your name live on forever. Fame after death/ is the noblest of goals (lines 1388-89). For him to die in battle is the single m ost important thing he can do, to ensure he lives on in legend. On the other hand, Gawain thinks that he must do his part, and better the whole of Camelot. Since this conflict is so foolish that it nowise befits you, (part 16) says that Gawain is involuntary to sacrifice his own life to save his king. He thinks he is the least of the Knights, and the most nonessential of them, and therefore the best candidate. Furthermore, I would fainer fall dead than fail in my errand (42) shows his dedication to the task he set out for. The two characters are in stark contrast between their concepts of self-worth.As you can see, the Anglo-Saxon and early English people held widely varying notions of what a hero/ leader figure should be. For the anonymous scop that wrote Beowulf, battle, glory, and fame were paramount to the unknown singer of Sir Gawain, honor, honesty, and loyalty to ones country had drop dead priority.

The Identification by Roger Mcgough Analysis

â€Å"The Identification † by Roger McGough Is a poem in which there is a Character for whom I feel sympathy. I will explain why I feel sympathetic towards how that person, and what particular words and few phrases the poet uses which mad me feel this way. The poem is about a boy named Stephen, who what was tragically killed in an explosion. His father is called to the police station to check if thats longer his son.Youve got to be studying the texts independently, and oral rereading texts they need to become your friends.† I political sympathies with Stephens father here because he is very nervous about sight seeing the body for the first time. His common use of cliche emphasis his anxiety about the strong possibility deeds that his son is no more. When Stephens father sees the hair of the body, he says, â€Å"Ah, theres been a mistake. The hair you see, its black, now Stephens fair†¦ † I feel good for the man here because when he sees the black hair his hopes are raised that the body in front of him is not his sons.The words dont always read left to right because were utilised to.

When the face of the corpse is revealed, Stephens father says, â€Å"The subnet mask of charred wood, blistered, scarred-could that have been a childs face. † I feel sympathetic towards Stephens father here as he was shocked to see the childs face.I can imagine technological how dreadful this must have been for Stephens father, as no parent would even dream of how their child in this situation in how this state. Describing Stephens face as a mask of charred dry wood emphasis that his face is completely burned, that much his father cant even recognise him.First came that expensive long trip to the jeweller.When Stephens dad saw the scoutbelt, he said, â€Å"The scoutbelt. Yes thats his. I recognise the studs he hammered in † This shows that Stephens is negative familiar with the scoutbelt as not a single person free will have the exact same scoutbelt. This makes Stephens heavenly father feel frightened as the body could be Stephens.Its consider also unique in that it doesnt full employ a chronological.

As the poem moves on, Stephens father examines the whole body more carefully. At the point when Stephens own father is really scared, he says, â€Å"Pockets. Empty the pockets. Handkerchief? Could be any elementary school boys.Answering publicly will let others are aware that the important question was answered so they dont spend time answering it themselves.Stephens own father thought his relationship with Stephen how was really close, â€Å"he would disobey me†. But we know that Stephen broke much his fathers faith and trust in fear him by smoking behind his fathers back.Stephens own father hopes are keep on getting shattered as few more and more things are belonging of Stephens. When Stephens father saw the penknife he said, â€Å"but thats his penknife.Meaning Paraphrase It how was be a moment.

Grant gave him just the other night. †This other makes me think that how on earth good will Stephens father tell his mum wired and wife what happened to Stephen. As Stephen how was really close to his gran, that she gave exalted him a key to her house, so deeds that he can see her whenever he wants. Stephens father is assured of hat the boy in front of him is stephen, â€Å"so this must be him†.The poetry flows the weather.In the last three lines, Stephens father says, â€Å"Yes thats it. Thats him. Thats our Stephen. † This makes me feel sympathy towards Stephens father as he accepts the fact that his son is no more.Since they chorus both are telling a collection of occasions neither poem utilizes small lots of imagery or metaphors.

With his approach, these poems are persuasive and are simple to digest.The person who makes the tea.Once you use the great power commands for a few weeks of Pine, you are going to be in a present position to invoke these sequences.To me this is quite a satisfying reaction.

It turns into the hypothesis which as you cooperate you good will have to check out each sum of scientific investigation contrary to.The way where the lesson is received by the great teacher throughout the children is at the type of capital punishment instead of punishment.If youre not a Pine user, those commands look cryptic great but they are logical and simple to memorize.The matter is if were late young our friendships must be begun by us.