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Essay â€Å"Children need positive invitations to read, demonstrations, information, explanations that fit their understanding and texts that engage them if they are to learn what reading is all about† Meek in Carter, p. 146 Fables are short stories that have an abstract moral lesson, fables consist on talking animals which have human like qualities while others consist of only humans or both in a story. Fables impart moral values and life skills which are indeed valuable to young children. The Didatic value of two fables will and the way one would approach these texts in a classroom will be discussed in the following essay. Reading which is at the heart of any literature is key to the children’s development be it socially, academically or language development. Fables are a wonderful way of getting children to read as they offer enjoyment; it increases the child’s vocabulary and encourages use of the language. The child’s reading skills are developed and since most fables consist of talking animals and are not time bound it stimulates the children’s imaginations. We will look at two fables whereby one will realise that through the different characters and traits children have the advantage of comparing and understanding themselves or issues at hand. One will also see it expands children’s views of different places and cultures but most of all its scaffolds children to the realisation of moral values. Fables can be used to a teachers favour in a classroom environment. For example, children are playful by nature and there attention span is only that long to keep themselves stimulated you might find some learners disrupt the class by troubling other learners, playing tricks and acting the fool is common disturbances teachers face with youngsters. A fable that will suit children who play tricks on other learners will be â€Å"The boy who cried Wolf† By exposing children to different type of character, places and consciences they develop ‘innerresources’ stated by Bruno Bettelheim. Bettelheim discovered through observation of children at play, they would take on or associate with the main characters personality or traits. Placing into context ‘The Shepherd’s boy and the wolf’ with regards to the disruptive children in the classroom.One must first understand children nature. Children who are generally disruptive in a class are usually bored or simple does not want to take responsibility of the task given at hand. Young children usually don’t know how to express themselves. By reading fables such as the one mentioned above gives them a better platform to differentiate between right and wrong and what the result will be for bad behaviour. They receive the moral of the story subconsciously and respond on an emotional level. I would approach this text in a story telling lesson. Improvising a bit on the story to suit my situation saying that the shepherds boy was bored by looking after the sheep and wanted to play with other children but did not want to carry out the task of looking after the sheep thus neglecting his responsibility his father had trusted him with. As oral mode is   antastic way of relaying a fable. It’s almost magical when one starts a story with a long time ago†¦. Children instantaniously open to a world of fantasy and make belief†¦ After having told this story I will allow children to voice the feelings towards the shepherd’s boy and the angry villages. As them expressing   their feelings will increase their understanding of the underlying message. One must understandmoral lesson in fables are taken in subconsciously. The disruptive children will come to a realisation that him going on the way he does will only be to his demise†¦ the other children will start smarting up and not give him the upper hand and he would have to stop his bad behaviour. By experiencing the boy’s agony this will allow for the children to get in touch with their own feelings thus imparting a life skill and this ‘inner resource will come forth later in life, be it in their work environment or social life, that a liar will dig his own grave. I will not threaten them or point out to them that if you lie this is what will happen but through this fable they will subliminally receive the moral and the result will be in the change of their behaviour. Another fable we can look at his the Hare and the Tortoise Because children are still developing emotionally, psychologically, socially and their vocabulary of language, we must understand their need to feel that they are in a safe environment as the world of unknown is a frightening and overwhelming place for children. By having a clear depiction on good prevailing evil, being able to easily identify with hero and having the happy ending serves a source of security. More importantly the children see what acceptable behaviour is. In this case where the hare was over confident and showing arrogance that he could actually take a nap while waiting for the tortoise these characteristics caused him to ultimately loose the race and on the flip side of the coin, the tortoise who infect had almost no chance of winning was confident and smart despite all the odds which stood in his way. He displayed peserverance. These very personality traits caused him to win. Children will internalise these traits even though it is displayed by an animal children readily accept them as they believe and live in a world where anything is possible. They can easily associate that all livings things have human like qualities this is called ‘Animism’ This specific text I would approach by having a play but firstly have a storytelling lesson. The children would become familiar with the text and characters and then I would prepare them for a play. Personal interaction will make children recall better. I would involve them in preparing props and improvising a bit where other children would dress up like different animals of the forest and give them parts in which they will have a chance to act in the play by expressing their views on the race before it takes place. This will be stimulating exercise as children will experience first-hand the emotions of the characteristics allowing them to bank into their ‘inner resource’ after the play I would ask them to write down their feeling towards the story and what lesson did they learn to see how well they grasped the concept of the moral. Children learn well through fun and games so replaying fables such as these serve not only as good entertainment it also talks to emotions that children can relate to such as fear, love, success etc. and its relevant to children’s life as fables consist of a basic and easy to understand introduction, plot development, conflict, climax and a happy ending in most cases. There characters as seen in the above mentioned fables were clearly identifiable, the hero and the villain and their strengths and weakness were easy to relate to. The diction was suitable for the age of children who take interest in fables

A Mexican Farmer Worker in USA Essay -- Immigration Immigrant Essays P

A Mexican Farmer Worker in USA The first immigrant I interviewed will be referred to as â€Å"Jess†. Jess is from Guanajuato which is in southern Mexico. Jess, his five brothers and sisters, and his parents were farmers. They grew corn as their main crop. Jess’s family lived in a three-bedroom brick house in Mexico. Their house surprisingly had water and electricity. He only made 100 pesos a day ($10.00 U.S.). According to Jess, this was not enough money to get by on his own. He said that the average person in Mexico needs at least 150 pesos per day to live on their own and someone raising a family needs much more than this. This is why in 1985, at the age of 18, he came to Arizona to find a better job and to help his family. Jess paid the coyotes $150.00 to get him across the border, walking through the desert for 12 hours and riding in the back of a truck for the rest of the way. The coyotes that helped him were a very nice family and they were not threatening at all. He says that cro ssing the dessert was a scary experience and that he feared they would be burglarized, but claims that he made it across without running into trouble. It only took Jess two days after arriving in Phoenix to find a landscaping job. According to the statistics in Transnational Villagers, between 1996 and 1999, 60.3% of Non-Dominican Hispanics, like Jess, were employed in the U.S. and 45.3% of them worked full time. Jess did not require the help of job agencies to find work. Of course, he was undocumented at the time but this was not a problem in the landscaping business. With the money from this job, he was able to buy his first car which he paid $300 for. Landscaping paid $4.00 per hour which was minimum wage back then. He remain... ...ct each other. Its first objective was to reduce the number of undocumented immigrants. The second objective was to provide undocumented immigrants already working in the U.S. with a chance to become legal and obtain rights. The Act established employer sanctions against businesses that knowingly employed undocumented immigrants. It also provided those immigrants who had been living illegally in the U.S. since 1982 with a chance to obtain temporary resident status. The United States is slowly realizing how important these immigrants are to the U.S. economy. There service to the United States deserves the respect and gratitude of every U.S. citizen. Works Cited Chang, Grace. Disposable Domestics, South End Press: Cambridge, MA. 2000. Levitt, Peggy. The Transnational Villagers, University of California Press: Berkley, CA. 2001.

Belonging Essay

Belonging, in essence, refers to the notion associated with the connections individuals make with people, groups and places. Conversely, by belonging to a certain group or place others are indirectly excluded from belonging in the process. Belonging is a connection that we all, as humans, instinctively seek out; it forms part of our natural behavior. Through this process of belonging we ultimately conform and grow as a person, the outcome through which is our place in society is established. The Immigrant Chronicle† by Peter Skrzynecki illustrates how difficult finding a sense of belonging can be by raising the issues experienced when attempting to assimilate in a new cultural environment with all the associated physical, personal and social changes. Similarly, Jeffery Smart’s painting â€Å"The New School† and the short film ‘Mr Cheng’ explore how barriers can hinder our sense of acceptance and belonging. Though it is an innate need to belong it is not always achieved. This idea is accentuated throughout â€Å"In the Folk Museum† as the composer struggles to relate to a history and culture which is not his own. The visit highlights his inner conflict of not knowing where he belongs. He does not feel like a ‘true’ Australian who may look at such ‘relics’ and see cultural significance to them and understand their historical value. Rather he views them in a detached sense â€Å"To remind of a past/ Which isn’t mine†. The poet uses a faceless caretaker as a representative of Australia’s past. She sits next to a â€Å"winnowing machine† an agricultural machine that separates grain from chaff, creating a metaphor for separating the ‘true’ Australians from new migrants. The poet illustrates the caretaker as dull and uninviting, matching her hair colour with the grey clay bottle that is in the museum; causing them to appear be made from the same entity adding to the composers discomfort and estrangement. The composer emphasises his lack of belonging by describing the colour of the museum as well as its â€Å"cold as water† touch showing the disconnection and isolation the composer experiences. The poem reinforces this idea, when the composer is asked to sign the visitor’s books emphasising that he is only a viewer of the Australian history rather than a part of it. Likewise â€Å"St Patrick’s College† also portrays the need to belong; however, it reveals that belonging does not always come naturally despite his mothers attempt to find a way to connect through uniform and the schools reputation. The poet explores this attempt to belong in the third stanza by the stress of â€Å"eight years† passing by and yet he is still â€Å"Like a foreign tourist, Uncertain of my destination, Every time I got off. † The poet reinforces this idea again by the repetition of time in the start of the fourth stanza, establishing that no matter how long, he is still not able to belong. Despite the use of uniform, it is evident that it is only a facade, used in order to create an illusion of belonging. It is not the uniform that binds students together, but rather a unique connection shared with individuals and place. (Link to question here and back to thesis). Jeffery Smart’s painting â€Å"The New School† establishes that although belonging is an innate need, it is not always achieved. Smart is described as a social commentator, a witness to the alienated city dweller or worker in a dehumanized landscape. Elements of his paintings are taken from real places but they are modified and generalised. The effect is that he creates universal scenes which could be renderings of any large modern city rather than being anchored in Australia or Europe. The concept of isolation is shown through the individual’s body language and placement of the hands as well as positioning in the painting. She is distant from the other students, as well as the school, showing she does not fit, emphasising her disconnection and lack of belonging. Jeffery Smart also creates a negative feel through the dark colour of the sky and the sadness the girl displays through her facial expression, showing the difficultly to belong and how the individual feels isolation as she has no connection with these people place or groups. Similarly â€Å"In the Folk Museum†, the composer feels alienated not being able to relate to the Australian culture and history. The poem initiates feelings of isolation and disconnection as the poet questions himself and his place in society as he does not experience a link with the history viewed. Both â€Å"St Patrick’s college† and â€Å"The New School† relate to a place and a lack of belonging. Smart furthermore highlights the struggle to belong by the vectors in his painting. This is shown by the lines of the basketball court, fading as they progressively near the individual, emphasising the student’s estrangement from the school. In the same way Mr Cheng experiences a lack of belonging through the vectors employed by the director, as images of his family appear however they fade emphasising his uncertainty of where he belongs. The director revisits the idea of isolation, illustrated through the severed family connections that Mr Cheng has suffered. Mr Cheng’s alienation is echoed throughout the piece as the director emphasises his exclusion throughout the film through Mr Cheng’s portrayal as being secluded from society. This struggle is shown by the projections of his memories on a brick wall throughout the film, creating a metaphor, representing the wall as a barrier, showing that although he possesses these memories he is blocked from accessing his true identity. Peter Skrzynecki’s, ‘The Immigrant Chronicle’, allows one to see the difficulties the poet, as a second generation migrant; experiences, this being, the dichotomy of belonging to a culture which is not his own and the feeling of estrangement from his parents’ culture. This concept is also shown through Jeffery Smart’s painting ‘The New School’ as the individual struggles similar to that of Mr Cheng to relate to an environment which is unfamiliar.

How Is Life Treating You - 2616 Words

(Sitting comfortably in an upward position facing CL about four feet apart. Session takes placed at a cleaned and cleared environment with no source of distraction. CL is a 20 year-old Asian, male-college student (undeclared major), and a part-time restaurant server). DV: Hi Dustin, how are you (firm handshake, light smile head nod) D: I’m good, how are you (graceful smile) DV: I haven’t seen you about a year now, since at Richland College last year, how is life treating you? D: It’s been a roller costal-up and down but there is progression. DV: I am sorry to hear that and certainly I will hear all about it wouldn’t I? D: Yes you will, faint smile DV: Well, I want you to know that I really appreciate you taking your precious time doing this, and I know that you ugh understand this video may view by my colleagues for education purposes so I again, appreciate you giving permission. D: Head nodded a few times (agreeable smile) DV: Before we start out today, I would like to give you some ground rules in addition to the consent form you signed earlier. Certainly our conversion is confidential, but I thought it might be helpful to kind of brush up on those limitations with you-as a matter of fact, two limitations: D: Um hm head nodded a few times (agreeably) DV: The first discretion is the video will be viewed by other students as I have mentioned to you earlier, and another would be if I thought you’re danger to yourself or someone else then I would have to break thatShow MoreRelatedSomeone Treating You Poorly1020 Words   |  5 PagesHow to Determine Why Someone is Treating You Poorly Do you find yourself wondering, â€Å"Why are they treating me this way?† If someone (a stranger, a friend, or a family member) is treating your poorly, you probably want to know why. Figure out what’s going on by watching their behavior and getting advice from others. 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