Since I have started my education courses this past semester, I have decided to share some of my work from those classes. This essay in particular is not to show off, gain sympathy, etc. It is just to share my journey of learning through (public) school. (I use this blog to save writings that I like, want to go back to in the future, or just to share with others.)
Despite my appearance and what some people assume about me, I was born and raised in the USA and thus, I didn’t have trouble with the English language. I actually consider myself fluent in English rather than my parent’s language, Bangla. I understood what I was being taught in school from a young age and displayed my skills by getting on the Honor Roll and Principal’s List from as early as 2nd grade. I looked forward to going to school daily as a 4th grader. I loved learning, being with my friends and teachers, and generally had fun in school. My homeroom/ Math teacher and aid were my favorite teachers. Mrs. Alia and Ms. Hill made me feel accepted and gifted in school, which motivated me to do well and kept my interest. They taught their subject with enthusiasm and helped us better understand the material. The big classroom itself was welcoming with its bright lights, posters on the wall, and overall organized room. It was actually thanks to Mrs. Alia and Ms. Hill that I wanted to become a teacher since I was in 4th grade. But the good school days were about to end as I entered 5th grade.
As a 5th grader, I started to wear a headscarf (hijab in Arabic) for the first time for religious reasons. Due to this and other reasons, classmates started to bully me. My grades didn’t really suffer although I didn’t enjoy school like I used to. In fact, I started to hate school at this point. I’m sure my teacher noticed the bullies, but for some reason, she nor any other staff member did anything to help me. I didn’t get my parents involved because I didn't want to make a big deal and I thought that if the bullies figured I was bothered enough to get my parents involved, they would have leverage over me. My "friends" weren't much help either. They laughed away as one bully in particular constantly embarrassed me. That year as a fifth grader I didn't feel accepted whatsoever. Classmates were intolerant of the changes I went through and made it obvious. So I basically endured the bullying and hate in silence for the rest of the school year.
Fast forward to 8th grade. Almost all my classmates and teachers got used to me wearing a headscarf and accepted the change by now. I had a group of friends that made going to school enjoyable again. Two of my favorite subjects were Math and Science. My Math teacher taught her lessons extremely well on an overhead projector so everything was neat and logical. She would also have students go up on the board and do problems so she could see that we understood and for us to explain our work to classmates. Again, her classroom was also organized and welcoming. She had desks in groups of 5-6 with at least 1-2 students in each group to help the others. My science teacher may not have been as neat and organized, but the subject was interesting enough to make it one of my favorites.
By senior year in high school, I was comfortable in my “skin” and it showed in almost everything I did. I work better by myself, but when it came to working in a group/ as a team, I tend to take the lead. I had some of the best teachers of my schooling as a senior in high school too. My teachers valued the hard work I put into their class and extracurricular activities. The teachers themselves were very dedicated, humorous, hardworking, organized, helpful, approachable, encouraging and creative, so it wasn’t hard to enjoy being in their company and learning from them. All the good traits I found in my teachers made my learning and overall school experience that much more worthwhile.
Being in university now, learning is different than it was in the past. Now, I have to take more responsibility for my education and what I get out of it. College is a privilege, so I try to do my best as a student. Not all professors have done their job well. Others were surprisingly great. Although some classes had a lot of work required, by the end of the semester I realized those were some of the best classes. Not because I got good grades in them or the professor went above expectations, but because I learned so much as their student. The wide variety of subjects is also very interesting in my opinion because even though we all might have a specific career in mind, it is still good to know a little bit about different areas.
The quest for knowledge and learning won’t end for me after I graduate. There is still so much more I want to learn and experience! As a future teacher, learning with my students will undoubtedly take place. After all, learning never truly stops no matter what our age may be.
Friday, May 30, 2014
Wednesday, May 21, 2014
Sunday, May 18, 2014
Buy Books @ the Library?
I think I paid around $0.50 (a steal!) for the 6th Harry Potter book which was practically in new condition- minus something minor that needed to be taped. I don't have all the books in the HP series, but I am taking my time collecting them for when I reread the series in the future :)
I also found the 1st book in the Goosebumps Horrorland series (I read the 10th one already). These are quick reads and have cool covers, don't you think?!
I am trying to complete my collection of the Narnia series, so I grabbed the 1st book which has movie images inside. Now I hope I can find movie tie in books for Prince Caspian and the Dawn Treader (if they exist) to complete my set!
I had a dream long time ago of me in Barnes and Noble buying all of Roald Dahl's books. Well, that isn't necessary because I found 4 of his books in addition to a book of his favorite ghost stories. Will be keeping my eyes open for more of RD books!
While on the subject of the library, I reorganized my book shelf (updated tour coming soon iA :) and went through all the books I haven't read yet and don't plan to read. I am in the middle of donating these to the library, especially the 6 top ones from my book swap mentioned above. I still have a few more to give away, and maybe swap for them if I get the chance again! I think everyone should go through their book shelves and make a pile of books that haven't been read at all and won't be read (be realistic) to donate to their local library!
Tuesday, May 6, 2014
Frank McCourt's Teacher Man... again!
I decided to share my adopt a writer "project" that I did for my Creative Non-fiction class last semester. As you may have noticed from the title, this post is about Frank McCourt's book, Teacher Man, which I have reviewed in the past here. I am putting this up because I am doing another analysis of his writing style, but in a different format and I wanted to eventually share that as well to compare the two. This might not interest everyone, but as an English Writing major, this is some of the work I do at uni. Nevertheless, I hope you get something out of reading this (and my other posts ;)
Teacher Man by Frank McCourt is a memoir about his 30 years of experience teaching. His career as a teacher helped in his next career as a writer, providing him with content and experience with the English language. Teacher Man is one of McCourt's books and has a distinct style. Diction, point of view, informal/ slang language, dialogue, punctuation, and imagery, are some ways McCourt differentiates his writing style of TeacherMan.
Diction is clearly one of the important ways that a writer's style stands out. Within a writer's word choice is what point of view they are writing in. For example, McCourt chooses to write his book in the first person point of view. He uses "I" right from the start, making it obvious to readers that this book is a personal account, but worth sharing, hence the memoir. McCourt begins by writing, "Here they come. And I'm not ready. How could I be? I'm a new teacher and learning on the job" (11). McCourt stays in the first person perspective all the way to the end. He concludes Teacher Man with, "The bell rings and they sprinkle me with confetti. I am told to have a good life. I wish them the same… I'll try" (258). In the first quote, readers might sympathize with McCourt as a new teacher, but by the end, readers get a sense that McCourt survived teaching that year. By using first person pronouns, McCourt establishes a relationship with his readers.
Furthermore, McCourt uses informal/ slang words, both as his own and quoted from other characters in his book. When McCourt recounts an unexpected visit from a parent, he writes it the way the parent spoke. On page 92 it is written, "This teacher here to learn youse kids. Youse don’t lissena the teacher youse don’t graduate. Youse don’t graduate youse wind up on the piers in some dead-end job. Youse don’t lissena teacher youse doin' yourselves no favor. Unnerstand what I'm tellin youse?" McCourt even mentions some of his students saying “management could kiss their ass” (141). Later on, McCourt says himself, “You know your role: if the little buggers piss you off from time to time, suffer man, suffer”(152). McCourt doesn’t hesitate to incorporate both formal and informal speech in his writing, making his work casual and adding variety.
Along with his informal word choice, McCourt adds a lot of dialogue in Teacher Man, but not in the typical way with proper punctuation. For example, McCourt writes, “Petey said, Yo teacher, that’s my sandwich you [et]. Class told him, Shaddap. Can’t you see the teacher is eating? I licked my fingers. I said, Yum, made a ball of paper bag and wax paper and flipped it into the trash basket. The class cheered. Wow, they said, and Yo, baby, and M-a-a-an. Look at dat” (17). Just like the above quote from a parent, McCourt adds the student’s reaction just as they must have said them. Many times, people speak and write differently depending on their environment, but here McCourt keeps the language authentic to how it was said.
Finally, a writer’s use of details comes into play with their style. McCourt describes scenes for readers to visualize what he wants them to “see”. For example, McCourt adds details to help show his nervousness as in, “I toy with the implements of my new calling: five manila folders, one for each class; a clump of crumbling rubber bands; a block of wartime composition paper flecked with whatever went into the making of it; a worn blackboard eraser; a stack of white cards…” (11). These little details help readers paint a picture in their head while reading. When describing a student’s reaction to hundreds of little watercolor jars, McCourt writes, “He pushes back the hood and the hair flames. I tell him I’ve never seen such red hair and he grins. He works at the sink for hours, spooning out the old paste into a large pickle jar, scrubbing the caps, arranging the jars on shelves… Could he take the jars home? His cheeks are wet”(98). Readers can picture these and many more scenes unfolding before their eyes thanks to McCourt’s imagery.
The overall book has a specific way it was organized. Teacher Man was broken up into three parts: It’s a long way to pedagogy, Donkey on a thistle, and Coming alive in room 205. These three parts separates the book into a beginning, middle, and end of McCourt’s journey through the American education system. It all begins though, with a prologue, introducing McCourt a bit, but more importantly, his subject on teachers. There are a total of 18 untitled chapters, which many authors choose to do too. The chapters speak for themselves so titles aren’t really necessary.
Frank McCourt’s memoir is not only a good read for future or current teachers, but it also provides an idea on his personal writing style that anyone could appreciate. His word choice is easily noticeable where he uses a variety of informal/ slang language incorporated in dialogue. McCourt’s imagery shows readers what is going on in his scenes that he describes and his point of view keeps the personality of his memoir intact while providing readers a glimpse of his life-long experiences. Overall, there is much to gain out of reading TeacherMan.
Teacher Man by Frank McCourt is a memoir about his 30 years of experience teaching. His career as a teacher helped in his next career as a writer, providing him with content and experience with the English language. Teacher Man is one of McCourt's books and has a distinct style. Diction, point of view, informal/ slang language, dialogue, punctuation, and imagery, are some ways McCourt differentiates his writing style of Teacher
Diction is clearly one of the important ways that a writer's style stands out. Within a writer's word choice is what point of view they are writing in. For example, McCourt chooses to write his book in the first person point of view. He uses "I" right from the start, making it obvious to readers that this book is a personal account, but worth sharing, hence the memoir. McCourt begins by writing, "Here they come. And I'm not ready. How could I be? I'm a new teacher and learning on the job" (11). McCourt stays in the first person perspective all the way to the end. He concludes Teacher Man with, "The bell rings and they sprinkle me with confetti. I am told to have a good life. I wish them the same… I'll try" (258). In the first quote, readers might sympathize with McCourt as a new teacher, but by the end, readers get a sense that McCourt survived teaching that year. By using first person pronouns, McCourt establishes a relationship with his readers.
Furthermore, McCourt uses informal/ slang words, both as his own and quoted from other characters in his book. When McCourt recounts an unexpected visit from a parent, he writes it the way the parent spoke. On page 92 it is written, "This teacher here to learn youse kids. Youse don’t lissena the teacher youse don’t graduate. Youse don’t graduate youse wind up on the piers in some dead-end job. Youse don’t lissena teacher youse doin' yourselves no favor. Unnerstand what I'm tellin youse?" McCourt even mentions some of his students saying “management could kiss their ass” (141). Later on, McCourt says himself, “You know your role: if the little buggers piss you off from time to time, suffer man, suffer”(152). McCourt doesn’t hesitate to incorporate both formal and informal speech in his writing, making his work casual and adding variety.
Along with his informal word choice, McCourt adds a lot of dialogue in Teacher Man, but not in the typical way with proper punctuation. For example, McCourt writes, “Petey said, Yo teacher, that’s my sandwich you [et]. Class told him, Shaddap. Can’t you see the teacher is eating? I licked my fingers. I said, Yum, made a ball of paper bag and wax paper and flipped it into the trash basket. The class cheered. Wow, they said, and Yo, baby, and M-a-a-an. Look at dat” (17). Just like the above quote from a parent, McCourt adds the student’s reaction just as they must have said them. Many times, people speak and write differently depending on their environment, but here McCourt keeps the language authentic to how it was said.
Finally, a writer’s use of details comes into play with their style. McCourt describes scenes for readers to visualize what he wants them to “see”. For example, McCourt adds details to help show his nervousness as in, “I toy with the implements of my new calling: five manila folders, one for each class; a clump of crumbling rubber bands; a block of wartime composition paper flecked with whatever went into the making of it; a worn blackboard eraser; a stack of white cards…” (11). These little details help readers paint a picture in their head while reading. When describing a student’s reaction to hundreds of little watercolor jars, McCourt writes, “He pushes back the hood and the hair flames. I tell him I’ve never seen such red hair and he grins. He works at the sink for hours, spooning out the old paste into a large pickle jar, scrubbing the caps, arranging the jars on shelves… Could he take the jars home? His cheeks are wet”(98). Readers can picture these and many more scenes unfolding before their eyes thanks to McCourt’s imagery.
The overall book has a specific way it was organized. Teacher Man was broken up into three parts: It’s a long way to pedagogy, Donkey on a thistle, and Coming alive in room 205. These three parts separates the book into a beginning, middle, and end of McCourt’s journey through the American education system. It all begins though, with a prologue, introducing McCourt a bit, but more importantly, his subject on teachers. There are a total of 18 untitled chapters, which many authors choose to do too. The chapters speak for themselves so titles aren’t really necessary.
Frank McCourt’s memoir is not only a good read for future or current teachers, but it also provides an idea on his personal writing style that anyone could appreciate. His word choice is easily noticeable where he uses a variety of informal/ slang language incorporated in dialogue. McCourt’s imagery shows readers what is going on in his scenes that he describes and his point of view keeps the personality of his memoir intact while providing readers a glimpse of his life-long experiences. Overall, there is much to gain out of reading Teacher
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