Lives on the Boundary by Mike Rose Essay -- Education Boundary Mike Ro

Lives on the Boundary by Mike Rose The book Lives on the Boundary, written by Mike Rose, provides great insight to what the new teaching professional may anticipate in the classroom. This book may be used to inform a teacher’s philosophy and may render the teacher more effective. Lives on the Boundary is a first person account composed of eight chapters each of which treat a different obstacle faced by Mike Rose in his years as a student and as an educator. More specifically in chapters one through five Mike Rose focuses on his own personal struggles and achievements as a student. Ultimately the aim is to highlight the underpreparedness of some of today’s learners. First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to â€Å"daydream to avoid inadequacy† (Rose 19). Mike Rose does not describe himself as a nuisance, but as a student who was overlooked. This treatment was very a detriment to his education. â€Å"I would hide by slumping down in my seat and page through my reader, carried along by the flow of sentences in a story.† (Rose 19) He discusses the teachers’ inability to â€Å"engage the imaginations of us kids who were scuttling along at the bottom of the pond.† (Rose 26) This strategy combined poorly with the attitudes of other students who did not want to work hard, who just wanted to be average. (Rose 28) Mike Rose describes that mix of students and how it affected his own perception of education: â€Å"School can be a tremendously disorienting place†¦ You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling†¦ You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.† (Rose 28)   Ã‚  Ã‚  Ã‚  Ã‚  Without reading Mike Rose’s detailed descriptions of his experiences as a learner a perspective teacher may never suspect that the quiet student in the class is daydreaming to avoid the material that he/she does n... ...ild, when he would hide and daydream, up until his first years of college, when he would avoid areas that were difficult, the author recognized that there was important link between challenging the student on a meaningful level and the degree to which the student eventually produced. â€Å"I felt stupid telling them I was†¦ well – stupid.† (Rose 43) Here, Rose shows an example of how poor preparation and low standards in the classroom can make a student feel inadequate. Indeed, one can see how many things seemingly unrelated do affect a student’s ability to learn. Reading Mike Rose’s book Lives on the Boundary one can benefit from his efforts as a student and educator. It is a tool that can be used to motivate teachers to produce interesting lesson plans and to be aware of their students in all aspects. The book provides concrete examples of good and bad teaching all related through the author’s personal history. Finally, the book-as an account of one man’s personal struggle – reflects on the inner psyche of the marginal student and prompts the reader to be more attentive to each and every learner. Work Cited Rose, Mike. Lives on The Boundary. New York, NY: Penquin Books. 1989 Lives on the Boundary by Mike Rose Essay -- Education Boundary Mike Ro Lives on the Boundary by Mike Rose The book Lives on the Boundary, written by Mike Rose, provides great insight to what the new teaching professional may anticipate in the classroom. This book may be used to inform a teacher’s philosophy and may render the teacher more effective. Lives on the Boundary is a first person account composed of eight chapters each of which treat a different obstacle faced by Mike Rose in his years as a student and as an educator. More specifically in chapters one through five Mike Rose focuses on his own personal struggles and achievements as a student. Ultimately the aim is to highlight the underpreparedness of some of today’s learners. First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to â€Å"daydream to avoid inadequacy† (Rose 19). Mike Rose does not describe himself as a nuisance, but as a student who was overlooked. This treatment was very a detriment to his education. â€Å"I would hide by slumping down in my seat and page through my reader, carried along by the flow of sentences in a story.† (Rose 19) He discusses the teachers’ inability to â€Å"engage the imaginations of us kids who were scuttling along at the bottom of the pond.† (Rose 26) This strategy combined poorly with the attitudes of other students who did not want to work hard, who just wanted to be average. (Rose 28) Mike Rose describes that mix of students and how it affected his own perception of education: â€Å"School can be a tremendously disorienting place†¦ You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling†¦ You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.† (Rose 28)   Ã‚  Ã‚  Ã‚  Ã‚  Without reading Mike Rose’s detailed descriptions of his experiences as a learner a perspective teacher may never suspect that the quiet student in the class is daydreaming to avoid the material that he/she does n... ...ild, when he would hide and daydream, up until his first years of college, when he would avoid areas that were difficult, the author recognized that there was important link between challenging the student on a meaningful level and the degree to which the student eventually produced. â€Å"I felt stupid telling them I was†¦ well – stupid.† (Rose 43) Here, Rose shows an example of how poor preparation and low standards in the classroom can make a student feel inadequate. Indeed, one can see how many things seemingly unrelated do affect a student’s ability to learn. Reading Mike Rose’s book Lives on the Boundary one can benefit from his efforts as a student and educator. It is a tool that can be used to motivate teachers to produce interesting lesson plans and to be aware of their students in all aspects. The book provides concrete examples of good and bad teaching all related through the author’s personal history. Finally, the book-as an account of one man’s personal struggle – reflects on the inner psyche of the marginal student and prompts the reader to be more attentive to each and every learner. Work Cited Rose, Mike. Lives on The Boundary. New York, NY: Penquin Books. 1989

Importance of movement in child development Essay

In a Montessori Tides classroom, there are carefully designed didactic materials that incorporate all the senses in the learning process. The hands which, according to Dr. Maria Montessori, â€Å"are the instruments of man’s intelligence,† work together with the mind. Freedom of movement grants the child the opportunity to observe and explore the prepared environment. Constantly the Montessori child actively uses and refines her senses as she absorbs the world around, while the child in the traditional classroom is generally confined to her desk, left almost exclusively to listen. The child in a Montessori Tides classroom is thus an active rather than a passive learner, who makes good use of all her senses while freely moving about the prepared environment. Furthermore, movement is connected to spiritual development. Physical activity nurtures the whole being, including the spirit. Montessori acknowledged, â€Å"If muscles which should normally be functioning are dorma nt, there is not only a physical, but a psychic depression as well. This is why action can have an influence also upon one’s spiritual energies.† Without activity a child energy supply is depleted, causing learning to be a more difficult task than it would be if there was a freedom to move. Dr. Montessori emphasized, â€Å"In fact, it is only by movement that the personality can express itself.† Freedom of movement clearly relates to freedom in general. Montessori believed that a child who is in control of herself, prepared to make rational choices and resist fleeting, illogical temptations is free. Consequently, freedom goes hand-in-hand with responsibility and self-discipline. Within the prepared environment, the child is allowed to develop her focus, become self-disciplined, and act responsibly. She is thereby able to become truly free. It is a catch 22 though; a child must initially be given freedom to learn to exercise responsibly, as a child in a Montessori Tides classroom is. She is free to move and make choices about her learning. There are limits, however; she is certainly not free to waste her days and disturb other children. â€Å"A child who is free to act not only seeks to gather sensible impressions from his environment but he also shows a love for exactitude in the carrying out of his actions.† In essence, freedom, including freedom of movement, permits a child to act responsibly, and responsibility, in turn, brings about true freedom. Finally, movement ties together the physical, intellectual, and spiritual being. It keeps the entire person healthy. Both the spirit and the  intellect depend on action to gather ideas and express themselves. The â€Å"child is a discoverer† by nature, and it is through this active discovery that she learns. The Montessori Method takes advantage of this by offering the child freedom of movement. Actually freedom of movement is a significant portion of the whole notion of freedom found in the Montessori Tides classroom, and it along with sensory education pave the way for developing the intellect as well as the spirit. â€Å"Through movement, [the child] acts upon his external environment and thus carries out his own personal mission in the world.†

Plagiarism Declaration And Its Effect On The Process Of...

A J I T H V A D D I Registration Number: Coursework Form This form should be completed for each piece of coursework submitted. It is designed to aid the process of anonymous marking, the identification of work once marking is complete, and for you to make a plagiarism declaration. Please ensure that you fill in all parts of the form. Please note that you should hand work in by the prescribed method only. Plagiarism Declaration (By completing this form you are making the declaration below.) The work I have submitted, in accordance with University College Regulations, is all my own work and contains no plagiarism from books, articles, the internet or anyone else’s work. Where I have quoted the words of another person, I have surrounded the quotation with quotation marks and have referred to the source within the text or by footnotes. Where I have taken ideas more commonly from other people (by using secondary sources or by reading books, journals or articles but not specifically referring to them in the text), I have acknowledged such use by making a named reference to the author in the coursework. I have included a full bibliography and/or reference list as required. I B P 7 0 0 2 Module Code: Module Title: Organizational Behavior and Leadership Module Convener: Dr. Ronald Kovach Academic Tutor: Olisa Chakraborty Coursework Title: Leadership Plan Submission Date: 22 June 2015 Word Count: 2104 Organizational Behavior and Leadership - Leadership Plan Index 1Show MoreRelatedApplication Of A Plagiarism Declaration4136 Words   |  17 Pagesto aid the process of anonymous marking, the identification of work once marking is complete, and for you to make a plagiarism declaration. Please ensure that you fill in all parts of the form. Please note that you should hand work in by the prescribed method only. Plagiarism Declaration By completing and signing this form you are making the declaration below: †¢ The work I have submitted, in accordance with University College Regulations, is all my own work and contains no plagiarism from booksRead MoreOrganisational Theory230255 Words   |  922 Pages1 Figure 2.2 Figure 2.3 Figure 2.4 Figure 2.5 Figure 2.6 Figure 3.1 Figure 3.2 Figure 3.3 Figure 3.4 Figure 3.5 Figure 3.6 Figure 3.7 Figure 3.8 Figure 4.1 Figure 4.2 Figure 4.3 Figure 5.1 Figure 5.2 Figure 5.3 Figure 5.4 Relating cause and effect How theory provides explanation The double hermeneutic The derivation of ‘epistemology’ What is this? The derivation of ontology Positivist philosophical assumptions – the truth is out there and we can objectively know it The role of the subjectiveRead MoreCase Study148348 Words   |  594 PagesBritish Retailing? Tesco: from Domestic Operator to Multinational Giant Ekomate Systems and the Indian Software Industry: Leveraging Network Relationships for International Growth Sustaining the Magic at Bang Olufsen Cordys: Innovation in Business Process Management iPod to iPad: Innovation and Entrepreneurship at Apple Grupo Ferrovial and the Acquisition of Amey plc Who Runs Education Now? Mergers and De-mergers in the Public Sector Severstal Queensland Rail: QR Ltd (QR) The Changan-Ford Joint Venture: